Unit Plan 20 (Grade 4 Math): Compare Fractions—Benchmarks & Strategies

Focus: Compare fractions with unlike numerators/denominators; justify using benchmarks (0, 1/2, 1), common denominators, and common numerators with clear representations and symbols (> < =).

Grade Level: 4

Subject Area: Mathematics (Number & Operations—Fractions)

Total Unit Duration: 5 sessions (one week), 45–60 minutes per session

I. Introduction

Students learn to compare fractions by reasoning about the same whole, using benchmarks (0, 1/2, 1), and creating equivalent fractions to form common denominators or common numerators. Learners use area models, fraction strips, and the number line to record comparisons with symbols and justify conclusions.

Essential Questions

• How do benchmarks (0, 1/2, 1) help me decide which fraction is greater?
• When should I use a common denominator or a common numerator to compare?
• Why do comparisons only make sense when fractions share the same whole?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Compare two fractions with different numerators and denominators by using benchmarks, common denominators, or common numerators.
2. Create equivalent fractions to support comparisons and record results with symbols (> < =) and explanations.
3. Use area models, fraction strips, and number lines to justify comparisons and check reasonableness.
4. Explain why comparisons are valid only when fractions refer to the same whole.
5. Communicate findings with precise vocabulary, labels, and clearly marked benchmarks.

Standards Alignment — CCSS Grade 4

• 4.NF.2: Compare two fractions with different numerators and different denominators by creating common denominators or common 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 >, =, or <, and justify the conclusions (e.g., by using a visual fraction model).

Success Criteria — Student Language

• I can decide which strategy (benchmark, common denominator, common numerator) fits the problem.
• I can show my comparison with a model or number line and write >, <, or = correctly.
• I can explain why my comparison is valid and name the same whole.