Wyoming Math 4.NF.2b
The Standard
Compare two fractions with different numerators and different denominators by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Record the results of comparisons with symbols >, =, or <.
2023 Wyoming Mathematics Content and Performance Standards · Extend understanding of fraction equivalence and ordering (limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100).
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students compare fractions with different numerators and denominators. They use matching numerators, matching denominators, or 1/2 as a reference. They write <, >, or = to show the result.
What Mastery Looks Like
- A student writes 3/8 < 4/6 and explains that 3/8 is below 1/2 while 4/6 is above it. They can also rename 2/3 as 4/6 and explain why 4/6 < 4/5.
Common Misconceptions
- Some students say 3/4 < 4/8 because 3 is less than 4, without considering the size of the parts. Others assume a larger denominator means a larger fraction or compare drawings with different-sized wholes.
How to Assess It
- Ask students to compare 3/8 and 4/6 using <, >, or =. Have them write one sentence explaining how 1/2 helped them decide.
Lesson moves
Ways to Teach It
Give pairs equal-length fraction strips divided into eighths and sixths; have them shade 3/8 and 4/6, line them up, and record the comparison.
Ask, “Is 2/3 greater than 4/5? Rewrite one fraction so the numerators match, then explain your answer.”
Put cards showing 3/4, 4/8, 2/3, and 5/12 on a table; partners draw two with different numerators and denominators, compare, then check with strips.
Show two same-size pizzas, one with 3/8 eaten and one with 4/6 eaten; ask which group ate more and why.
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Printable 4.NF.2b Worksheet
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Related Standards
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- 2.NBT.4
Compare pairs of three-digit numbers based on meanings of the hundreds, tens, and ones digits, using the words “is greater than,” “is equal to,” “is less than,”...
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