Virginia SOL 4.NS.3.d
The Standard
Compare two fractions (proper or improper) and/or mixed numbers using fractions with denominators of 12 or less, using the symbols >, <, and = (e.g., 2 3 > 1 7 ). Justify comparisons orally, in writing, or with a model.*
Virginia Standards of Learning for Mathematics · The student will use mathematical reasoning and justification to represent, compare, and order fractions (proper, improper, and mixed numbers with denominators 12 or less), with and without models.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students decide which of two fraction or mixed-number values is greater, less, or equal. They record the correct comparison symbol and explain their reasoning with words, equations, or a model.
What Mastery Looks Like
- Students correctly compare proper fractions, improper fractions, and mixed numbers, even when the forms differ. They support each answer by using benchmarks, equivalent fractions, number lines, or fraction models.
Common Misconceptions
- Students may compare only the numerators or denominators instead of the fraction values. They may ignore the whole-number part of a mixed number or reverse the meaning of < and >. Some assume an improper fraction is always greater than every mixed number.
How to Assess It
- Give students 11/6 and 1 3/4. Ask them to insert >, <, or = and justify their choice with a number line, model, or equations.
Lesson moves
Ways to Teach It
Build 7/8 and 5/6 with fraction strips, align them at zero, place the correct symbol, and label the longer amount.
Write: “Is 9/6 greater than, less than, or equal to 1 1/2?” Prove your answer using two representations.
Play Fraction War with proper, improper, and mixed-number cards; partners compare each pair, place a symbol, and explain before taking cards.
Compare two recipe amounts, such as 7/6 cups and 1 1/8 cups, then explain which needs the larger measuring container.
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Printable 4.NS.3.d Worksheet
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- 4.NS.3.a
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