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CHAPTER RESOURCES Chapter 9 Houghton Mifflin Harcourt Publishing Company Cover Image Credits: (Moose) Richard Wear/Design Pics/Corbis; (Field, Delaware) Brian E. Kushner/Flickr Open/Getty ImagesCompare FractionsINCLUDES School-Home Letter Vocabulary Game Directions Daily Enrichment Activities Reteach Intervention for every lesson Chapter 9 Test Chapter 9 Performance Task Critical Area 2 Performance Task Answer Keys andIndividual Record Forms
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ContentsChapter 9 School-Home Letter (English) . 9-1Chapter 9 School-Home Letter (Spanish) . 9-2Vocabulary Game . 9-39.1 Reteach . 9-59.1 Enrich . 9-69.2 Reteach . 9-79.2 Enrich . 9-89.3 Reteach . 9-99.3 Enrich . 9-109.4 Reteach . 9-119.4 Enrich . 9-129.5 Reteach . 9-139.5 Enrich . 9-149.6 Reteach . 9-159.6 Enrich . 9-169.7 Reteach . 9-179.7 Enrich . 9-18Chapter 9 Test . 9-19Chapter 9 Performance Task . 9-25Critical Area 2 Performance Task . 9-31Answer Keys . 9-38Individual Record Forms . 9-53Chapter Resources Houghton Mifflin Harcourt Publishing CompanyiiiTable of Contents
School-Home9ChapterLetterequivalent fractions Two or morefractions that name the same amountgreater than ( ) A symbol used tocompare two numbers, with the greaternumber given firstDear Family,During the next few weeks, our math class will belearning more about fractions. We will learn howto compare fractions, order fractions, and findequivalent fractions.less than ( ) A symbol used tocompare two numbers, with the lessernumber given firstYou can expect to see homework that providespractice with fractions.Here is a sample of how your child will be taughtto compare fractions that have the samenumerator.Compare Fractions with the Same NumeratorThis is one way we will be comparing fractions thathave the same numerator.STEP 1STEP 2and 4.Compare 486Look at thenumerators.Each numerator is 4.The numerators arethe same.Since the numerators are the same,look at the denominators, 8 and 6.The more pieces a whole is dividedinto, the smaller the pieces are.Eighths are smaller pieces than sixths.is a smaller fraction of the wholeSo, 48TipsIdentifying Fewer PiecesThe fewer pieces a whole isdivided into, the larger thepieces are. For example,when a whole is divided into6 equal pieces, the piecesare larger than when thesame size whole is dividedinto 8 equal pieces. So, 464is greater than ( ) .8.than 4644.is less than 4 486 86ActivityPlay a card game to help your child practice comparing fractions. On several cards, write apair of fractions with the same numerator and draw a circle between the fractions. Playerstake turns drawing a card and telling whether greater than ( ) or less than ( ) belongs inthe circle.Chapter Resources Houghton Mifflin Harcourt Publishing Company9-1
Carta9Capítulopara la casafracciones equivalentes Dos o másfracciones que representan la mismacantidadmayor que Símbolo que se usa paracomparar dos números. El número mayorse escribe primero ( ).Querida familia,Durante las próximas semanas, en la clase dematemáticas aprenderemos más sobre las fracciones.Aprenderemos a comparar y ordenar fracciones, y ahallar fracciones equivalentes.menor que Símbolo que se usa paracomparar dos números. El número menorse escribe primero ( ).Llevaré a la casa tareas para practicar las fracciones.Este es un ejemplo de la manera como aprenderemos acomparar fracciones que tienen el mismo numerador.Comparar fracciones que tienen el mismo denominadorEsta es una manera como compararemos fraccionesque tienen el mismo numerador.Paso 1Paso 2y 4.Compara 486Dado que los numeradores son iguales,Mira los denominadores 8 y 6.Mira los numeradores.Cada numerador es 4.Los numeradores soniguales.Entre más piezas se divida un entero,las piezas serán más pequeñas. Losoctavos son piezas más pequeñasque los sextos.PistasIdentificar menos piezasEntre menos piezas se dividaun entero, las piezas seránmás grandes. Por ejemplo, siun entero se divide en 6 piezasiguales, las piezas son másgrandes que las piezas delmismo entero, si éste se divideen 8 piezas iguales. Por lo tanto,4es mayor que ( ) 4.6es una fracción menorPor lo tanto, 48.del entero que 464es menor que 4. 4 486 86ActividadAyude a su hijo a comparar fracciones jugando con tarjetas de fracciones. En varias tarjetas,escriba pares de fracciones con el mismo numerador y dibuje un círculo entre las fracciones.Túrnense para dibujar cada tarjeta y decir qué debe ir en el círculo: “mayor que” o “menorque.”Chapter Resources Houghton Mifflin Harcourt Publishing Company9-28
Chapter 9Vocabulary GameGoing Places withwordsWord BoxPick ItFor 3 playersMaterials 4 sets of word cards Houghton Mifflin Harcourt Publishing Company Image Credits: (all) Artville/Getty ImagesGameHow to Play1. Each player is dealt 5 cards. The remaining cards area draw pile.2. To take a turn, ask any player if he or she has a word thatmatches one of your word cards.3. If the player has the word, he or she gives the card to you, andyou must define the word. If you are correct, keep the card and put the matching pair infront of you. Take another turn. If you are wrong, return the card. Your turn is over.4. If the player does not have the word, he or she answers,“Pick it.” Then you take a card from the draw pile.5. If the card you draw matches one of your wordcards, follow the directions for Step 3 above.If it does not, your turn is over.6. The game is over when one player has no cards left.The player with the most pairs wins.denominatoreighthsequal partsequivalentfractionsgreater than ( )less than ( )numeratorunit fractionsChapter 9Chapter Resources Houghton Mifflin Harcourt Publishing Company9-3506AGame Directions
Lesson 9.1ReteachNameProblem Solving Compare Fractions3 mile to the store.2 mile to the gym. Then he walkedNick walked44Which distance is shorter?Read the ProblemSolve the ProblemWhat do I need to find?1I need to find which distanceis shorter.What information do I needto use?2Nick walked 4 mile to the3gym. Then he walked 4 mile tothe store.How will I use the information?I will usefraction strips1414141414141414Compare the lengths.32442 model is less than theThe length of the43 model.length of the4So, the distance to the gym is shorter.,compareandthe lengths ofthe models to find which distanceis shorter.1.Mariana and Shawn each had6 pages to read. Mariana read1 of2 of her pages. Shawn read33his pages. Who read more pages?Explain.Chapter Resources Houghton Mifflin Harcourt Publishing Company2.9-53 of the race course. LoriCarlos ran3 of the8 same race course. Whoran6ran farther? Explain.Reteach
Lesson 9.1EnrichNameFraction FrenzyUse the model to help you compare the fractions.Write , or . .1.2.3.4.7.3 andCompare883878265612145.2 andCompare661.1 andCompare244 of theDraw a set of 8 counters and color8counters red. Draw another set of 8 counters and color5 red. Write , or . to compare the fraction of red counters8in the two sets.48Chapter Resources Houghton Mifflin Harcourt Publishing Company589-6Enrich
Lesson 9.2ReteachNameCompare Fractions with the SameDenominatorPete’s Prize Pizzas makes a special pizza. Of the toppings,1 is peppers and 3is ham. Does the pizza have44more peppers or ham?1 and3.Compare44Step 1 The denominators of both fractions are the same, 4.Use fraction circles divided into fourths to model the fractions.Step 2 Shade 1 part of the first circle to show 143.Shade 3 parts of the second circle to show4Step 3 Compare. 3 parts is more than 1 part.34. 41So, the pizza has more ham.Compare. Write ,, ., or 5.1.2.263.1323Chapter Resources Houghton Mifflin Harcourt Publishing Company164.245835.89-71434246.4848Reteach
Lesson 9.2EnrichNameMore or LessWrite all the fractions with the same denominatorthat can answer the question.Jean read 1 4 of her book on Monday.She read the same amount onTuesday. What part of her bookdid Jean read on Tuesday?1.Susan ate part of a pizza. She atemore than 1 3 of the pizza. Howmuch of the pizza might Susanhave eaten?3.Amy began a running program.She ran less than 5 6 of a mile.What part of a mile could Amyhave run?4.Alex used 3 8 of a can of paint topaint a chair. He used less thanthat amount to paint a stool. Whatpart of a can of paint might Alexhave used to paint the stool?5.Paul practiced playing the pianofor 1 2 hour on Friday. He practicedfor the same amount of timeon Saturday. How long did Paulpractice on Saturday?6.Jolene drove to a state park. Shedrove 1 4 of the distance the firstday. She drove farther the secondday. What part of the distancemight Jolene have driven thesecond day?7.2.Explain how you solved Exercise 6.Chapter Resources Houghton Mifflin Harcourt Publishing Company9-8Enrich
Lesson 9.3ReteachNameCompare Fractionswith the Same Numerator1 of the class has dogs,Ryan takes a survey of his class.81 of the class has cats. Are thereandmore dog owners or cat3owners in Ryan’s class?Dog OwnersCat Owners3Step 1 Divide the first circle into 8 equal parts.1 of the circle to show dog owners.Shade83138111Compare the fractions.Step 2 Divide the second circle into1 of the circle to3 equal parts. Shade3show cat owners.13Step 3 Compare the shaded parts of the circles.Which shaded part is larger?1.111is larger than8383So, there are more cat owners than dog owners in Ryan’s class.,Compare. Write ,, ., or 5.31.3612.1623.2624.2645.4826.2457.5818.1439.3410. 11311. 33412. 2264363Chapter Resources Houghton Mifflin Harcourt Publishing Company86339-94868Reteach
Lesson 9.3EnrichNameSpin the Wheel of FractionsUse the spinners for 1–6.Spinner ASpinner BSpinner C1.Use fractions to compare thewhite section on Spinner A tothe white section on Spinner B.2.Use fractions to compare thestriped sections on Spinner B tothe striped sections on Spinner C.3.Use fractions to compare thegray sections on Spinner B tothe gray sections on Spinner A.4.Use fractions to compare thegray sections on Spinner B tothe white sections on Spinner C.5.Use fractions to compare thestriped section and white sectioncombined on Spinner A to the graysections on Spinner A.6.Use fractions to compare thewhite sections on Spinner C tothe gray sections on Spinner A.7.Stretch Your Thinking Draw two spinners that are thesame size. Divide each spinner into a different number ofequal parts. Color two parts on each spinner red. Then usefractions to compare the red parts on your spinners.Chapter Resources Houghton Mifflin Harcourt Publishing Company9-10Enrich
Lesson 9.4ReteachNameCompare Fractions2 cup of flour. Mrs. Young’s recipeMrs. Brown’s recipe uses33uses cup of flour. Which recipe uses more flour?4and 3.Compare 234 You can compare fractions using fraction strips.Step 1 Model each fraction.1Step 2 Compare the lengths of the models.model is greaterThe length of the 342 model.than the length of the32343131314.14131414So, Mrs. Young’s recipe uses more flour.3 and 4. Which is greater?Compare66 The denominators are the same, so compare the numerators.,4.3 , 4, so 36 63.44 is greater thanSo,66 6. 3 6Compare. Write ,, ., or 5. Write the strategy you used.1.28383.3436Chapter Resources Houghton Mifflin Harcourt Publishing Company785634.562.69-11Reteach
Lesson 9.4EnrichNameFood FractionsUse the recipe for 1–6. Write a comparisonstatement with fractions for 1–3.RECIPE FOR SNACK MIX1.2.Is a lesser amount of driedbananas or raisins used?2312141334Is a greater amount of raisins orpeanuts used?3.Is a greater amount of cerealsquares or pretzels used?4.5.Which ingredient has the greatestamount in the recipe?6.7.cup peanutscup pretzelscup dried bananascup cereal squarescup raisinsWhich ingredient has the leastamount in the recipe?2 cup of chocolate chipsWhat if2is added to the recipe? Wouldthere be a greater amount ofpretzels or chocolate chips?Make up your own recipe or find one at home.Then compare some of the amounts of ingredients.Chapter Resources Houghton Mifflin Harcourt Publishing Company9-12Enrich
Lesson 9.5ReteachNameCompare and Order FractionsYou can use a number line to compare and order fractions.2 , and7 from least to greatest.,Order 58 88Since you are comparing eighths, use a number linedivided into eighths.5.Step 1 Draw a point on the number line to show87.andStep 2 Repeat for 2880818283804858687888112Step 3 Fractions increase in size as you move righton the number line. Write the fractions in orderfrom left to right.5,7.,So, the order from least to greatest is 28 8 8Write the fractions in order from least to greatest.1.6 ,34,6 6 6061603.2.2636121 ,11 ,4 8 2Chapter Resources Houghton Mifflin Harcourt Publishing Company4656662 ,22,3 6 4Think: When the numerators are thesame, look at the denominators tocompare the size of the pieces.14.9-130 ,23 ,4 4 4Reteach
Lesson 9.5EnrichNameRace to the Fraction LineUse the table for 1–7.RunnersFraction of RaceCompleted After30 MinutesJeanRace ResultsShannon3834SallyJulieRachel1258441.Who is closest to the finish line? Whatfraction of the race has she run?2.Who is farthest from the finishline?3.List Jean, Shannon, and Sally inorder from the closest to the finishline to the farthest.4.List Shannon, Julie, and Rachel inorder from the farthest from thefinish line to the closest.5.List all the fractions of the racecompleted in order from closest tothe finish line to the farthest.6.List all the runners in order fromfarthest from the finish line to theclosest.7.7 ofAshley is another runner, and she has completed8the race. Is she closest to the finish line? Explain your answer.Chapter Resources Houghton Mifflin Harcourt Publishing Company9-14Enrich
Lesson 9.6ReteachNameModel Equivalent FractionsEquivalent fractions are two or more fractions that namethe same amount.You can use fraction circles to model equivalent fractions.1.1 5Find a fraction that is equivalent to22441is equivalent to 2.So, 124142152 44Step 3 Count the number of parts shaded now.There are 2 parts out of 4 parts shaded.121121Step 1 Look at the first circle. It is divided into.2 equal parts. Shade one part to show 12Step 2 Draw a line to divide the circle into4 equal parts because 4 is the denominatorin the second fraction.4Shade the model. Then divide the pieces to find theequivalent fraction.1.2.1 5821 5843.4.3 5842 563Chapter Resources Houghton Mifflin Harcourt Publishing Company9-15Reteach
Lesson 9.6EnrichNameName Equivalent FractionsFor each of the following shapes, shade some of theparts. Write the fraction that represents the parts youshaded. Then use the shape to write an equivalentfraction for the parts you shaded.1.2.Fraction:Fraction:Equivalent Fraction:Equivalent Fraction:3.4.Fraction:Fraction:Equivalent Fraction:Equivalent Fraction:5.6.Fraction:Fraction:Equivalent Fraction:Equivalent Fraction:7.3 shaded.Stretch Your Thinking Draw a model that shows3Then use your drawing to find two equivalent fractions.Chapter Resources Houghton Mifflin Harcourt Publishing Company9-16Enrich
Lesson 9.7ReteachNameEquivalent Fractions3 of a sheet of wrapping paper.Kaitlyn used43.35Find a fraction that is equivalent to844Step 1 The top fraction strip is divided into 4 equal parts.3 of the strip to show how much paperShade4Kaitlyn used.Step 2 The bottom strip is divided into 8 equal parts.Shade parts of the strip until the same amountis shaded as in the top strip.6 parts of the bottom strip are shaded.3564 8is equivalent to 3.So, 684141814181814181814181818Each shape is 1 whole. Shade the model tofind the equivalent fraction.1.3.2.153615484 528Chapter Resources Houghton Mifflin Harcourt Publishing Company9-17Reteach
Lesson 9.7EnrichNameFractions Equal FunUse equivalent fractions and the information in thetable for 1–6.FriendMarble CollectionsSteveKimMaryDamonFraction of MarblesThat Are a Solid Color121634Fraction of MarblesThat Are Striped78156148331.If Steve has 16 marbles, how manyare a solid color?2.If Damon has 20 marbles altogether,how many of them are striped?3.If Kim has 12 solid-color marbles,how many marbles does she havealtogether?4.If Mary has 10 striped marbles,how many marbles does she havealtogether?5.What if Mary has 15 stripedmarbles? How many solid-colormarbles does she have?6.If Steve has 4 solid-color marbles,how many marbles does he havealtogether?7.Stretch Your Thinking Ann arranges her marbles in groups, with5 to show the8 marbles in each group. She writes the fraction8fraction of marbles in each group that is red. What equivalent fractionnames the fraction of marbles in 6 groups that are red? Explain.Chapter Resources Houghton Mifflin Harcourt Publishing Company9-18Enrich
Chapter 9 TestPage 1Name1.Frank and Dwayne weed their gardens that are the samesize. Frank’s garden is divided into 6 equal sections.Dwayne’s garden is divided into 4 equal sections. Eachboy has weeded 2 sections of his garden.Write a fraction to describe what part of his garden eachboy has weeded. Then tell who weeded a larger area.Explain.2.Eli, Beth, and Cory are reading the same book for class.Eli read 3 4 of his book. Beth read 3 8 of her book and Coryread 3 6 of his book.For 2a–2d, choose Yes or No to indicate whether thecomparisons are correct.3.2a.34 38YesNo2b.36 38YesNo2c.38 36YesNo2d.36 34YesNoMark and Lisa are on the swim team. Mark swims3mile each day. Lisa swims 5 mile each day. Which88statement is correct? Mark all that apply.AMark swims farther than Lisa each day.BLisa swims the same distance as Mark each day.CLisa swims less than 1 mile each day.D Lisa swims farther than Mark each day.*2 21Chapter Resources Houghton Mifflin Harcourt Publishing Company9-19Chapter 9 Test
Chapter 9 TestPage 2Name4.MacKenzie and Cassie used fabric to make costumesfor a play. MacKenzie used 3 4 yard of fabric and Cassieused 5 6 yard. Who used more fabric? Explain the strategyyou used to solve the problem.5.The soccer team practices passing for 3 4 hour andshooting for 4 5 hour. On which drill does the team spendless time? Explain how you can use the model to find theanswer.1414156.151415141515Andrew bought 7 8 pound of mixed nuts. Margaretbought 5 8 pound of mixed nuts.Use the fractions and symbols to show which amount isgreater.587788 *2 21Chapter Resources Houghton Mifflin Harcourt Publishing Company9-20Chapter 9 Test
Chapter 9 TestPage 3Name7.Mr. Worth opened new jars of 4 different colors of paintfor an art project. All of the jars were the same size.Part ADraw lines to show how Mr. Worth could divide one jarof paint into halves, one into thirds, one into fourths, andone into sixths.Part BStudents in his class used an equivalent amount of twopaint colors. Use the models to show the amount ofpaints used. Write two pairs of equivalent fractions torepresent the models.8.Dalton rode his skateboard for 3 4 mile. Amelia rode herskateboard for an equal distance. What is an equivalentfraction that describes how far Amelia rode? Use themodels to show your work.9.Mr. Barrows opens 2 packs of paper. He puts 2 3 of a packin one pile and 3 5 of a pack in another pile. Which pilehas more paper? Show your work.*2 21Chapter Resources Houghton Mifflin Harcourt Publishing Company9-21Chapter 9 Test
Chapter 9 TestPage 4Name10.Treyvon watched 2 8 a movie. Juan watched 2 6 of thesame movie. Use , , or to compare the parts thatthey watched.11.Alison used 7 8 quart of orange juice and 3 8 quart ofcranberry juice to make some punch.For 11a–11d, select True or False for each comparison.11a.11b.11c.11d.12.78783838 38TrueFalse 38TrueFalse 78TrueFalse 7 8TrueFalseWill, Ann, and Jim are working on their science fairprojects. Will has finished 1 4 of his project. Ann hasfinished 3 4 of her project, and Jim has finished 2 3 of hisproject.Part AWho has finished less of their project, Will or Ann?Explain how you know.Part BWho has finished less of their project, Ann or Jim?Explain how you know.*2 21Chapter Resources Houghton Mifflin Harcourt Publishing Company9-22Chapter 9 Test
Chapter 9 TestPage 5Name13.Sarah needs 4 6 yard of ribbon to wrap a gift. She has6 pieces of ribbon with the following lengths. She cancut the piece if it is too long. Mark all of the pieces ofribbon that Sarah could use.A 12 yard4D 4 yardB 66 yard1E 3 yardC14.38Fyard56yardThere are 8 people having breakfast. Each personwants 1 2 of an omelet. How many whole omelets areneeded? Use the models to show your answer.omelets15.Michele mixed 3 4 cup of flour with 1 2 cup of water tomake paste for an art project. Compare the fractions.Choose the symbol that makes the statement true. 34 12 16.Jeff has three boxes that weigh 5 8 , 1 8 , and 3 8 pound. Writethe weights in order from least to greatest.Chapter Resources Houghton Mifflin Harcourt Publishing Company9-23*2 21Chapter 9 Test
Chapter 9 TestPage 6Name17.Ben measures the lengths of three insects. Draw a lineto match each length on the left to the word on the rightthat describes its place in the order of lengths.34383618. inch inch inch least between greatestKerri drew a model to show equivalent fractions.Use the model to complete the number sentence.2 319.Elaine brought 3 4 pound of potato salad to a picnic. Jakebrought 2 3 pound of macaroni salad. Who broughtmore salad? Explain the strategy you used to solve theproblem.20.It took Mike 2 6 hour to clean his room.What fraction is equivalent to 2 6 ?6723Chapter Resources Houghton Mifflin Harcourt Publishing Company9-24Chapter 9 Test
Chapter 9NameMaking a MuralNoreen and Hakim are in art class. They work with paper and ribbonsto make shapes and designs for a mural. They use a large piece ofpaper to cover a wall for their mural.1. Noreen paints 3 6 of the mural yellow. Hakim paints 3 8 of the muralgreen. Who paints a larger piece of the mural? Draw a model tocompare the fractions. Then write a fraction sentence using . or ,.Solve the problem.2. Hakim stretches a green ribbon across 2 6 of the mural. He stretchesa blue ribbon across 5 6 of the mural. Which ribbon is longer? Drawa fraction strip to compare the fractions. Then write a fractionsentence using . or ,. Solve the problem.Chapter Resources Houghton Mifflin Harcourt Publishing Company9-25Chapter 9 Performance Task
3. If Hakim added a red ribbon that is longer than the green ribbon, butshorter than the blue ribbon, then how much of the mural could theribbon stretch across? Write a fraction. Show your work.4. Hakim pastes paper strips from the bottom of the mural to the top.A red paper strip reaches 7 8 of the way to the top. A purple stripreaches 3 8 of the way to the top. A green strip reaches 6 8 of the wayto the top. Put the paper strips in order from least to greatest. Drawnumber lines to compare. Write the colors and fractions in order.Then use symbols ( , , . ) to compare the fractions.5. Noreen cuts out 3 paper circles to put on the mural. She divides onecircle into fourths, one into sixths, and one into eighths.She wants to put glitter on some parts of the paper circles.a. Draw circles to show Noreen’s work.b. Noreen puts the glitter on equivalent parts of all the circles.Shade the 3 circles to show equivalent parts. Then write twopairs of equivalent fractions.Chapter Resources Houghton Mifflin Harcourt Publishing Company9-26Chapter 9 Performance Task
Chapter 9Compare FractionsMaking a MuralCOMMON CORE STANDARDS3.NF.A.3Explain equivalence of fractions in special cases, and compare fractions by reasoningabout their size.a. Understand two fractions as equivalent (equal) if they are the same size, or thesame point on a number line.b. Recognize and generate simple equivalent fractions, e.g., 1 2 5 2 4 , 4 6 5 2 3 . Explainwhy the fractions are equivalent, e.g., by using a visual fraction model.d. Compare two fractions with the same numerator or the same denominator byreasoning about their size. Recognize that comparisons are valid only when thetwo fractions refer to the same whole. Record the results of comparisons withthe symbols ., 5, or ,, and justify the conclusions, e.g., by using a visualfraction model.PURPOSETo assess the ability to compare fractionsTIME25–30 minutesGROUPINGIndividualsMATERIALS Performance Task, paper, pencil Fraction bars (optional)PREPARATION HINTS Review showing equal parts and parts of a whole with students before assigning the task. Review showing a fraction of a group with students before assigning the task.IMPLEMENTATION NOTES Read the task aloud to students and make sure that all students have a clear understandingof the task. Students may use manipulatives to complete the task. Allow students as much paper as they need to complete the task. Allow as much time as students need to complete the task. Students must complete the task individually, without collaboration. Collect all student work when the task is complete.Chapter Resources Houghton Mifflin Harcourt Publishing Company9-27Chapter 9 Performance Task
TASK SUMMARYStudents draw pictures to compare and order fractions, and show equivalent fractions.REPRESENTATIONIn this task, teachers can Provide options for comprehension by linking strategies to prior knowledge of fractional partsof a whole and equal parts. Provide multiple means of representation by presenting concepts with physical models andmanipulatives.ACTION and EXPRESSIONIn this task, teachers can Provide options for physical action by offering fraction strips for students to use as they drawfractional parts. Use multiple means of communication by allowing students to use computer design programsto practice comparing fractions.ENGAGEMENTIn this task, teachers can Increase mastery by providing feedback that is substantive and informative. Optimize relevance by asking students to give examples of fractions at home, in school and intheir personal lives.EXPECTED STUDENT OUTCOMES Complete the task within the time allowed Reflect engagement in a productive struggle Solve problems by comparing fractionsSCORINGUse the associated Rubric to evaluate each student’s work.Chapter Resources Houghton Mifflin Harcourt Publishing Company9-28Chapter 9 Performance Task
Performance Task RubricMAKING A MURALA level 3 response Indicates that the student has made sense of the task, modeledaccurately, and persevered Shows the ability to accurately solve fraction problems by comparingfractions, ordering fractions, and finding
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