4.3.D
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
Give pairs fraction strips, such as 3/4 and 5/8, and have students align them, compare lengths, and record the correct symbol.
Ask, "Which is greater, 5/6 or 7/9?" and have students defend an answer using a benchmark or equivalent fractions.
Play Fraction War with fraction cards, requiring partners to place >, <, or = between cards before claiming each round.
Show recipe cards using 2/3 cup and 3/4 cup of milk, then ask which recipe uses more and how students know.
Keep exploring
Related Standards
- 1.2.G
represent the comparison of two numbers to 100 using the symbols >, <, or =
- 3.2.D
compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =
- 5.2.B
compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or =
- 3.3.H
compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, ob...
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