FLS: MAFS.4.NF.1.2: 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. Access Point Narrative MAFS.4.NF.1.AP.2b Compare two given fractions that have different denominators. Essential Understandings: Concrete Understandings Representation Given a fraction (with a denominator Locate two given fractions on separate number of 10 or less), model the fraction lines that are divided into equal parts to match with manipulatives in a rectangle or each of the denominators. circle. Use the number lines to determine if the fractions Use manipulatives to model another are equal, greater than, or less than each other fraction (with a different based on their location on the number line (e.g., denominator of 10 or less) in the 3/4 > 1/2). same whole. Apply understanding of the symbols of <, >, and Compare the two models to = with fractions. determine if they are greater than, Understand the following concepts of comparison, less than, or to one another. greater than, less than, equal, fraction. Suggested Instructional Strategies: Compare fractions represented with models (e.g., circle divided in halves and in fourths with 1/2 and 3/4 shaded in.) Use rectangles that are the same size for students to partition and represent fractions. Use sentence strips/paper to generate number lines. Supports and Scaffolds: Assistive technology Virtual bars or tiles Pictures that have been divided Geoboards Dot Paper Cuisenaire Rods Color Tiles Pattern blocks or sets of objects Pie diagrams Fraction bars that are ruled into certain fixed partitions and lined up for comparisons.
FLS: MAFS.4.NF.1.2: 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. Access Point Narrative MAFS.4.NF.1.AP.2b Compare two given fractions that have different denominators. Essential Understandings: Concrete Understandings Representation Given a fraction (with a denominator of 10 or less), model the fraction with manipulatives in a rectangle or circle. Use manipulatives to model another fraction (with a different denominator of 10 or less) in the same whole. Compare the two models to determine if they are greater than, less than, or to one another. Locate two given fractions on separate number lines that are divided into equal parts to match each of the denominators. Use the number lines to determine if the fractions are equal, greater than, or less than each other based on their location on the number line (e.g., 3/4 > 1/2). Apply understanding of the symbols of <, >, and = with fractions. Understand the following concepts of comparison, greater than, less than, equal, fraction. Suggested Instructional Strategies: Compare fractions represented with models (e.g., circle divided in halves and in fourths with 1/2 and 3/4 shaded in.) Use rectangles that are the same size for students to partition and represent fractions. Use sentence strips/paper to generate number lines. Supports and Scaffolds: Assistive technology Virtual bars or tiles Pictures that have been divided Geoboards Dot Paper Cuisenaire Rods Color Tiles Pattern blocks or sets of objects Pie diagrams Fraction bars that are ruled into certain fixed partitions and lined up for comparisons.
ElementCardsMathGrade4.docx