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Grade 4 Math Extension Menu
Comparing Fractions
Concept: Fractions
• Choose a task from one box to complete.
• If you choose the box, “Write your idea here,” see the teacher with your idea.
Circle the number of the box you choose.
• Submit this paper to your teacher with your completed work.
|1. |2. |3. |
|Complete Fraction Number Line sheets A, B, C |Use your knowledge of equivalent |Solve the problems, “Trees in the Town” and|
|and D to show your knowledge of ordering |fractions to complete the Freaky Fraction|“Students in Line” on the Fraction Problem |
|fractions. |Puzzle. |Solving pages provided. |
| | | |
|Challenge: Draw a number line and place both| |Challenge: |
|the proper fractions from sheet A and the |Challenge: |Plan a different way to solve one of the |
|mixed numbers and improper fractions from |Create a Freaky Fraction Puzzle of your |above problems. Show your solution to a |
|sheet C in order on the number line. |own to be shared with the other students |friend. |
| |in the classroom. | |
|4. |5. |6. |
|Classify and arrange fractions on the two |Write your idea here. |Solve the problems provided on the Yummy |
|Comparing Fractions sheets provided. | |Candy Fractions sheet by using your |
| |Apply what you know about fractions to |knowledge of probability and fractions |
| |create a mathematical problem. | |
|Challenge: | |Try answering the Food for Thought too! |
|Invent and design a card game that uses your | | |
|knowledge of comparing fractions. | |Challenge: |
| | |Write your own probability problem using |
| | |what you know about fractions. |
Teacher Resource Page
Grade 4 Mathematics Extension Menu
Standards: Knowledge of Probability
Knowledge of Number Relationships and Computation
Processes of Mathematics
Concepts: Fractions
Intended Purpose: Ongoing activity tiered by readiness, for all students
Domains: Number & Operations—Fractions
Standards:
• Box 1
CCSS.Math.Content.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 , =, or ................
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