Students must be able to compare two fractions that do not have the same numerators and denominators. They must decide which fraction is smaller or larger than the other one, or if the fractions are equivalent. Students must also be able represent the comparisons using symbols. Students may use several strategies including using a number line, finding the least common multiple or the least common denominator.
When asked to compare 5/6 and 3/8, Tremaine said “5/6 is greater than 3/8.” Show whether he is correct or not using a number line and common denominators. Then write two comparisons of the fractions using the appropriate symbols (>, =, or <) and explain your thinking.
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4.3 Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems.
(D) compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <