This task is meant to address a common error that students make, ...

This task is meant to address a common error that students make, namely, that they represent fractions with different wholes when they need to compare them. This task is meant to generate classroom discussion related to comparing fractions. Particularly important is that students understand that when you compare fractions, you implicitly always have the same whole.

Show what you know about equivalent fractions and ordering by choosing three ...

Show what you know about equivalent fractions and ordering by choosing three activities (in a row, column, or diagonal) to complete the tic-tac-toe board. Standards assessed: 3.NF.3a-d, 4.NF.1, 4.NF.2. This assessment was designed for adult basic education.

This is a task from the Illustrative Mathematics website that is one ...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Who correctly compares the numbers 2/3 and 2/5? Ben said that 2/3 is greater than 2/5. Lee said that 2/3 is equal to 2/5. Mia said that 2/3 is less tha...

This is a task from the Illustrative Mathematics website that is one ...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Choose each statement that is true. $\frac98$ is greater than $\frac{9}{4}$. $\frac{9}{4}$ is greater than $\frac98$. $\frac98 \gt \frac{9}{4}$. $\frac...

This is a task from the Illustrative Mathematics website that is one ...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Choose each statement that is true. $\frac34$ is greater than $\frac54$. $\frac54$ is greater than $\frac34$. $\frac34 \gt \frac54$. $\frac34 \lt \frac...

In this lesson, students apply their understanding of fractions to compare two ...

In this lesson, students apply their understanding of fractions to compare two fractions. They use fraction models and number lines to help them reason about the size of unit fractions. Students learn to look carefully at the numerators and denominators of both fractions they are comparing to determine if the numerators or the denominators are the same. If the denominators are the same, the students know the fractions are built from the same size unit fraction and the fraction with the most parts in the numerator is larger. If the numerators are same, then students reason about the size of the unit fractions used to make each of the two fractions. Students apply this understanding to solve problems that involve comparing fractions and explain why one fraction is larger or smaller.

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