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
The teacher will need a 100 chart or large number line and a pointer.
As a whole group, have students chant the counting sequence starting with one to thirty, using the pointer to follow the number sequence.  Over time, increase the range to one to fifty and then one to one hundred. Eventually have a student take over the job of pointing out the numbers in the sequence.  Highlight the multiples of ten using a marker or a colored screen and have students chant the counting sequence by 10s.   This should be done daily.


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