Comparing B

Compare familiar fraction quantities with and without benchmark referents

Fraction Learning Pathway

Curriculum Connections

COMP B Compare familiar fraction quantities with and without benchmark referents
Grade Curriculum Expectations
2
  • determine, through investigation using concrete materials, the relationship between the number of fractional parts of a whole and the size of the fractional parts (e.g., a paper plate divided into fourths has larger parts than a paper plate divided into eighths) (Sample problem: Use paper squares to show which is bigger, one half of a square or one fourth of a square.)
2
  • compare fractions using concrete materials, without using standard fractional notation (e.g., use fraction pieces to show that three fourths are bigger than one half, but smaller than one whole).
4
  • compare and order fractions (i.e., halves, thirds, fourths, fifths, tenths) by considering the size and the number of fractional parts (e.g., 45 is greater than 35 because there are more parts in 45; 14 is greater than 15 because the size of the part is larger in 14);
4
  • compare fractions to the benchmarks of 0, 12 and 1 ( e.g., 18 is closer to 0 than 12; 35 is more than 12);
5
  • represent, compare, and order fractional amounts with like denominators, including proper and improper fractions and mixed numbers, using a variety of tools (e.g., fraction circles, Cuisenaire rods, number lines) and using standard fractional notation;
6
  • represent, compare, and order fractional amounts with unlike denominators, including proper and improper fractions and mixed numbers, using a variety of tools and using standard fractional notation;
8
  • represent, compare, and order rational numbers;
8
  • use estimation when solving problems involving operations with whole numbers, decimals, percents, integers, and fractions, to help judge the reasonableness of a solution;
9D
  • simplify numerical expressions involving integers and rational numbers, with and without the use of technology;
9D
  • solve problems requiring the manipulation of expressions arising from applications of percent, ratio, rate, and proportion;
9D
  • simplify numerical expressions involving integers and rational numbers, with and without the use of technology;
9D
  • identify, through investigation, properties of the slopes of lines and line segments (e.g., direction, positive or negative rate of change, steepness, parallelism, perpendicularity), using graphing technology to facilitate investigations, where appropriate