Grade 4 - Comparing Fractions Unit
The Comparing Fractions Unit involves using a variety of methods to compare two fractions with different numerators and different denominators. Comparison methods may include building models and visually analyzing the fractions they represent; creating common denominators or common numerators; and/or comparing to a benchmark fraction such as ½. Questions to answer may include:
- Why must we use the same “whole” when comparing fractional parts?
- How can you prove that fractions are equivalent when using area models, linear models or set models?
- What benchmarks are useful for comparing two fractions? Why?
Math Concepts and Skills:
The student generates, represents and shows relationships between fractions.
The student:
- decides if two fractions are equivalent using a variety of methods.
- compares two fractions with different numerators and different denominators and represents the comparison using the symbols >, =, or <.
Summative Assessment Task
Students determine if two boys ate the same fraction of a pan of Jell-O.
Instructional Tasks/Formative Assessments
Students determine the various colors of different squares on a new rug.
Students determine if Scarlett can eat `sf(13/12)` of a package of crackers.
Students determine who has the largest fractional share of a pan of lasagna.
Using numbers and symbols, students determine what snack the teacher should bring for his class.