4.3.D

Math4th GradeNumber and operations

The Standard

compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <

Texas Essential Knowledge and Skills for Mathematics

Teacher's field guide

What This Standard Means

What Students Need to Do

Students decide which fraction is greater or whether the fractions are equal. They use models, benchmarks, or equivalent fractions, then record the relationship with >, <, or =.

What Mastery Looks Like

A student selects >, <, or = correctly for each pair. The student can justify the choice with fraction strips, a number line, benchmarks, or equivalent fractions.

Common Misconceptions

Students may think the fraction with the larger denominator is always greater. They may compare only numerators or use fraction models with wholes of different sizes.

How to Assess It

Give this exit ticket: Complete 3/4 __ 5/8, 2/3 __ 4/6, and 3/10 __ 2/5. Justify one answer with a drawing or benchmark.

Lesson moves

Ways to Teach It

  1. Give pairs fraction strips, such as 3/4 and 5/8, and have students align them, compare lengths, and record the correct symbol.

  2. Ask, "Which is greater, 5/6 or 7/9?" and have students defend an answer using a benchmark or equivalent fractions.

  3. Play Fraction War with fraction cards, requiring partners to place >, <, or = between cards before claiming each round.

  4. Show recipe cards using 2/3 cup and 3/4 cup of milk, then ask which recipe uses more and how students know.

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