ALEX Classroom Resources

   View Standards     Standard(s): [MA2019] (4) 14 :

14. Compare two fractions with different numerators and different denominators using concrete models, benchmarks (0, ½, 1), common denominators, and/or common numerators, recording the comparisons with symbols >, =, or <, and justifying the conclusions.

a. Explain that comparison of two fractions is valid only when the two fractions refer to the same whole.

Comparing fractions is easy when the numerators or denominators are the same, but what about when they’re different? Use this lesson from Classroom Connection to master comparing fractions, no matter what numbers they have.

   View Standards     Standard(s): [MA2019] (3) 15 :

15. Explain equivalence and compare fractions by reasoning about their size using visual fraction models and number lines.

a. Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers.

b. Compare two fractions with the same numerator or with the same denominator by reasoning about their size (recognizing that fractions must refer to the same whole for the comparison to be valid). Record comparisons using < , >, or = and justify conclusions.

[MA2019] (4) 14 :

14. Compare two fractions with different numerators and different denominators using concrete models, benchmarks (0, ½, 1), common denominators, and/or common numerators, recording the comparisons with symbols >, =, or <, and justifying the conclusions.

a. Explain that comparison of two fractions is valid only when the two fractions refer to the same whole.

In this lesson, students are taught how to interpret fractions where the denominator describes the number of equal parts and the numerator describes how many of those parts one has. They are also introduced to naming equivalent fractions by dividing a circle. This Cyberchase activity is motivated by an episode in which the CyberSquad creates a recipe for an antidote to MotherBoard's virus.

   View Standards     Standard(s): [MA2019] (4) 14 :

14. Compare two fractions with different numerators and different denominators using concrete models, benchmarks (0, ½, 1), common denominators, and/or common numerators, recording the comparisons with symbols >, =, or <, and justifying the conclusions.

a. Explain that comparison of two fractions is valid only when the two fractions refer to the same whole.

In this interactive activity, students will be led through steps to compare fractions and mixed numbers. There are teaching activities as well as practice activities available. A handout with practice problems can be printed. After utilizing this resource, the students can complete the short quiz to assess their understanding.

   View Standards     Standard(s): [MA2019] (4) 14 :

14. Compare two fractions with different numerators and different denominators using concrete models, benchmarks (0, ½, 1), common denominators, and/or common numerators, recording the comparisons with symbols >, =, or <, and justifying the conclusions.

a. Explain that comparison of two fractions is valid only when the two fractions refer to the same whole.

In this interactive activity, students will be led through steps to find the least common multiple of two numbers which will help students add, subtract, and compare fractions. There are teaching activities as well as practice activities available. A handout that reviews the strategies taught during the interactive can be printed. After utilizing this resource, the students can complete the short quiz to assess their understanding.