'.

I,

By the end of the 4th grade Fractions module for fraction equivalence and ordering (4.NF.l and 4.NF.2)

Standards:

• 4.NF.1. Explain why a fraction alb is equivalent to a fraction (n x a)/(n x b) by using visual
fraction models, with attention to how the number and size of the parts differ even though the
two fractions themselves are the same size. Use this principle to recognize and generate
equivalent fractions.

• 4.NF .2. Compare two fractions with different numerators and different denominators, e.g., by
creating common denominators or numerators, or by comparing to a benchmark fraction such
as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same
whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions,
e.g., by using a visual fraction model.

Standards for Mathematical Practice:

• Make sense of problems and persevere in solving them.

• Reason abstractly and quantitatively.
• Model with mathematics.
• Attend to precision.
• Look for and express regularity in repeated reasoning.

Students will understand ...

• There are many names for the same fractional piece
• New names for a fraction can be generated by partitioning each piece into smaller pieces; this
corresponds to "the numerical process of multiplying the numerator and denominator of a
fraction by the same non-zero number" (progressions language)
• When we partition, the number and size of the parts will differ even though the fractions are
the same size
• Visual models such as bar models and number lines are helpful
• When comparing fractions, comparisons are valid only when the two fractions refer to the
same whole

Students will know ...

• The equation alb =(n x a)l(n x b) "corresponds to physically partitioning of each unit fraction
piece into n smaller pieces" (progressions language)
• The definitions and usage of >, =, or <
Students will be able to ...
• Recognize equivalent fractions shown by visual models and number lines
• Generate equivalent fractions using visual models and number lines and record with an
equation of the form a/b =(n x a)/(n x b)
• Explain why a fraction alb is equivalent to a fraction (n x a)/(n x b) using visual models
• Compare two fractions with different numerators and different denominators by creating
common denominators or numerators and justify the conclusions
• Compare two fractions with different numerators and different denominators by comparing to
a benchmark fraction such as Yz and justify the conclusions
• Record the results of comparisons with symbols >, =, or <

Prerequisite knowledge ... (from Progressions)

• Fractions must be equal sized pieces
• The numerator refers to the number of pieces chosen
• The denominator refers to total number of pieces
• Relative sizes of fractions are dependent on the size of the whole
• If two fractions have the same numerator the fraction with the bigger denominator is smaller
(same number of pieces, but they are smaller)
• If two fractions have the same denominator the fraction with the bigger numerator is bigger
(has a greater number of same size pieces)
• On a number line, the fraction to the left is smaller and the fraction to the right is larger
• A point on a number line has many different fractional names
• same lengths of fraction strips have different names but are equal
4th Grade Fraction Equivalence and Ordering
Progression of Learning Goals Lessons 1- 5

The goal of Lessons 1- 5 is for students to understand how to create equivalent fractions using
area models and number lines and to develop an understanding of the written algorithm as a result of
this work. Over the course of the first 4 lessons students should primarily be working with the models
to find their answers; the connection between that work and the written algorithm should happen
organically. The algorithm should not be forced too quickly nor should it be avoided if it is student-
generated. As students discuss their strategies and the patterns that they notice, there will be some
students who begin to see the connection between the number of pieces into which each unit fraction
is broken and the number by which we multiply the numerator and denominator. Other students will
need more time to "sit" with that idea before they are ready to formalize it. As the connection begins
to surface throughout class discussions, a response such as, "Hmmm, Mary has made an interesting
observation. Let's make a note of it and see if her idea continues to work as we explore other
models." Subsequent group discussions should provide students the opportunity to revisit the
hypothesis, add to it, clarify it, and possibly change it if the original observation is found to not always
hold true. Once students have progressed through work with both the area and number line models
Lesson 5 can be used to cement the algorithm for all and to practice. For example .... "Today we are
going to think about Mary's observation, finalize it, and create a class algorithm that we will practice.
Remember that a few days ago Mary suggested .... when we got to the number line models we
modified this idea to .... Does anyone think that they can now state ONE rule that we could use to solve
all of these problems without drawing a model? And can you explain why this rule works by thinking
about our models?" The end goal of this day's lesson is for students to know the steps of the
algorithm, how each step connects to how they modified their models to solve a problem, and to begin
to develop fluency with the algorithm alone.

Lesson 1 (1- 2 days)

Learning Goal: Students will develop a rule for generating equivalent fractions by partitioning
area models and will begin to look for patterns in the fraction pairs. (Goal to post for students: Today
we will discover how to create equivalent fractions and look for patterns). In this lesson, students will
be challenged to create different fractions from an area model of the fraction 3/4. As a class, they will
record the fractions they've generated, look for patterns between the starting fraction {3/4} and the
newly created fractions, and describe any patterns they notice.

Lesson 2(1 day)

Learning Goal: Students will find missing numerators and denominators in equivalent
fraction pairs and continue to look for patterns and strategies. (Goal to post for students: Today we
will find missing numerators and denominators). In this lesson, the teacher will challenge students to
use area models to find missing numerators or denominators in equivalent fraction pairs. As a class,
they will review the ideas they developed in Lesson 1 and modify those ideas to find missing
numerators or denominators.
Lesson 3 (1 day)
Learning Goal: Students will use a number line model to find equivalent fractions and
compare the model with the area model. (Goal to post for students: Today we will explore how to
use a number line to find equivalent fractions). In this lesson, students will re-visit the concept
introduced in Lesson 1 using a number line model. They will use the model to create equivalent
fractions and compare the model to the area models used previously.

Lesson 4(1 day)

Learning Goal: Students will find missing numerators and denominators in equivalent
fraction pairs using number lines. (Goal to post for students: Today we will use number lines to find
missing numerators and denominators). In this lesson, the teacher will challenge students to use
number lines to find missing numerators or denominators in equivalent fraction pairs. As a class, they
will review the patterns and strategies they have discovered in previous and move further towards
formalizing the written algorithm.

Lesson 5(1 day)

Learning Goal: Students will review the patterns and strategies they discovered in Lessons 1
- 4 and will generalize a written algorithm to describe these strategies. (Goal to post for students:
Today we will create a written rule, or algorithm, for finding equivalent fractions). In this lesson, the
students will review the patterns and strategies they have discovered in previous and formalize the
written algorithm.

Lesson 6 - 7 (if needed): additional lesson days should be used to reinforce the concepts and the
algorithm learned in Lessons 1- 5 before administering the Formative Assessment for Equivalence.

Lesson 8: Formative Assessment for Equivalence

Challenge Ideas Outline

The following questions could be provided as extensions for students:

• Can a model of % be partitioned to show sevenths? Why or why not? (in Lesson 1 Student
Worksheet)
• What patterns can I find when I keep partitioning unit fractions repeatedly (each unit into two
pieces, then each NEW unit into two pieces again, etc.) How many times can I keep partitioning?
Is there an end? (Lesson 1 Independent Problem Set Challenge Sheet)
• Can I work backwards? For example, if! end with the fraction 12/16, what fraction(s) might I
have started with? Could I have started with 4/5? Why or why not? Are there multiple fractions
with which I could have started? Why? Can I find other fractions that could have multiple
starting fractions?
• If I start with 8/10, can I tum it into xiS? What would x be? Our "rule" states: To make an
equivalent fraction, we can partition (break) each unit fraction into smaller equal pieces. Then
we multiply the numerator and denominator by the number of pieces we have in each unit
fraction. Does this rule work for 8/10 = xiS? Why or why not? How might we change the
wording in the rule to allow for this type of problem?

4 FEO Challenge Ideas Outline 3/20/12

4th Grade Fraction Equivalence and Ordering
Progression of Learning Goals in Lessons 9 - 20 (Comparing and Ordering)

4.NF.2. Compare two fractions with different numerators and different denominators, e.g., by creating
common denominators or numerators, or by comparing to a benchmark fraction such as 1/2.
Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the
results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual
fraction model.

The goal of Lessons 9 - 20 is for students to understand how to compare and order fractions
using a variety of strategies including area models (physical and paper), number lines, benchmark
fractions, and by finding equivalent fractions. The strategy of finding equivalent fractions should
ultimately connect back to the work done in Lessons 1- 8 and should be supported with both area
models as well as the written algorithm for common denominators. After students activate prior
knowledge learned in third grade throughout Lessons 9 and 10, Lesson 11 offers a "free explore"
opportunity for students to generate their own strategies for comparing fractions with different
numerators and different denominators using whatever tools and reasoning strategies they have. This
lesson should end with a collection of class-generated strategies posted on the classroom wall.
Lessons 12 -15 provide students with a closer experience with each of the most important strategies.
If the group does not generate one of the strategies in these lessons the teacher should include "his"
strategy with a prompt such as, "Hmm, this is how I would compare those fractions- who thinks they
can explain my strategy?" If other strategies are generated by students the teacher should feel free to
add additional days to explore them. Wherever possible in Lessons 12 -14, the teacher should refer
back to the partitioning strategies studied in Lessons 1- 8. The lesson outlines provide more specific
suggestions where appropriate. This referring back will be helpful as students move into Lesson 15.

Lesson 9 (1 day)
Learning Goal: Students will understand that in order to compare fractions the fractions must
refer to the same whole. (Goal to post for students: Today we will discover when we can and cannot
compare two fractions). In this lesson, students will be asked to create a situation in which 1/2 is
greater than 1/2. They will develop and post a rule similar to the following: "In order to compare two
fractions, they MUST refer to the same size whole. If they refer to different size wholes we CANNOT
compare them."

Lesson 10(1 day)

Learning Goal: Students will revisit how to compare fractions when either the denominator
or the numerator is the same. (Goal to post for students:
Today we will compare fractions with:
• the same denominator
4FEO Progression of Learning Ideas 4/10/2012
 • the same numerator).
In this lesson, students will first revisit how to compare fractions with the same denominator using
area models (physical and paper), and number lines; they will then revisit comparing fractions with the
same numerator using the same tools. This lesson is structured with two student work times and two
group discussions; the first work time/discussion will focus on comparing fractions with the same
denominator; the second work time/discussion will focus on comparing fractions with the same
numerator.

Lesson 11 (1 day)
Learning Goal: Students will begin to develop strategies for comparing fractions with
different numerators and different denominators. (Goal to post for students: Today we will explore
ways to compare fractions with different numerators and denominators). In this lesson, students will
have the opportunity to develop a variety of strategies for comparing fractions; they will generate a
class list of possible strategies that will be explored in further depth over the next few lessons.

Lesson 12(1 day)

Learning Goal: Students will compare fractions with different numerators and different
denominators using area models (physical and paper) and number lines. (Goal to post for students:
Today we will use area models and number lines to compare fractions). In this lesson, students will
practice using area models (physical and paper) and number lines to compare fractions.

Lesson 13(1 day)

Learning Goal: Students will compare fractions with different numerators and different
denominators using 1/2 as a benchmark. (Goal to post for students: Today we will compare fractions
using 1/2 as a benchmark). In this lesson, the students will explore and practice comparing fractions
using 1/2 as a benchmark. Area models and number lines will be used to support this approach.

Lesson 14 (1 day):
Learning Goal: Students will compare fractions with different numerators and different
denominators usin'g 1 whole as a benchmark. (Goal to post for students: Today we will compare
fractions using 1 whole as a benchmark). In this lesson, the students will explore and practice
comparing fractions using 1 whole as a benchmark. Area models and number lines will be used to
support this approach.

Lesson 15 (1- 2 days):

Learning Goal: Students will compare fractions by finding equivalent fractions for one or
both fractions. (Goal to post for students: Today we will compare fractions by finding equivalent
fractions). In this lesson, students will revisit the strategies they developed in Lessons 1- 8 for finding
equivalent fractions and will use these strategies to compare fractions first with area models and then
with the written algorithm alone.
4FEO Progression of Learning Ideas 4/10/2012
Lesson 16 - 17 (if needed): additional lesson days should be used to reinforce the concepts learned in
Lessons 9 - 15 before administering the Formative Assessment for Ordering.

Lesson 18: Formative Assessment for Ordering

Lesson 19 (if needed): (an) additional lesson day(s) should be used to reinforce the concepts and the
algorithm learned in all lessons 1 - 15 before administering the Summative Assessment for Fraction
Equivalence and Ordering.

Lesson 20: Summative Assessment for Fraction Equivalence and Ordering

4FEO Progression of Learning Ideas 4/10/2012

"-

Strategies for Comparing Fractions

In order to compare fractions, there are many strategies that can be used. Some of the most effective
ones are described in this document.

It is not necessary that every student master every strategy; however, the teacher should be fa miliar
with as many strategies as possible in order to:
• recognize if a student-created strategy is mathematically correct
• have a "toolkit" of strategies that can be used by students

It is essential for students to remember that the fractions being compared MUST refer to the same
whole.

These strategies include:

• Comparing Area Models
• Points on a Number Line
• Reasoning Strategies (same numerator; same denominator; benchmark fractions)
• Finding Equivalent Fractions

4 FEO Comparing Fractions Strategies 4/10/12

 Comparing Area Models

Students can compare area models to compare fractions either by using physical fraction
manipulatives or by drawing pictures. In an area model, the model that represents the larger area is
the larger fraction.

Which is larger ... 3/4 or 5/67 (Fraction strips)

3/4

5/6

Which is larger... 3/4 or 5/67 (Fraction circles)

3/4 5/6

..~~\
. ~~!f . . ,,- :
,. 1; .......:.. .
I"
l! ~

:.;. ... ~.

Which is larger ... 3/4 or 5/67 (Fraction squares)

3/4 5/6

4 FEO Comparing Fractions Strategies 4/10/12

 Points on a Number Line

Students can use number lines to compare fractions by plotting the points on one or on two number
lines. The point further to the right represents the larger fraction.

Which is greater ... 2/3 or 5/8? (Two different number lines)

- 1
0
,
2/3

1 •
1
5/8

- 1
0
+ 1 •
1

Which is greater ... 1/2 or 3/8? (One number line)

NOTE: this strategy may be harder for some students to visualize; depending on the
fractions it could require partitioning, as demonstrated below.

Start with 1/2 ....

1/2

-Io + 1
1 ·

In order to show eighths I have to partition this number line differently. Think: I have 2 pieces; I need
8 ... how can I partition my number line to get 8 pieces? Each half needs to be partitioned into 4 pieces
so that I have 8 pieces in all. Now I can show 3/8.

1/2
3/8

o 1

The point 1/2 is to the right of the point 3/8, so it is larger.

4 FEO Comparing Fractions Strategies 4/10/12

 Reasoning Strategies

Fractions that have the same denominator: Different number of same size pieces

Two fractions with the same denominator have a DIFFERENT NUMBER of the SAME SIZE pieces.

For example, 2/3 and 1/3 ... thirds of the same whole are the same size; if I have 2 pieces that's more
than one piece (a different number (2 or 1) of the same size pieces (thirds)).

2/3 1/3

Fractions that have the same numerator: Same number of different size pieces

Two fractions with the same numerator have the SAME NUMBER of DIFFERENT SIZE pieces.

For example, 3/4 and 3/5 ... fourths are bigger than fifths; if I have three fourths I have MORE than if I
have three fifths (the same number (3) of different size pieces (fourths and fifths)).

3/4 3/5

4 FEO Comparing Fractions Strategies 4/10/12

eo

Benchmark fractions: closeness to 1/2 and 1 whole

Some fractions can be compared to 1/2 or 1 whole.

Using a benchmark of 1/2: To compare 3/8 and 5/6, I know that 3/8 is smaller than 1/2 because half
of 8 is 4. I know that 5/6 is larger than 1/2 because half of 6 is 3. If 3/8 is smaller than 1/2 and 5/6 is
larger than 1/2 then 5/6 > 3/8.

3/8 is smaller 5/6 is larger

than 1/2 than 1/2

Using a benchmark of 1: To compare 6/7 and 7/8, I know that 6/7 is 1/7 away from 1 and 7/8 is 1/8
away from 1. I know that 1/8 is smaller than 1/7, so 7/8 must be closer to one (and therefore larger).

I need more to I need less to complete

complete the whole; the whole; this fraction
.--------i
this fraction must be must be larger.
~-r--':::-~ .----..----.1
smaller.

4 FEO Comparing Fractions Strategies 4/10/12

 Finding Equivalent Fractions

I can compare fractions by finding equivalent fractions using partitioning strategies; this strategy
connects to the traditional algorithm, but it is important for students to understand the partitioning
concept BEFORE they memorize the algorithm.

To compare 2/3 and 5/6 ...

I can find out how many sixths I have in 2/3 by partitioning each
1/3 section into 2 more sections to get six.ths.

2/3 < 5/6

The connection to the algorithm is shown below (the partitioning is represented by the multiplier in
the algorithm).

4
6
4 FEO Comparing Fractions Strategies 4/10/12
Lesson 16 - 17 (if needed): additional lesson days should be used to reinforce the concepts learned in
Lessons 9 - 15 before administering the Formative Assessment for Ordering. Any worksheets for
comparing fractions can be used ifthe denominators are within the range for 4th grade (2, 3, 4, 5, 6, 8,
10, 12, 100). At this point students should be welcome to use whatever strategy they like for each
problem.

Lesson 18: Formative Assessment for Ordering

Lesson 19 (if needed): (an) additional lesson day(s) should be used to reinforce the concepts and the
algorithm learned in all lessons I - 15 before administering the Summative Assessment for Fraction
Equivalence and Ordering.

Lesson 20: Summative Assessment for Fraction Equivalence and Ordering

I Halves I ·1 1 ·
o 1

I Thirds I ·1o 1
1
·

I Fourths I ·1o 1
1
·

I Fifths I · 1
o t·

I Sixths I ·1o I I I I I t·
I Eighths I ·1 I I I I I I I 1 ·
0 1

I Tenths I .1 I I I I I I I I I 1 ·
0 1

I Twelfths I ·1o I I I I I I I I I I I t·
Lesson 1 (1- 2 days)
Learning Goal: Students will develop a rule for generating equivalent fractions by
partitioning area models and will begin to look for patterns in the fraction pairs (Goal to postfor
students: Today we will discover how to create equivalent fractions and look for patterns). In this
lesson, students will be challenged to create different fractions from an area model of the fraction 3/4.
As a class, they will record the fractions they've generated, look for patterns between the starting
fraction (3/4) and the newly created fractions, and describe any patterns they notice.
Introduction: Show students an area model** of the fraction % and activate prior knowledge
such as:
• The definitions of numerator, denominator, unit fraction
• % represents Y4 + Y4 + Y4
• Fractional parts must be equal in size
Pose the first guiding question for the day:
• Is there a way to make this model show a different fraction without changing the size of the
whole or the size of the shaded region?
Take at least one suggestion from the class and discuss as a group; one possibility would be to draw a
horizontal line across the middle of the fraction to generate 6/8. Once students understand the task,
direct them to use their student worksheet** to find as many other fractions as they can.
Student work time: Students use the student worksheet** to generate other fractions by
partitioning the unit fractions.
Possible scaffolding:
o Guiding questions: "If I draw a line like this(demo) on this model what fraction does it
become?" "What happens if I draw more lines? "
o See modified student worksheet**
Possible extensions:
o See the challenge question at the bottom of the student worksheet* *
Group Discussion: The goal of the group discussion is to guide students to make the following
discoveries:
o We can make an equivalent fraction by partitioninglbreaking each unit fraction into
smaller (equal) pieces
o There are patterns that we can see when we look at the fraction pairs

Generate a class chart** of some of the fractions that students found on their worksheets. Include both
the area model and the written fraction. Use another chart to record the patterns that are noticed.
Guiding questions could be:
• What do you notice about the fraction pairs? (Possible answers: In each pair, the
numerator and the denominator are multiplied by the same number; all the numerators
are multiples of 3 and the denominators are multiples of 4)
• How many fractions do you think I could make starting with %? (Possible answers:
infinite- no limit, etc)
• Could I tum % into a fraction with a denominator of 7? Why or why not?
•
4FEO Lesson 1 Outline 3/20/12
End the group conversation by asking students to come up with an ending for this statement: "To make
an equivalent fraction, we ... " this should get posted on chart paper** for all to see over the course of
the module.
Independent Practice Time: Following the group discussion, students should have time to work
some problems independently**.
Check for Understanding: Exit Ticket**: one possible exit ticket option could be:
Amy started with the fraction 114. She thinks that if she breaks each unit fraction into 2 pieces
she will get 2/6. Is she right? Why or why not? Draw a model to find your answer.

4FEO Lesson 1 Outline 3/20/12

4FEO Lesson 1 Area Model 3/9/12
Name Date- - - - - -
------------------------
This area model shows %.

1
-4
1
-4
1
4
1
-4
We can make this area model show the equivalent fraction 6/8 by partitioning
(breaking) each 1/4 into 2 pieces.

3
4
1
-81 -
1
8 -1
8
3
4
6
- -8
-a
1
-
1 1
8

Use the models below to find as many other equivalent fractions as you can by
partitioning the % model. Write the name of each new fraction that you make.

3 3
4 4

3 3
-4 - - 4

3 3
4 4

4FEO Lesson 1 Student Worksheet 3/9/12

 3 3
4 4
-

3 3
4 4

Look at all the equivalent fraction pairs that you created. What patterns do you
notice?

Challenge Question: Can you change this model of % to show ihs? Why or
why not? Draw a picture to support your answer.

4FEO Lesson 1 Student Worksheet 3/9/12

Name Date-----------
------------------------
This area model shows %.

-- 1
4
1
4-
-4 -4 1 1

We can make this area model show the fraction 6/8 by breaking each 1/4 into 2
pieces.

3
4
-1
S
1
8
3
4
-
6
8
- -
1
8
1
8

% % into 2 pieces makes two 1/8 pieces

Write the new fraction that is shown by each model.

··••• 3 ....... ......... ......... ....... . 3

··••
~ -

....... ..-...... ....... ...... . -4

·:•• ·:.•• 4 ~

3 3
4 4

4FEO Lesson 1 Student Worksheet MODIFIED 3/9/12

Now draw your own lines and write the fractions that you made.

3 3
4 4

3 3
4 4

Look at all the fraction pairs. What patterns do you notice?

4FEO Lesson 1 Student Worksheet MODIFIED 3/9/12

 3 3
-4 - 4

3 3
4 4

3 3
4 - 4 -

3 3
-4 - 4

3 3
-4 - 4
",

3 3
-4 - 4

4FEO Lesson 1 Group Disc Class Chart 3/9/12

 What Patterns Do We See?

4FEO Lesson 1 Group Disc Class Chart 3/9/12

Name Date------------
------------------------
For each problem below:
1) Write the name of the fraction that is shown.
2) Create an equivalent fraction by partitioning (breaking) the model.
3) Record the new fraction name.

The first problem is done for you.

1.
2 2 4
3 3 6

2.

3.

4.

4FEO Lesson 1 Independent Problem Set 3/20/12

5.

6.

7.

8.

I~

Look at the fraction pairs. Describe any patterns you see.

4FEO Lesson 1 Independent Problem Set 3/20/12

Name---------------- Date____________

CHALLENGE QUESTION: Shara started with this model of~. She partitioned
each unit fraction into 2 pieces to make Model 2 then partitioned each new unit
fraction into 2 pieces to make Model 3.

Below each model, write the fraction that is represented by each model.

Model 1 Model 2 Model 3

Fraction: Fraction: Fraction:

On the line below, write the next 3 fractions in Shara's pattern.

How did you figure out what the next 3 fractions would be?

Why do you think that 1 is the only odd number in all of these fractions?

Experiment with other fractions. What happens if you start with 1/3 and keep
partitioning each unit fraction into three pieces?

4FEO Lesson 1 Independent Problem Set CHALLENGE 3/20/12

Exit Ticket
Amy started with the fraction 1/4. She thinks that if she breaks each
unit fraction into 2 pieces she will get 2/6.

Draw a model of Amy's starting fraction here:

If she breaks each unit fraction into 2 pieces will she get 2/6? _ _

VVhynot? ___________________________________________

CHALLENGE QUESTION: Is there a way for Amy to know if she is

right without drawing the model? Describe a way she could find an
answer without drawing.

4FEO Lesson 1 Exit Ticket 3/20/12

Lesson 2(1 day)
Learning Goal: Students will find missing numerators and denominators in equivalent
fraction pairs and continue to look for patterns and strategies. (Goal to post/or students: Today we
will find missing numerators and denominators). In this lesson, the teacher will challenge students to
use area models to find missing numerators or denominators in equivalent fraction pairs. As a class,
they will review the ideas they developed in Lesson 1 and modify those ideas to find missing numerators
or denominators.
Introduction: Introduce the lesson by stating, "Yesterday we discovered how to make a new
equivalent fraction by partitioning the unit fractions; today we are going to see if we can use our
strategies to help us find missing numerators and denominators." Show students the model of2/3** and
ask:
• Can you make this model show sixths? How?
• Ifwe make sixths with this model, how many pieces are now shaded? What fraction do we have
now?
Have students think a few minutes and then do a "tum and talk" or a "think-pair-share." Gather some
student thoughts then introduce the task for the day with the student worksheet. **
Student Work Time: Students should work on the student worksheet while the teacher
circulates.
Possible scaffolding: The teacher can provide a copy of the "scaffolding questions"** for
student reference as they work.
Possible Extensions: refer to the Challenge Ideas Outline.**
Group Discussion: The goal of the group discussion in Lesson 2 is to get students to solve
problems when either the numerator or denominator is missing and compare their strategies with those
they used in Lesson 1. Guiding questions should build on the students' understanding from Lesson 1 but
could include:
• What was different about the problems today than the problems yesterday? Did you
think about them differently? Did you change your strategies at all? How?
• How did you use the models to help you?
• Can we solve these problems without using a model? How?
End the group conversation by asking students to add to the ideas they generated in Lesson 1: "To create
an equivalent fraction you need to partition each unit fraction into pieces;; when you know either the
numerator or the denominator you need to ... "**
• Independent Practice Time: For the independent work time, any worksheets that
provide equivalent fraction problems with missing numerators and denominators can be used.
HOWEVER, students should be asked to draw area models for the problems. Graph paper could
be used. Students who clearly understand the connection between the model and the algorithm
should not be required to do all problems with the model but should be asked to draw a model to
support/prove/justify their use of the algorithm for 2 - 3 problems.

Check for Understanding: Exit Ticket: one possible exit ticket option could be: "Mark needs
to solve the following problem: 3/5 = xllO. Hedraws this model. He thinks that he should break each
unit fraction into 4 pieces. Is he right? Why or why not1"** Draw a model to find Mark's answer.

4FEO Lesson 2 Outline 3/20/12

4FEO Lesson 2 Outline 3/20/12
4FEO Lesson 2 Area Model 3/10/12
Name Date- - - - - -
---------------------

Use the models to find the missing numerators. Write the missing numbers in
the boxes.

3 D
1.

--=-
4 8

2.
2 D
=-
3 9

3.
2
=-
D
5 10

4.
D
--=-
3
6 12

5.
1
=-
D
3 12

4FEO Lesson 2 Student Worksheet 3/20/12

Use the models to find the missing denominators. Write the missing numbers in
the boxes.

1.
3 9
--=-
4 D
2.
2 6
=-
3 D
3.
2 =-
4
5 D
4.
3 6
=-

6 D
5.
1 3
=-
3 D

4FEO Lesson 2 Student Worksheet 3/20/12

 Scaffolding Questions Lesson 2 Student Worksheet

To solve these problems, think:

1. How many pieces do I have?
2. How many pieces do I need?
3. How can I change my model to get what I need?
4. How can I use my model to find the missing number?

4FEO Lesson 2 Student Worksheet Scaffolding Questions 3/20/12

Exit Ticket
Mark needs to solve the following problem:

3 D
5 10
He draws this model.

He thinks that he should break each unit fraction into 4 pieces. Is he

right? _ _ __

Why or why not?

Change Mark's model to find the answer. Write the missing number
in the box.

4FEO Lesson 2 Exit Ticket 3/20/12

Lesson 3 (l day)
Learning Goal: Students will use a number line model to find equivalent fractions and
compare the model with the area model. (Goal to postfor students: Today we will explore how to use
a number line to find equivalent fractions). In this lesson, students will re-visit the concept introduced
in Lesson 1 using a number line model. They will use the model to create equivalent fractions and
compare the model to the area models used previously.
Introduction: Show students a number line model** of the fraction 3/5 and activate prior
knowledge with questions such as:
• What fraction does this number line show?
• What part of the model represents the denominator?
• What part of the model represents the numerator?
• What is one "unit fraction" in this model? How many "units" do we need to show 3/5?
Tell students that they have been working to find equivalent fractions using area models; today they will
begin to explore those ideas using a number line model. Pose this guiding question:
• This number line shows 3/5. What other fractions can we show with this number line without
changing the length of the whole segment nor the length of each fractional part?
Take at least one suggestion from the class and discuss as a group; students should generate the concept
that other fractions can be made by partitioning each segment (unit fraction) into smaller equal pieces.
This is the same thing that they did in Lesson 1 with the area model. Once students understand the task,
direct them to use their student worksheet** to find as many other fractions as they can and record with
the equations.
Student Work Time: Students use the student worksheet** to generate other fractions by
partitioning the number lines.
Possible scaffolding:
o Guiding questions: "If I make more lines on this model what fraction does it become?"
Group Discussion: The goal of the group discussion is to guide students to describe how they
used the number lines to find equivalent fractions and to help students compare and contrast the
models. Also, by generating another list of equivalent fraction pairs students should be moving
towards a more formal statement of the algorithm. Guiding questions should build on the students'
understanding from previous lessons but could include:
o How did you use the number line models to find equivalent fractions?
o In what ways is using a number line the same as using an area model? In what ways is it
different?
o Let's look at the fraction pairs that we found using the number lines. What do you
notice? Could we find the same pairs if we used the area model?
Independent Practice Time: Students should practice partitioning number lines to find
equivalent fractions using the independent problem set**. NOTE: a template of number lines** is
included for teacher use in creating additional worksheets.
Check for Understanding: One possible exit ticket** could be: "Think about our work today
with the number lines. What did you learn today? What is still confusing to you? Which do you
like better- the area model or the number line? Why?"

4 FEO Lesson 3 Outline 3/20/12

.

N
M
Cl
N
.......
rt'I
Qj
"8
~
OJ
c:
::::;
....
OJ
.0
E
::::I
Z
rt'I
c:
0
III
III
~
0 0
W

. LL
.r
Name Date------------
------------------------

This number line model shows 3/5.

3/5

- I
o
+ I·
1

We can make this model show the equivalent fraction 6/10 by partitioning
(breaking) each 1/5 into 2 pieces.

3/5

-Io +
6/10
1
1
·

Use the models below to find as many other equivalent fractions as you can by
partitioning the 3/5 model. Write the name of each new fraction that you make.

3
- 1 5
o 1

3
-Io 1·
1
5

3
- 1 5
o 1

4FEO Lesson 3 Student Worksheet 3/20/12

 3
- 1 5
-
o 1

3
-Io 1 · 5
-
1

3
- 1 5
o 1

3
- 1 1 · 5
o 1

Look at all the equivalent fraction pairs that you created. What patterns do you
notice?

How are the number line and area models the same?

How are they different?

4FEO Lesson 3 Student Worksheet 3/20/12

Name Date------------
------------------------
For each problem below:
1) Write the name of the fraction that is shown.
2) Create an equivalent fraction by partitioning (breaking) the number line.
3) Record the new fraction name.

1. ++-- 01______
+ _--+--~I' - -
o 1

2. ++--01----+-----+-+1.
o 1

3. ++--01~~______
+ ~I'
o 1

4.

°1
o
+ 1 ·
1

5.

°1 + 1 ·
- -
o 1

4FEO Lesson 3 Independent Problem Set 3120112

6. ++---01 ---+---+-----+--+--+----+--~I.
o 1

Look at the fraction pairs. Describe any patterns you see.

TRY THIS: Think about the fraction below.

4
5
Could you find an equivalent fraction WITHOUT drawing an area model or a
number line? How?

4FEO Lesson 3 Independent Problem Set 3/20/12

Exit Ticket
Think about our work today with the number lines.

What is something that you learned today?

What is still confusing to you?

Which do you like better- the area model or the number line? Why?

4FEO Lesson 3 Exit Ticket 3/20/12

 4/6

I Halves I -Io 1·
1

I Thirds I -Io 1
1
·

I Fourths I -Io 1 ·
1

I Fifths I - 1 1 ·
o 1

I Sixths I -Io I I I I I 1 ·
1

I Eighths I -I
0
I I I I I I I 1 ·
1

I Tenths I -I
0
I I I I I I I I I 1 ·
1

I Twelfths I -1 I I I I I I I I I I I 1 ·
0 1
Lesson 4(1 day)
Learning Goal: Students will find missing numerators and denominators in equivalent
fraction pairs using number lines. (Goal to post for students: Today we will use number lines to find
missing numerators and denominators). In this lesson, the teacher will challenge students to use
number lines to find missing numerators or denominators in equivalent fraction pairs. As a class, they
will review the patterns and strategies they have discovered in previous and move further towards
formalizing the written algorithm.
Introduction: Introduce the lesson by stating, "Yesterday we used number lines to create
equivalent fractions; today we are going to use number lines to find missing numerators and
denominators. We did this a few days ago with our area models. We might find that some of those
strategies will be helpful today." Show students the number line of2/3** and ask:
• Can you make this number line show sixths? How?
• Ifwe make sixths with this number line, what fraction do we have now?
Have students think a few minutes and then do a "tum and talk" or a "think-pair-share." Gather some
student thoughts then introduce the task for the day with the student worksheet. **
Student Work Time: Students should work on the student worksheet while the teacher
circulates.
Possible scaffolding:
o Students with fine motor issues might need additional supports as it might be hard to
segment the unit fractions with equal spacing accurately enough to get accurate answers;
these students could be provided with pre-segmented number lines on transparencies that
could be placed over the existing number line.
o Color coding the fraction lines might also be helpful- i.e., halves in red, fourths in blue-
this helps students distinguish and emphasizes equivalency (when one point gets two
colors it represents equivalent fractions).
Possible extensions: refer to the Challenge Ideas Outline. **
Group Discussion: The goal of the group discussion in Lesson 4 is to get students to use number
lines to help them solve problems when either the numerator or denominator is missing, to compare and
contrast the number lines and area models, and to move further towards the written algorithm. Guiding
questions should build on the students' understanding from previous lessons but could include:
• How did you use the number lines to help you?
• What was different about the problems today than the problems yesterday? Did you
think about them differently? Did you change your strategy at all? How?
• How was solving these problems with number lines the same or different than the area
models?
• Can we solve these problems without using a model? How?

Independent Practice Time: For the independent work time, any worksheets that provide
equivalent fraction problems with missing numerators and denominators can be used. HOWEVER,
students should be asked to draw number lines for some if not all of the problems. Students who clearly
understand the connection between the number line and the algorithm should not be required to do all
problems with number lines but should be asked to draw one to support/prove/justify their use of the
algorithm for 2 - 3 problems.
4FEO Lesson 4 Outline 3/20/12
 Check for Understanding: Exit Ticket: one possible exit ticket option could be: "Jake needs
to solve the following problem: 3/5 = xllO. He thinks that he can figure this out without drawing a
number line or area model. How might he do this?"**

4FEO Lesson 4 Outline 3/20/12

 N
M
C3'
......
N

""
OJ
."
0
::?!
......
""N
OJ
C
~
....
OJ
.c
E
::>
Z
<I'
c
0
'"'"OJ
0
...J
0
w
u.
<I'
Name Date

Use the number lines to find the missing numerators. Write the missing numbers
in the boxes.

1. 1 D
=-
· 1
0
+ 1
1
·
3 6
2. 1 D
=-
· 1
0
+ 1
1
·
2 8
3.
2 D
=-
· 1
0
+ 1
1
·
5 10

4.
3 D
--=-
·1o + 1 ·
1 4 12

5.
4
--=-
D
·1o + 1 ·
1 6 12

4FEO Lesson 4 Student Worksheet 3/20/12

Use the number lines to find the missing denominators. Write the missing
numbers in the boxes.

6. . . . -.1----+-----------+----t--+I. 2 4
=-
o 1 3 D
7.
1 4
=-
·1o + 1 ·
1 2 D
8.
2 6
=-
·1o + 1 ·
1 4 D
9. CHALLENGE
9 18
·1o I + I
=-
1 ·
1 12 D
10. CHALLENGE
2 6
=-
D
. 1
1 · 8
o 1

4FEO Lesson 4 Student Worksheet 3/20/12

Exit Ticket
Jake needs to solve the following problem:

1 D
--
3 6
He thinks that he can figure this out without drawing a number line
or area model. How might he do this?

4FEO lesson 4 Exit Ticket 3/20/12

Lesson 5(1 day)
Learning Goal: Students will review the patterns and strategies they discovered in Lessons
1- 4 and will generalize a written algorithm to describe these strategies. (Goal to post/or students:
Today we will create a written rule, or algorithm,/or finding equivalent/ractions). In this lesson, the
students will review the patterns and strategies they have discovered in previous and formalize the
written algorithm.
This lesson will be more of a whole group conversation with some student work mixed in;
independent practice will follow after the class has formalized the algorithm.
Introduction/Student Work/Group Discussion: The goal is for students to recognize, by the
end of the lesson, that the number of pieces into which we have partitioned each unit fraction becomes
the "multiplier" in the equation (if we partitioned each piece into n smaller pieces we multiply both the
numerator and denominator by n). Hopefully over the last 4 lessons students have begun to notice that
there is a pattern that connects the number of new pieces in each unit fraction and the fraction pairs. If
this connection has been made today's lesson should challenge the students to create a formal rule such
as:
To make an equivalent fraction, we can ...... partition (break) each unit fraction
into smaller equal pieces. Then we multiply the numerator and denominator by the
number of pieces we have in each unit fraction. If we know one ofthe numerators or
denominators we can use those numbers to find the "multiplier."

If a student has earlier made this hypothesis the class should be asked to consider the statement and
determine whether they agree with it or not. Guiding questions could include:
• Cayla made an observation earlier about the number of new pieces and the "multiplier" in
the fraction pairs. Do you agree with her statement? Why or why not?
• Is this statement true for all of the problems that we solved over the last few days? Look
through your work to see if the number of new pieces in each unit fraction is the same as
the number we could use as the "multiplier."
• I'm going to write a fraction on the board without an area model or number line. Can
anyone create an equivalent fraction without having a model? How did you do this
without a model?
• What if! give you a missing numerator problem like this? How could we find the
missing numerator without using a model?
• When we were simply finding any equivalent fraction we could multiply the numerator
and denominator by any number, as long as we used the same number for both. Can we
still do that with missing numerator/denominator problems? Why not?
• How could we write these steps in words? How would we show these steps with
numbers only?
By the end of the discussion the class should have generated a written/verbal rule as well as examples
with numbers only and students should be ready to practice the algorithm independently.
Independent Practice: Any worksheets in which students need to generate equivalent fractions
or find missing numerators or denominators can be used. Students should be asked to show an area
model for 1 - 2 problems and a number line model for 1 - 2 problems.
4FEO Lesson 5 Outline 3/20/12
 Possible scaffolding: students who need support should have worksheets with simpler problems
with a few examples worked. They should also be provided with step-by-step guides** such as the
samples included with this lesson. Ideally the step-by-step guides will reflect the thinking/language that
the class created as a group.
Possible Extensions: all students should be asked to demonstrate mastery of the algorithm as part
of today' s independent practice, but stronger students could be given more challenging fractions. Also,
these students could continue with any challenge work they began throughout the module as per the
samples provided on the Challenge Ideas Outline**.
Check for Understanding: as this lesson wraps up the lessons on equivalent fractions, the exit
ticket should give students an opportunity to reflect on what they've learned and, most importantly,
about what they are still confused. This will be important information for the teacher as the next step is
the formative assessment on equivalence; if students demonstrate continued confusion some
differentiated student work time should be provided.

4FEO Lesson 5 Outline 3/20/12

Lesson 9 (l day)
Learning Goal: Students will understand that in order to compare fractions the fractions
must refer to the same whole. (Goal to postfor students: Today we will discover when we can and
cannot compare two fractions). In this lesson, students will be asked to create a situation in which 112
is greater than 112. They will develop and post a rule similar to the following: "In order to compare two
fractions, they MUST refer to the same size whole. If they refer to different size wholes we CANNOT
compare them."
Introduction: Pose the following challenge to the class.
• Is this statement true or false?

1/2 > 1/2

Ask students to do a turn and talk with their neighbor to share their thoughts (no more than a few
minutes). There should be some (hopefully) lively discussion and disagreement among the students.
After a few minutes, recall the group's attention and ask for a show of hands: "Who thinks this
statement is true? Who thinks this isfalse? Who thinks that it could be BOTH???" (Avoid any lengthy
student discussion here- you want the "cognitive dissonance" to be resolved through the student work
time and not revealed by a savvy student to the group too early). Announce to the group that the
statement CAN BE TRUE; their challenge during student work time is to create an example that makes
the statement true.
Student Work Time: Students work in pairs, small groups, or individually. They use the
student worksheet** to guide their thinking- Part 1 only.
Possible scaffolding:
o Students can be provided with guiding questions such as, "Would you rather have 112 of
a cupcake or 1/2 of a cake? Would you rather read 112 of a comic or 112 of a novel?" or
other similar examples.
Possible extensions:
o See challenge question on student worksheet Part 1.
Group Discussion: The goal ofthe group discussion is to guide students to understand that to
compare two fractions they must refer to the same whole. Guiding questions could include:
o What examples did you find to show that 112 can be greater than 112? What did these
examples have in common?
Tell students that you want to change the statement to this: 112 = 112. Ask them:
o What needs to happen so that this statement will ALWAYS be true?
o Finish this statement for me: "In order to compare two fractions, the wholes .... "
Generate and post a class chart with this rule. Include some examples of fractions than can be compared
and some that can't.
Independent Practice Time: Students should use the independent problem set** to practice
today's concept.
Check for Understanding: One possible exit ticket** could be: "Kendra thinks that 112 is
always greater than 113. Is she right? Draw a picture or explain in words to show your thinking."

4 FEO Lesson 9 Outline 4/10/12

Name Date------------
---------------------
1 1
>-
2 2

Work with a partner. Create an example that shows that 1/2 can be
greater than 1/2. You can draw a picture or write in words.

Challenge question: Can 1/25 be greater than 1/27 Can 1/456 be greater than 1/27 Can
you make a fraction so small that it can NEVER be greater than 1/27

4FEO Lesson 9 Student Worksheet 4/10/12

Name Date- - - - - - -
-----------------------

1) Sam ate ~ of his pizza and Sara ate ~ of her pizza. Sam said that he ate
4 4
more pizza than Sara. Use pictures and words to explain how Sam could be
correct.

2) I painted ~3 of a wall. My brother painted ~3 of a wall. My brother said

that he painted more. Use pictures and words to explain how my brother
could be right.

4FEO Lesson 9 Independent Problem Set 4/10/12

Exit Ticket
Kendra thinks that 1/2 is a/ways greater than 1/3.

Is she right? _ _ _ _ _ __

Draw a picture or explain in words to show your thinking.

4FEO Lesson 9 Exit Ticket 4/10/12

Lesson 10 (1 day)
Learning Goal: Students will revisit how to compare fractions when either the
denominator or the numerator is the same. (Goal to post for students:
Today we will compare fractions with:
• the same denominator
• the same numerator).
In this lesson, students will first revisit how to compare fractions with the same denominator using area
models (physical and paper), and number lines; they will then revisit comparing fractions with the same
numerator using the same tools. This lesson is structured with two student work times and two group
discussions; the first work time/discussion will focus on comparing fractions with the same
denominator; the second work time/discussion will focus on comparing fractions with the same
numerator.
Introduction: Tell students that the next few lessons will be about comparing fractions; remind
them of what they learned yesterday that in order to compare fractions the wholes must be the same size.
Tell them that they will be working during student work time to compare different sets of fractions.
Quickly review all the tools that they are able to use: fraction manipulatives, number lines, paper
models, etc. Make sure that a variety of tools** are available to them.
Student Work Time 1: Students work in pairs, small groups, or individually. They use the
student worksheet** to guide their thinking. This first set of fraction pairs will be pairs with the same
denominators. Tell students to complete Part 1 only.
Possible scaffolding:
o Students can be directed to tools that meet their specific needs; number lines can be
printed on transparencies so that they can be placed on top of each other for comparison.
Group Discussion 1: The goal of the group discussion is to guide students to understand that
fractions with the same denominator can be compared because they have a different number of the
same size pieces; if the pieces are the same size, the fraction with the larger numerator has more of
the same size pieces and is therefore greater.
Student Work Time 2: Students work in pairs, small groups, or individually. They use the
student worksheet** to guide their thinking. This first set of fraction pairs will be pairs with the same
denominators. Tell students to complete Part 2 only.
Possible scaffolding:
o Students can be directed to tools that meet their specific needs; number lines can be
printed on transparencies so that they can be placed on top of each other for comparison.
Group Discussion 2: The goal ofthe group discussion is to guide students to understand that
fractions with the same numerator can be compared because they have the same number of different size
pieces; ifboth fractions have the same number of pieces, the fraction with the bigger pieces is greater.
Class charts** can be generated to remind students of both strategies discussed in this lesson.
Independent Practice Time: Students should use the independent problem set** to practice
today's concepts.
Check for Understanding: The work from the student work time and the independent problem
set can be used to check for understanding.

4 FEO Lesson 10 Outline 4/10/12

Name Date-------
----------------------
Part 1: Look at each fraction pair. Use> or < to show which fraction is
greater. You can use models or number lines to help you.

1) 30_2
4 4

2) 10 2
3 3

3) 30 5
6 6

4) 50 7
8 8

5) 30 8
10
4 FEO Lesson 10 Student Worksheet 4/10/12
10
Name Date- - - -
-----------------------
Part 2: Look at each fraction pair. Use> or < to show which fraction is
greater. You can use models or number lines to help you.

6) -20 2
4 8

o~
7) 1
3

8) 3
6
o 3
5

9) 40 4
6 8

10)

4 FEO Lesson 10 Student Worksheet 4/10/12

 Comparing Fractions with the Same Denominator

Two fractions with the same denominator have a

DIFFERENT NUM BER of the SAM E SIZE pieces.

I have 3 pieces in
each fraction ...

2/3 1/3

but 2 pieces ...

than 1!

4 FEO Lesson 10 Class Chart 4/10/12

 Comparing Fractions with the Same Numerator

Two fractions with the same numerator have the

SAME NUMBER of DIFFERENT SIZE pieces.

I have 3 pieces
shaded ...

3/4

4 FEO Lesson 10 Class Chart 4/10/12

Name Date_ _ __
-----------
Look at each fraction pair. Use> or < to show which fraction is greater. You
can use models or number lines to help you.

1) 10 2
4 4

2) 20 2
3 6

3) 20 4
6 6

4)

5) 40 5
10 10
4 FEO Lesson 10 Independent Practice Set 4/10/12
 6)

7) 10 1
5 7

8) 60 9
12 12

9)

10) 30 5
6 6

4 FEO Lesson 10 Independent Practice Set 4/10/12

Lesson 11 (1 day)
Learning Goal: Students will begin to develop strategies for comparing fractions with
different numerators and different denominators. (Goal to postfor students: Today we will explore
ways to compare fractions with different numerators and different denominators). In this lesson, have
the opportunity to develop a variety of strategies for comparing fractions; they will generate a class list
of possible strategies that will be explored in further depth over the next few lessons.
Introduction: Post the following on the board as a Do Now:
• Which is greater: 3/5 or 4/5? Why?
• Which is greater: 2/3 or 2/5? Why?
Remind students that yesterday they explored comparing fractions with the same denominator or the
same numerator, and review the Do Now examples. Tell students that the next few lessons will be
about comparing fractions that have different numerators and different denominators. Today they will
have time to compare many fraction pairs using any strategies they can create; over the next few lessons
they will explore some of these strategies more closely. Again remind students of the tools that they
have available but tell them they are not limited to these tools; they can use any strategy as long as they
can explain why it works.
Student Work Time: Students work in pairs, small groups, or individually. It might be helpful
to group students by ability for this lesson. Students use the student worksheet** to guide their thinking.
Possible scaffolding:
o Students can be directed to tools that meet their specific needs; number lines can be
printed on transparencies so that they can be placed on top of each other for comparison.
Possible extensions:
o Students can be challenged to find more than one strategy to compare fractions.
o Students who are working with area models or number lines can be challenged to use a
partitioning strategy for comparing by finding common denominators (see challenge
questions on the student worksheet)
During this time, circulate to see what types of strategies are being used by students.
Group Discussion: The goal of the group discussion is to have students generate a class list of
different strategies for comparing fractions. These strategies should be posted with examples for
students to see. Some examples for strategies are included in the "Alternate Strategies for Comparing
Fractions" document**. Strategies that could be generated by students include but are not limited to:
• Comparing physical models
• Comparing area models on paper
• Comparing number lines
• Benchmarking to 112
• Benchmarking to 1 whole
• Finding equivalent fractions
As students share their strategies guiding questions could include:
o Did anyone else use this strategy?
o Let's all try that strategy with these fractions .. .. (give examples)
o Does anyone see two strategies that are similar?
o Does anyone have questions about any of these strategies?
4 FEO Lesson 11 Outline 4/10/12
It is important to be aware of conversation points in which you can refer back to the partitioning
strategies explored in the equivalent fractions lessons. This is not an easy connection for many students
and should not be forced; there are often simpler and more logical ways to compare two fractions.
However, one algorithmic method for comparing fractions involves finding common denominators, and
as partitioning is central to that strategy it should be shared with the class especially if a student
demonstrates that thinking in her work. Guiding questions to reinforce this concept could include:
o I saw Sheila compare 113 and 4/6 on the same number line- Sheila, can you share how
you did this?
o Jack compared 3/4 and 7/8 by drawing an area model of 3/4 and then changing the model
to show eighths- how do you think he did that? How would this help him?
Independent Practice Time: This lesson does not include independent practice time as students
will have opportunities to practice these strategies over the next few days.
Check for Understanding: One possible exit ticket** could ask: "Think about the strategies for
comparing fractions that were shared today. What was one strategy that you liked? What was one
strategy that you want to learn more about?

4 FEO Lesson 11 Outline 4/10/12

Name Date _ _ _ _ __
------------------
Student Worksheet Lesson 11- Comparing Fractions

Use <, >, or = to compare each fraction pair. Use a model or words to show your thinking.

Problem Model or Explanation

1

~O~
2 3
2

~O~
3 6
3

-30
4
-5
10
4

~02..
4 8
5

-20
12
-
7
10
6

2..02-
4 8

4 FEO Lesson 11 Student Worksheet 4/10/12

Challenge Questions:

1) Sheila wanted to compare 1/3 and 4/6 on ONE number line ... she started with this number line:

. I
o
+ I·
1

She wants to place 4/6 on the same number line to be able to compare; how can she determine where
4/6 belongs? Show your work on the number line above and explain how you found 4/6.

2) Jack wanted to compare 3/4 and 7/8 by drawing an area model. He started by drawing 3/4:

How can he change the model to show eighths? Show your work on the model above and explain how
you can use this to determine whether 3/4 or 7/8 is greater.

4 FEO Lesson 11 Student Worksheet 4/10/12

Name---------------- Date- - - - -

Independent Problem Set Lesson 11- Comparing Fractions

Use <, >, or =to compare each fraction pair. Use any strategy that you like;

20 4 10 2 10 1
5 5 2 3 2 8

20 7
5 8

4 0 2 30 5 50 4
8 5 4 6 8 5

20 7
3 10
4 FEO Lesson 11 Student Worksheet 4/10/12
Exit Ticket
Think about the strategies for comparing fractions that were shared
today.

What was one strategy that you liked?

What was one strategy that you want to learn more about?

4FEO Lesson 11 Exit Ticket 4/10/12

Lesson 12 (1 day)
Learning Goal: Students will compare fractions with different numerators and different
denominators using area models (physical and paper) and number lines. (Goal to postfor students:
Today we will use area models and number lines to compare fractions). In this lesson, students will
practice using area models (physical and paper) and number lines to compare fractions.
Introduction: Remind students that in yesterday's lesson they spent time generating strategies
for comparing fractions and tell them that today they are going to practice some of those strategies;
specifically, using area models and number lines. Show students a pair of simple fractions to compare
like 2/3 and 3/4, and ask the students to list the area models that they have available (fraction squares,
fraction bars, fraction strips, paper models, etc. are all examples that might be available). Ask students
how they could use these tools to determine which fraction is greater. If a student used this strategy in
Lesson 11, refer back to that student. .. "Jake, I know you used fraction strips yesterday ... can you tell
us how you used them to help you?" Generate another example using the paper fraction models. Ask
students:
• Once we have a physical or paper model of a fraction like the ones we just did, how do we know
which fraction is bigger?
Students should generate the idea that the fraction that represents the greatest area (covers more space)
is the greater fraction.
Do one example with number lines; again, refer back to a student who used number lines in
Lesson 11. The concept to emphasize here is that the fraction that represents the point furthest to the
right is the greater fraction. NOTE: at this point, most students will be creating two separate models or
two separate number lines and comparing them; this is fine. Also, when students create number lines it
is not essential to have perfectly spaced lines as long as the right number of subdivisions is drawn and
they are spaced well enough for accurate answers. Alternately, the pre-made number line models** can
be used.
Tell students that during the student work time they will be comparing some fractions using area
models and other fractions using number lines.
Student Work Time/Independent Practice Time: Some of this work time can be done in pairs
or small groups, but some problems should be completed independently. Students use the student
worksheet** .
Possible scaffolding:
o Students can be directed to tools that meet their specific needs; number lines can be
printed on transparencies so that they can be placed on top of each other for comparison.
o Students are able to choose which problems they solve from the problem set.
Possible extensions:
o As students work with area models or number lines they can be challenged to use a
partitioning strategy for comparing by finding common denominators; as students begin
to work on the student sheet they can be challenged to solve problems by drawing ONE
area model or ONE number line to compare fractions; this forces them to partition.
Group Discussion: The goal of the group discussion is to reinforce that area models and
number lines can be used to compare fractions and that if area models are used, the fraction that

4 FEO Lesson 12 Outline 4/10/12

represents the greatest area is the greatest fraction. If number lines are used, the point to the right
represents the greatest fraction.
Independent Practice Time: Any worksheet that asks students to compare fractions can be used
for additional practice. Students should have area models and/or number lines accessible as they work.
Check for Understanding: One possible exit ticket** could ask students to compare two
fractions, first with an area model and then with number lines.

4 FED Lesson 12 Outline 4/10/12

Name Date------------
----------------------
Part 1: Choose 5 problems from the Problem Set. Use area models to
compare them and use> or < to record your answer. Draw a picture of your
area model next to the problem.
Problem 1: Area Model:

Problem 2: Area Model:

Problem 3: Area Model:

Problem 4: Area Model:

Problem 5: Area Model:

4 FEO Lesson 12 Student Worksheet 4/10/12

Part 2: Choose 5 problems from the Problem Set. Use number lines to
compare them and use> or < to record your answer. Drawa picture of your
number lines next to the problem.
Problem 6: Number Lines:

Problem 7: Number Lines:

Problem 8: Number Lines:

Problem 9: Number Lines:

Problem 10: Number Lines:

4 FEO lesson 12 Student Worksheet 4/10/12

Comparing Fractions Problem Set

20 4 10 2 10 1
5 5 2 3 2 8

20 7
5 8

4 0 2 30 5 50 4
8 5 4 6 8 5

50 6
12 12

4 FEO Lesson 12 Student Worksheet 4/10/12

Exit Ticket
Think about the strategies for comparing fractions that were shared
today.

What was one strategy that you liked?

What was one strategy that you want to learn more about?

4FEO Lesson 11 Exit Ticket 4/10/12

Lesson 13 (1 day)
Learning Goal: Students will compare fractions with different numerators and different
denominators using 112 as a benchmark. (Goal to post/or students: Today we will compare/ractions
using 112 as a benchmark). In this lesson, the students will explore and practice comparing fractions
using 112 as a benchmark. Area models and number lines will be used to support this approach.
Introduction: Remind students that in yesterday's lesson they spent time practicing how to use
area models and number lines to compare fractions; tell them that today they will practice how to use 1/2
as a benchmark fraction. Put up an example such as 114 and 5/6; ask students to turn and talk to a
neighbor to describe how they could use 112 to help them determine which is greater. After the turn and
talk, generate a class discussion. If a student offered this strategy in Lesson 11 ask that student to
describe the strategy again. Pose the following question to the group:
• Sasha said that she knew that 114 was smaller than 112 and 5/6 was bigger than 112, so 5/6 must
be the bigger fraction. Can you work with a partner to draw a number line (or two number
lines) to prove that Sasha is right?
• Can you draw a model to prove that she is right?
Give students time to create these models.
Tell students that during the student work time they will be comparing fractions by using 112 as a
benchmark. They will have models available if they need to use them, but they do not need to use
models for every problem if they can explain how they knew which fraction was < 1/2 and which was
> 112 by reasoning.
Student Work Time: Students use the student worksheet** to compare fractions; they should
also have some 112 number lines available.
Possible scaffolding:
o Students can be given transparencies of a number line marked with 112 or fraction 112
pieces to use.
Possible extensions:
o Give students pairs of fractions with larger numbers; ask them to devise a way to use
other fractions as a benchmark, such as 113 or 2/3.
Group Discussion: The goal ofthe group discussion is to reinforce that 112 can be used as a
benchmark fraction when one fraction is smaller than 112 and one is larger than 112; the fraction that is
larger than 112 will be greater. Guiding questions can include:
• How did you use 112 as a benchmark?
• How can you tell if a fraction is smaller than 112 without using a model? How can you tell is a
fraction is greater than 112?
• What did you notice about the fraction pairs in this assignment? Will the "benchmark of 112"
strategy work for every fraction pair? Give an example of a fraction pair that CAN'T be
compared using 112 as a benchmark.
Independent Practice Time: Any worksheet that asks students to compare fractions ONLY IF
the fraction pairs have one smaller than and one greater than 112.
Check for Understanding: One possible exit ticket** could ask: Keisha wants to use 112 as a
benchmark to compare two fractions. Create a pair of fractions that Keisha could compare using this

4 FEO Lesson 13 Outline 4/10/12

strategy. Which one of these fractions is bigger? Create a pair of fractions that could NOT be compared
using 112 as a benchmark.

4 FEO Lesson 13 Outline 4/10/12

Name Date_____________
----------------------
Part 1: Choose 8 problems from the Problem Set. Use 1/2 as a benchmark to
determine which is greater.

Problem 1:

- 1
I 1 ·
0 1
Problem 2:
~

- 1
I 1
0 1

Problem 3:

-I0
I 1
1
·

Problem 4:

-I0
I 1
1
·

Problem 5:

- 1
I 1 ·
0 1

Problem 6:

- 1
I 1 ·
0 1
Problem 7:
~

- 1
I 1
0 1

Problem 8:

- 1
I 1 ·
0 1

4 FED Lesson 13 Student Worksheet 4/10/12

Comparing Fractions Problem Set- Benchmark to 1/2

20 4 10 4 10 1
5 5 3 6 2 8

20 7
4 8

50 2 30 2
8 5 4 6

70 4 50 7
12 10 12 12

4 FED Lesson 13 Student Worksheet 4/10/12

Exit Ticket
Compare these two fractions by completing the area models.

50~
8 6

I I I
I I I I
Compare these two fractions by using the number lines.

20~
3 5

. I
o
I·
1

. I
o
I·
1

4FEO Lesson 12 Exit Ticket 4/10/12

Lesson 14 (1 day)
Learning Goal: Students will compare fractions with different numerators and different
denominators using 1 whole as a benchmark. (Goal to postfor students: Today we will compare
fractions using 1 whole as a benchmark). In this lesson, the students will explore and practice
comparing fractions using 1 whole as a benchmark. Area models and number lines will be used to
support this approach.
Introduction: Remind students that in yesterday's lesson they used 112 as a benchmark to
compare two fractions; today they will practice how to use 1 whole as a benchmark. Put up the
following problem:
• Which fraction is closer to 1 whole: 3/4 or 2/3? Draw a model or explain in words to prove
your answer.
Give students time to work with a partner to find an answer. When students have an answer, start the
class discussion:
• Which is closer to 1 whole? How do you know?
• Does "closer to 1 whole" always mean that fraction is bigger?
• What models did you draw to prove your answer?
• Can you draw a number line to prove your answer?
The goal is for students to understand that the fraction that is closer to 1 whole is the greater fraction.
Tell students that during the student work time they will be comparing fractions by using 1
whole as a benchmark. They will have models available if they need to use them, but they do not need
to use models for every problem if they can explain how they knew which fraction was greater by
reasoning about 1 whole.
Student Work Time: Students use the student worksheet** to compare fractions; they should
also have fraction models and number lines available.
Possible scaffolding:
o Students can be given the step-by-step instructions sheet** to guide their work.
Possible extensions:
o Give students pairs of fractions with larger numbers (see Challenge Sheet**)
o Ask students to determine what is the same in all the fraction pairs (every fraction's
numerator is one less than the denominator); ask students if the "1 whole as a
benchmark" strategy would work if the numerators were NOT one less than the
denominator)
Group Discussion: The goal of the group discussion is to reinforce that 1 whole can be used as
a benchmark fraction; the fraction that is closer to 1 whole will be greater. Guiding questions can
include:
• How did you use 1 whole as a benchmark?
• How can you tell which fraction is closer to 1 whole without using a model?
• What did you notice about the fraction pairs in this assignment? Will the "benchmark of 1
whole" strategy work for every possible fraction pair? Give an example of a fraction pair that
CAN'T be compared easily using 1 whole as a benchmark.

4 FEO Lesson 14 Outline 4/10/12

 Independent Practice Time: Any worksheet that asks students to compare fractions ONLY IF
the difference between the numerator and denominator in each fraction is the same (i.e., 3/4 and 2/3 both
have a difference of 1; 113 and 3/5 both have a difference of 2).
Check for Understanding: One possible exit ticket** could ask: You have a classmate who
was absent today. Explain in words, or draw a model, to show your classmate how to use 1 as a
benchmark to compare 3/4 and 5/6.

4 FEO Lesson 14 Outline 4/10/12

 Lesson 15 (1 day)
Learning Goal: Students will compare fractions by finding equivalent fractions for one or
both fractions. (Goal to post for students: Today we will compare fractions by finding equivalent
fractions). In this lesson, students will revisit the strategies they developed in Lessons 1 - 8 for finding
equivalent fractions and will use these strategies to compare fractions first with area models and then
with the written algorithm alone.
Introduction: Remind students that they have been using different strategies to compare
fractions; today they will compare fractions by finding equivalent fractions. Put up the following
problem:
• Which is greater: 5/8 or 3/4?
If a student used this strategy in Lesson 11, refer back to that student.
• A few days ago, Larissa said she could solve this problem by making an equivalent fraction.
Will this work?
Ask students to do a turn-and-talk to describe how Larissa could use equivalent fractions. Then start the
class discussion:
• Can we create an equivalent fraction to help us? How?
• Should I change 5/8 into an equivalent fraction or 3/4? Or both? How do I decide?
• How could you draw a model to show what Larissa did?
• How do we show what we did using the written rule we learned a few days ago?
The goal is for students to understand that we can turn one fraction into an equivalent fraction to help us
compare; with this example, turning 3/4 into 6/8 makes it an easier problem.
Tell students that during the student work time they will be comparing fractions by finding
equivalent fractions. They should be able to draw models for at least 2 problems and use the written rule
for at least 2 problems.
Student Work Time: Students use the student worksheet** to compare fractions.
Possible scaffolding:
o Students can be given any of the scaffolds from the equivalent fractions lessons to guide
their work.
Group Discussion: The goal ofthe group discussion is to revisit the strategies for generating
equivalent fractions and use these strategies to compare fractions.
Independent Practice Time: Any worksheet that asks students to compare fractions can be used
if the denominators have easy common denominators.
Check for Understanding: One possible exit ticket** could ask: "We have explored many
strategies for comparing fractions; the ones we learned are listed below. Put a star next to the strategies
that you understand and can use; circle the ones for which you need help. What is still confusing to
you?" This exit ticket question will be very helpful as the next few days should be focused on helping
students towards mastery for the assessments.

4 FED Lesson 14 Outline 4/10/12

4th Grade Fraction Equivalence and Ordering (4.NF.1 and 4.NF.2)
Formative Assessment- Fraction Equivalence DRAFT Mar 20 2012

1. Mary drew a model of 1/3. She wants to use this model to make an equivalent fraction using sixths.

Part A: Change the model above to show sixths.

Part B: What new equivalent fraction is generated? _ _ _ __

2. Which of these models best shows the following statement?

2 2x2
3 = 3x2

I Model A I I Model B I

I I I I
n n
I I I I I I I I I I
Part A: Answer: _ _ _ _ _ _ _ __

Part B: Explain your answer using the model above.

3/20/2012 1
3. Sue started with this area model.

OJ]
Part A: What fraction does this model represent? _ _ __

Part B: Change Sue's model to show a different equivalent fraction. What fraction does the model
show now? _ _ _ _ _ _ __

4. Find a fraction that is equivalent to 3/5.

Part A: Answer 3/5 =___

Part B: Show your work.

5. Part A: Use the number line to find the missing numerator. Make sure to show your work.

3 D
4 12
4

I 1/4 2/4
+
3/4
I
~

0 1

3/20/2012 2
4th Grade Fraction Equivalence and Ordering Module
Formative Assessment- Fraction Equivalence
Annotated Answer Key

Question 1
Concept Addressed: Generate equivalent fractions using visual models

Answer(s) and Exemplar Student Responses

Part A: The model should be altered to show sixths using any mathematically correct
partitioning like (but not limited to) the following:

~--+-------ll I I I I I I I NZN
Part B: Students must indicate "2/6" or "two-sixths" in their answer.

Notes to Teacher
The work in lesson 2 supports this concept.

Question 2
Concept Addressed: The equation alb =(n x a)/(n x b) corresponds to physically partitioning of each
unit fraction piece into n smaller pieces
Answer(s) and Exemplar Student Responses
Part A: Model A
Part B: Explanations should reflect the understanding that 2/3 =(2 x 2)/(2 x 3) corresponds to
physically partitioning each third into two equal pieces.
Exemplar reflecting full understanding: "Model A shows the equation because the "x2/1 in the
fraction means that each part was broken into 2 equal pieces. In Model B, the pieces are broken into 3
pieces. The equation for that model would show "x3/1 in the fraction./I
Exemplar reflecting partial understanding: "Model A shows the equation because each part
was broken into 2 equal pieces. In Model 8, the pieces are broken into 3 pieces./I (no connection
between the model and the equation)

Notes to Teacher
The work in lessons 1-5, but specifically lesson 5, supports this concept. The Progressions for the
Common Core Standards in Mathematics 3-5 Number and Operations-Fractions states that students
should "see that the numerical process of multiplying the numerator and denominator of a fraction by
the same number, n, corresponds physically to partitioning each unit fraction piece into n smaller equal
pieces. The whole is then partitioned into n times as many pieces, and there are n times as many
smaller unit fraction pieces as in the original fraction."

3/20/12
Question 3
Concept Addressed: Generate equivalent fractions using visual models
Answer(s) and Exemplar Student Responses
Part A: Student work should say "3/4" or "three-fourths."
Part B: The model should be partitioned in any mathematically correct way (allows a moargin of
error for line spacing) and the answer should match with the partitioning.

Notes to Teacher
The work in Lesson 1 supports this concept.

Question 4
Concept Addressed: Generate equivalent fractions and explain why a fraction a/b is equivalent to a
fraction (n x a)/(n x b) using visual models
Answer(s) and Exemplar Student Responses
Part A: any fraction that is equivalent to 3/5.
Part B: Work shown can include a visual model, a number line, or algorithmic numerical work
that supports the answer. Examples could include but are not limited to:

mE 3/5 = 6/10
.1I
0
I I I I 3/5+ I I
6/10

Partitioning of a number line

I
I·
1
_ 3_
5
=
3x2
5x2
=
_6_
10
Algorithmic numerical work

Partitioning of a visual model

Notes to Teacher
The work in Lessons 1 - 5 supports this concept.

Question 5
Concept Addressed: Generate equivalent fractions using number lines.
Answer(s) and Exemplar Student Responses
Part A: The number "9" should be indicated. Work shown can include partitioning ofthe
number line and/or use of the written algorithm.

Notes to Teacher
The work in Lesson 4 supports this concept.

3/20/12
4th Grade Fraction Equivalence and Ordering Module
Formative Assessment- Fraction Ordering
Annotated Answer Key

Question 1
Concept Addressed: Generate equivalent fractions and explain why a fraction a/b is equivalent to a
fraction (n x a)/(n x b) using number lines.

Answer's} and Exemplar Student Responses

Part A: Model should be partitioned correctly to show tenths. Allow some margin of error
for equal spacing.
Part B: Explanation should reflect an understanding that each fifth was partitioned into two
pieces.
Exemplar reflecting full understanding: "/ broke each segment into 2 smaller segments so that /
would have 10 equal segments in al/."
Exemplar reflecting partial understanding: "/ changed the number line to show tenths."(no
explanation of each segment into 2 pieces)
Part C: correct placement and labeling of 8/10 on the 4/5 point.
Notes to Teacher
The work in Lessons _ _ _ _ _ _ supports this concept.

Question 2
Concept Addressed: Compare two fractions with different numerators and different denominators by
creating common denominators or numerators and justify the conclusions using a visual fraction
model. Record the results of comparisons with symbols >, =, or <.
Answer's} and Exemplar Student Responses
Part A: A mathematically correct model such as (but not limited to) the models below:

4
6

~
- 4- = -8-
6

10
12
.. II I I II I I.N
, I +I
10/12
I •
12 "---y--J o 1
Fig 3 Comparison on a number line
10
Fig. 1 Comparison of two wholes 12
Fig 2 Comparison on the same
whole

2/12/12 1
 Part B: Explanations should be mathematically correct and should support the model drawn. A
full explanation should reflect the understanding that the greater fraction is the one that represents
more pieces of equal sized wholes (Figure 2), more pieces of the same whole (Figure 2), or a point to
the right of another point on a number line (Figure 3). Explanations must also include a correct
mathematical comparison using> or < symbols.

Notes to Teacher
The work in _ _ _ _ _ _ _ _ _ supports this concept.

Question 3
Concept Addressed: Compare two fractions with different numerators and different denominators by
comparing to a benchmark number such as 1 whole and justify the conclusions. Record the results of
comparisons with symbols >, =, or <.
Answer's) and Exemplar Student Responses
The explanation should describe a correct mathematical strategy that uses 1 to compare % and
9/10. One possible strategy is to recognize that % lacks ~ to make 1 whole; 9/10 lacks 1/10 to make 1
whole. The fraction 1/10 is smaller than ~, so 9/10 is therefore closer to 1 whole.
Exemplar reflecting full understanding: "Mary can think about which fraction is closer to 1
whole. Nine tenths is 1/10 away from one whole; % is U away. One tenth is smaller than U so 9/10 >
%."
Exemplar reflecting partial understanding: "Nine tenths is the greater fraction. (no
II

explanation of how to use 1 as a benchmark).

Notes to Teacher
The work in _ _ _ _ _ _ _ _ _ supports this concept.

Question 4
Concept Addressed: Compare two fractions with different numerators and different denominators by
creating common denominators or numerators and justify the conclusions using a number line. Record
the results of comparisons with symbols >, =, or <.

Answer's) and Exemplar Student Responses

Part A: The number line should be partitioned as below. Allow a margin of error for equal
spacing.

.I
3/4

0
t
Comparing on a number line
+
7/8 I
1
~

2/12/12 2
 Part B: Explanations should be mathematically correct and should support the model drawn. A
full explanation should reflect the understanding that 7/8 is greater than % because it represents a
point to the right of the point 3/4 on the number line. Explanations must also include a correct
mathematical comparison using> or < symbols.
Exemplar reflecting full understanding: 1/7/8> %. I found 7/8 by breaking the fourths into two
pieces so I would have eighths. Then I found 7/8 on the number line. I know that 7/8 is to the right of %
so it is greater./I
Exemplar reflecting partial understanding: 1/7/8> %. I found 7/8 on the number line./I (no
explanation of how eighths were found nor that 7/8 is to the right of 3/4).
Notes to Teacher
The work in _ _ _ _ _ _ _ _ _ supports this concept.

2/12/12 3
-.
4th Grade Fraction Equivalence and Ordering (4.NF.l and 4.NF.2)
Formative Assessment Fraction Ordering DRAFT

1. Look at the number line below.

.I o
1/5 2/5 3/5 4/5 I
1

Part A: Change this model to show tenths.

Part B: Explain how you changed this model to show tenths.

Part C: Place 8/10 on the number line above.

2. Part A: In the space below, draw a model to determine which is greater: 10/12 or 4/6.

Part B: Explain your answer using the model above. Make sure to include a mathematical statement
that uses> or < to compare the two fractions.

2/12/2012 1
3. Mary says she can use 1 as a benchmark fraction to determine which is greater- 3/4 or 9/10.

Describe how Mary can use 1 to determine which fraction is greater. Make sure to include a
mathematical statement that uses> or < to compare the two fractions in your answer.

4. Part A: Use the number line below to determine which is greater- 7/8 or 3/4.

.I 3/4
I·
o 1

Part B: Explain your answer using the model above. Make sure to include a mathematical statement
that uses> or < to compare the two fractions.

2/12/2012 2
4th Grade Fraction Equivalence and Ordering (4.NF.l and 4.NF.21
Summative Assessment DRAFT

1. Use the fraction lines below to identify two equivalent fractions.

o
I I
1
2

o
I I
1
I
2 3
I I
1
4 ""4 """"4

I
o 2
I I
3
I
4 I I
6
I
7
I
1
8 ""8 8 ""8 s- a ""8

Answer - - - - - is equivalent to

Explain how you know these two fractions were equivalent.

2. Draw 4/6 on the model below.

Explain how you found your answer.

1/25/2012 1
 3. Mike made 3 equal"jumps" on a number line and landed here:

o
I·
1

Mary says she can make the same point show the fraction 6/8.

.I
o
I·
1

Part A: Change the number line model above so that the point represents the fraction 6/8.

Part B: Explain how you found your answer.

1/2S/2012 2
4. Look at the two models below. Write the fraction shown by each model.

I Fraction _ __

I Fraction, _ __

Part A: Explain one way these models are the same.

Part B: Explain one way these models are different.

s. Mary wrote this equation:

1 lx2
-
4 4x2

Part A: In the space below, draw a model or a number line that represents this equation.

Part B: What equivalent fraction is generated?

Answer - - - - - - - -

1/25/2012 3
6. Mary says that the fractions 4/5 and 8/10 are equivalent.

Is she correct?_ _ _ _ _ _ __

Part A: Explain your answer.

Part B: Draw a model to support your answer.

7. John says the fraction 1/2 is a/ways bigger than the fraction}t Which model below shows that John
is wrong?

Model A Model B

Explain your answer.

1/25/2012 4
8. Use the number line below to determine which is greater- % or 5/8.

.I
o
I·
1
Explain your answer. Make sure to include a mathematical statement that uses> or < to compare the
two fractions.

9. Which model below will help Mary determine whether 2/3 is bigger than 3/57

Model A Model B

2 2
3 3

_3_ 3
t--t--'-It--+--t 5 5

Explain your answer.

1/25/2012 5
10. Mike says he can use Yz as a benchmark fraction to determine which is greater- 5/8 or 4/10.

Describe how Mike can use Yz to determine which is greater. Make sure to include a mathematical
statement that uses> or < to compare the two fractions.

1/25/2012 6