Maryland Math 4.NOS.D.10.c

Math4th GradeNumber and Operation Sense

The Standard

4.NOS.D.10: Compare two fractions with different numerators and different denominators, understanding that comparisons are valid only when the two fractions refer to the same whole.

Justify comparisons using representations and reasoning.

Maryland College and Career Ready Standards for Mathematics (2025) · EXTEND UNDERSTANDING OF FRACTION EQUIVALENCE AND ORDERING.

Teacher's field guide

What Students Need to Do: Students compare two fractions and show which is greater, or whether they are equal. They use drawings, fraction strips, or number lines to explain why.
What Mastery Looks Like: A student can show that 3/4 is greater than 5/8 by dividing equal-size bars into eighths. They explain that 3/4 is 6/8, and 6/8 is greater than 5/8.
Common Misconceptions: Students may think 5/8 is greater than 3/4 because 8 is greater than 4. They may also compare shaded parts of bars that are different sizes.
How to Assess It: Exit ticket: Draw two equal-size bars to compare 3/4 and 5/8. Write >, <, or =, and explain your choice using the bars.

Lesson moves

Give pairs equal-length paper strips to fold into fourths and eighths, shade 3/4 and 5/8, and compare.
Ask, 'Is 2/3 greater than 3/4 because thirds are bigger than fourths?' Have students draw equal-size bars and explain.
Play fraction card pairs: students draw two cards, sketch a comparison, and earn a point only when their explanation matches the drawing.
Show two same-size pizza drawings with 3/4 and 5/8 left; ask which family has more pizza and how they know.

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