standard_description: 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.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
problem_activity: Task
List all the multiples of 8 that are less than or equal to 100.
List all the multiples of 12 that are less than or equal to 100.
What are the common multiples of 8 and 12 from the two lists?
What is the least common multiple of 8 and 12?
Lyle noticed that the list of common multiples has a pattern. Describe a pattern in the list of numbers that Lyle might have seen.


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