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Comparación de fracciones

4th Grade

Alabama Course of Study Standards: 14

Compare two fractions with different numerators and different denominators using concrete models, benchmarks (0, ½, 1), common denominators, and/or common numerators, recording the comparisons with symbols >, =, or <, and justifying the conclusions.
  1. Explain that comparison of two fractions is valid only when the two fractions refer to the same whole.

Arkansas Academic Standards: 4.NF.A.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 (>, =, <), and justify the conclusions (e.g., by using a visual fraction model)

Arizona - K-12 Academic Standards: 4.NF.A.2

Compare two fractions with different numerators and different denominators (e.g., by creating common denominators or numerators and by comparing to a benchmark fraction).
  1. Understand that comparisons are valid only when the two fractions refer to the same size whole.
  2. Record the results of comparisons with symbols >, =, or <, and justify the conclusions.

Common Core State Standards: Math.4.NF.2 or 4.NF.A.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.

Georgia Standards of Excellence (GSE): 4.NR.4.3

Compare two fractions with different numerators and/or different denominators by flexibly using a variety of tools and strategies and recognize that comparisons are valid only when the two fractions refer to the same whole.

North Carolina - Standard Course of Study: 4.NF.2

Compare two fractions with different numerators and different denominators, using the denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. 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 by:
  • Reasoning about their size and using area and length models.
  • Using benchmark fractions 0, 1/2, and a whole.
  • Comparing common numerator or common denominators.

New York State Next Generation Learning Standards: 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.
Note: Without specifying the whole, the shaded area could represent the fraction 3/2 (if one square is the whole) or 3/4 (if the entire rectangle is the whole).
Record the results of comparisons with symbols >, =, or <, and justify the conclusions.
e.g., using a visual fraction model

Tennessee Academic Standards: 4.NF.A.2

Compare two fractions with different numerators and different denominators by creating common denominators or common 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. Use the symbols >, =, or < to show the relationship and justify the conclusions.

Wisconsin Academic Standards: 4.NF.A.2

Compare fractions with different numerators and different denominators while recognizing that comparisons are valid only when the fractions refer to the same whole. Justify the conclusions by using visual fraction models (e.g., tape diagrams and number lines) and by reasoning about the size of the fractions, using benchmark fractions (including whole numbers), or creating common denominators or numerators. Describe the result of the comparison using words and symbols ( >, =, and < ).

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