# CCSS Math Standard: 4.NF.2

Extend understanding of fraction equivalence and ordering. 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.)

## Numerator or Denominator: Which has more power in a fraction?

What do you do with students who already get their fraction operations? Give them a contrived project about recipes or pizza slices? Make them solve annoyingly hard practice problems? Please. Here, we get students thinking in a whole new way, pondering which has more power, the numerator or denominator.

## How Many Ways: Fraction Equivalence

How many different ways can you make this math statement true using only the digits one through nine?

## Fraction Ordering Tournament

Which set of fractions would be the trickiest to order from least to greatest? Let's have a tournament!

## Fraction Puzzlers: Add and Subtract Fractions To Reach A Number

You only have six digits to form three fractions. Can you combine them to get to 0?