Name



Name

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 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download