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: Problem 1
a.   Ms. Needham made a lasagna for dinner with her family. She cut the lasagna into 12 pieces. Her family ate 4 pieces of lasagna the night that she made it. The next day, they ate 3 more pieces. What fraction of the lasagna did Ms. Needham’s family eat altogether?
b.   Ms. Roll is stringing beads to make a 16-inch necklace. At the end of the first night of working on it, she has 5 inches of beads strung. At the end of the second night of working on it, she has another 7 inches of beads strung. What fraction of the necklace has Ms. Roll completed?
Problem 2
Solve. Show your work with an area model or a number line.
a.
$$\frac{7}{8}+\frac{6}{8}$$
b.
$$\frac{13}{12}+\frac{5}{12}$$
Problem 3
Solve. Show or explain your work.
a.
$${5{1\over8}+{5\over8}}$$
b.
$${9{11\over12}+{11\over12}}$$
c.
$${3{4\over17}+4{8\over17}}$$
d.
$${2{11\over15}+2{13\over15}}$$


aligns: no