Wyoming Math 4.NF.2

4.NF.2 is a cluster heading. These are the individual standards under it.

• 4.NF.2a

  Recognize that comparisons are valid only when the two fractions refer to the same whole.

• 4.NF.2b

  Record the results of comparisons with symbols >, =, or <.

• 4.NF.2c

  Justify the conclusions by using a visual fraction model.

01

What Students Need to Do

Students compare fractions with different numerators and denominators by finding common parts or using 1/2 as a checkpoint. They write <, >, or = and use drawings with the same-size whole to show why.

02

What Mastery Looks Like

A student can draw equal-size bars to show that 2/3 is 8/12 and 3/4 is 9/12, then write 2/3 < 3/4. They can use 1/2 to compare 3/8 and 2/3 and spot when two drawings use different-sized wholes.

03

Common Misconceptions

Students may say 3/8 is greater than 2/5 because 3 is greater than 2. Others assume eighths are bigger than fifths because 8 is bigger than 5. Some compare shaded areas in drawings without checking that the wholes are the same size.

04

How to Assess It

Exit ticket: Draw equal-size fraction bars for 2/3 and 3/4. Write the correct comparison symbol and explain how your bars prove it.

1. 01

   Give pairs equal-length paper strips; fold one into thirds and one into fourths, shade 2/3 and 3/4, then compare.

2. 02

   Ask partners, "How does 1/2 help you compare 3/8 and 2/3?" Have them write one sentence.

3. 03

   Deal pairs of fraction cards, including 2/5 and 3/10; partners race to draw equal-size bars and write a justified comparison.

4. 04

   Draw two same-size garden beds with 2/3 and 3/4 planted; shade each and decide which bed has more planted area.

• 4.NF.3c

  Add and subtract mixed numbers with like denominators by replacing each mixed number with an equivalent fraction, and/or by using properties of addition and the...