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
There are two snakes at the zoo, Jewel and Clyde. Jewel was six feet and Clyde was eight feet. A year later Jewel was eight feet and  Clyde was 10 feet. When asked which one grew more, students gave varying answers.
Mia said, “Since the two snakes both grew two feet ($8-6=2$ and $10-8=2$) then I would say that they grew the same amount.”
Raul said, “They both grew 2 feet, but Jewel was only 6 feet to start with while Clyde was 8 feet to start with. That means Jewel grew more compared to her original length (2 is a larger part of six than it is of eight).“
Compare the two arguments. Describe the difference in the way the two students are thinking about the problem. Suppose a one-foot snake grew two feet and a 20-foot snake grew two feet. Could the two students still make the same type of argument?


aligns: no