This question tests 4th grade ability to compare two fractions with different numerators and different denominators, using strategies like creating common denominators, common numerators, or comparing to benchmark fraction $\frac{1}{2}$, recognizing comparisons are valid only when fractions refer to same whole (CCSS.4.NF.2). To compare fractions with different numerators and denominators, we can use several strategies. Common denominators: convert both fractions to the same denominator, then compare numerators (larger numerator = greater fraction). Common numerators: if numerators are the same, the fraction with the SMALLER denominator is GREATER (fewer parts means bigger pieces). Benchmark $\frac{1}{2}$: compare each fraction to $\frac{1}{2}$—if one is less than $\frac{1}{2}$ and the other is greater than $\frac{1}{2}$, you immediately know which is bigger. To compare $\frac{5}{12}$ and $\frac{2}{5}$, we can find common denominator 60, converting to $\frac{25}{60}$ and $\frac{24}{60}$, allowing direct comparison. Choice A is correct because using common denominators: $\frac{5}{12} = \frac{25}{60}$ and $\frac{2}{5} = \frac{24}{60}$, comparing numerators shows $25 > 24$, so $\frac{5}{12}$ is greater. This demonstrates correct fraction comparison. Choice D represents assuming you cannot compare because numerators are different, which happens when students don't account for denominators. To help students: Practice all three strategies. For common denominators, find LCM or multiply denominators, convert both fractions, compare numerators. For common numerators ($\frac{2}{3}$ vs $\frac{2}{5}$), emphasize: same numerator means same NUMBER of pieces, so smaller denominator = BIGGER pieces = greater fraction (thirds are bigger than fifths). For benchmark $\frac{1}{2}$, teach how to identify: if numerator × 2 = denominator (or close), fraction is about $\frac{1}{2}$. Use visual models with SAME-SIZED wholes to show why comparisons must use same whole. Number lines help visualize: farther right = greater. Watch for: reversing > and < symbols, comparing only numerators or only denominators without strategy, thinking larger denominator always means larger fraction, and not recognizing fractions must refer to same whole to compare.

This question tests 4th grade ability to compare two fractions with different numerators and different denominators, using strategies like creating common denominators, common numerators, or comparing to benchmark fraction 1/2, recognizing comparisons are valid only when fractions refer to same whole (CCSS.4.NF.2). To compare fractions with different numerators and denominators, we can use several strategies. Common denominators: convert both fractions to the same denominator, then compare numerators (larger numerator = greater fraction). Common numerators: if numerators are the same, the fraction with the SMALLER denominator is GREATER (fewer parts means bigger pieces). Benchmark 1/2: compare each fraction to 1/2—if one is less than 1/2 and the other is greater than 1/2, you immediately know which is bigger. To compare 4/9 and 3/7, we can find common denominator 63, converting to 28/63 and 27/63, allowing direct comparison. Choice A is correct because using common denominators: 4/9 = 28/63 and 3/7 = 27/63, comparing numerators shows 28 > 27, so Jamal poured more. This demonstrates correct fraction comparison. Choice D represents assuming you cannot compare because denominators are different, which happens when students don't know conversion strategies. To help students: Practice all three strategies. For common denominators, find LCM or multiply denominators, convert both fractions, compare numerators. For common numerators (2/3 vs 2/5), emphasize: same numerator means same NUMBER of pieces, so smaller denominator = BIGGER pieces = greater fraction (thirds are bigger than fifths). For benchmark 1/2, teach how to identify: if numerator × 2 = denominator (or close), fraction is about 1/2. Use visual models with SAME-SIZED wholes to show why comparisons must use same whole. Number lines help visualize: farther right = greater. Watch for: reversing > and < symbols, comparing only numerators or only denominators without strategy, thinking larger denominator always means larger fraction, and not recognizing fractions must refer to same whole to compare.

This question tests 4th grade ability to compare two fractions with different numerators and different denominators, using strategies like creating common denominators, common numerators, or comparing to benchmark fraction $\frac{1}{2}$, recognizing comparisons are valid only when fractions refer to same whole (CCSS.4.NF.2). To compare fractions with different numerators and denominators, we can use several strategies. Common denominators: convert both fractions to the same denominator, then compare numerators (larger numerator = greater fraction). Common numerators: if numerators are the same, the fraction with the SMALLER denominator is GREATER (fewer parts means bigger pieces). Benchmark $\frac{1}{2}$: compare each fraction to $\frac{1}{2}$—if one is less than $\frac{1}{2}$ and the other is greater than $\frac{1}{2}$, you immediately know which is bigger. To compare $\frac{2}{9}$ and $\frac{1}{4}$, visual models show same-sized wholes with different shading, allowing direct comparison. Choice B is correct because visual shows more shaded in $\frac{1}{4}$, and using common denominators: $\frac{2}{9} = \frac{8}{36}$ and $\frac{1}{4} = \frac{9}{36}$, so $\frac{2}{9} < \frac{1}{4}$. This demonstrates correct fraction comparison. Choice A represents reversed symbol, which happens when students mix up symbol direction. To help students: Practice all three strategies. For common denominators, find LCM or multiply denominators, convert both fractions, compare numerators. For common numerators ($\frac{2}{3}$ vs $\frac{2}{5}$), emphasize: same numerator means same NUMBER of pieces, so smaller denominator = BIGGER pieces = greater fraction (thirds are bigger than fifths). For benchmark $\frac{1}{2}$, teach how to identify: if numerator × 2 = denominator (or close), fraction is about $\frac{1}{2}$. Use visual models with SAME-SIZED wholes to show why comparisons must use same whole. Number lines help visualize: farther right = greater. Watch for: reversing > and < symbols, comparing only numerators or only denominators without strategy, thinking larger denominator always means larger fraction, and not recognizing fractions must refer to same whole to compare.

This question tests 4th grade ability to compare two fractions with different numerators and different denominators, using strategies like creating common denominators, common numerators, or comparing to benchmark fraction 1/2, recognizing comparisons are valid only when fractions refer to same whole (CCSS.4.NF.2). To compare fractions with different numerators and denominators, we can use several strategies. Common denominators: convert both fractions to the same denominator, then compare numerators (larger numerator = greater fraction). Common numerators: if numerators are the same, the fraction with the smaller denominator is greater (fewer parts means bigger pieces). Benchmark 1/2: compare each fraction to 1/2—if one is less than 1/2 and the other is greater than 1/2, you immediately know which is bigger. To compare 3/8 and 2/5, we can find common denominator 40, converting to 15/40 and 16/40, and note the pizzas are the same size so referring to same whole. Choice B is correct because using common denominators: 3/8 = 15/40 and 2/5 = 16/40, comparing numerators shows 15 < 16 so 3/8 < 2/5, meaning Carlos ate more. Choice A represents reversed comparison, which happens when students don't account for denominators. To help students: Practice all three strategies. For common denominators, find LCM or multiply denominators, convert both fractions, compare numerators. For common numerators (2/3 vs 2/5), emphasize: same numerator means same number of pieces, so smaller denominator = bigger pieces = greater fraction (thirds are bigger than fifths). For benchmark 1/2, teach how to identify: if numerator × 2 = denominator (or close), fraction is about 1/2. Use visual models with same-sized wholes to show why comparisons must use same whole. Number lines help visualize: farther right = greater. Watch for: reversing > and < symbols, comparing only numerators or only denominators without strategy, thinking larger denominator always means larger fraction, and not recognizing fractions must refer to same whole to compare.

This question tests 4th grade ability to compare two fractions with different numerators and different denominators, using strategies like creating common denominators, common numerators, or comparing to benchmark fraction 1/2, recognizing comparisons are valid only when fractions refer to same whole (CCSS.4.NF.2). To compare fractions with different numerators and denominators, we can use several strategies. Common denominators: convert both fractions to the same denominator, then compare numerators (larger numerator = greater fraction). Common numerators: if numerators are the same, the fraction with the smaller denominator is greater (fewer parts means bigger pieces). Benchmark 1/2: compare each fraction to 1/2—if one is less than 1/2 and the other is greater than 1/2, you immediately know which is bigger. To compare 2/3 and 3/5, we can find common denominator 15, converting to 10/15 and 9/15. Choice C is correct because using common denominators: 2/3 = 10/15 and 3/5 = 9/15, comparing numerators shows 10 > 9 so 2/3 > 3/5. Choice B represents reversed symbol, which happens when students mix up symbol direction. To help students: Practice all three strategies. For common denominators, find LCM or multiply denominators, convert both fractions, compare numerators. For common numerators (2/3 vs 2/5), emphasize: same numerator means same number of pieces, so smaller denominator = bigger pieces = greater fraction (thirds are bigger than fifths). For benchmark 1/2, teach how to identify: if numerator × 2 = denominator (or close), fraction is about 1/2. Use visual models with same-sized wholes to show why comparisons must use same whole. Number lines help visualize: farther right = greater. Watch for: reversing > and < symbols, comparing only numerators or only denominators without strategy, thinking larger denominator always means larger fraction, and not recognizing fractions must refer to same whole to compare.

This question tests 4th grade ability to compare two fractions with different numerators and different denominators, using strategies like creating common denominators, common numerators, or comparing to benchmark fraction $\frac{1}{2}$, recognizing comparisons are valid only when fractions refer to same whole (CCSS.4.NF.2). To compare fractions with different numerators and denominators, we can use several strategies. Common denominators: convert both fractions to the same denominator, then compare numerators (larger numerator = greater fraction). Common numerators: if numerators are the same, the fraction with the SMALLER denominator is GREATER (fewer parts means bigger pieces). Benchmark $\frac{1}{2}$: compare each fraction to $\frac{1}{2}$—if one is less than $\frac{1}{2}$ and the other is greater than $\frac{1}{2}$, you immediately know which is bigger. To compare $\frac{2}{3}$ and $\frac{3}{5}$, we can find common denominator 15, converting to $\frac{10}{15}$ and $\frac{9}{15}$. Choice B is correct because using common denominators: $\frac{2}{3} = \frac{10}{15}$ and $\frac{3}{5} = \frac{9}{15}$, comparing numerators shows 10 > 9 so $\frac{2}{3} > \frac{3}{5}$. This demonstrates correct fraction comparison. Choice C represents reversed symbol, which happens when students mix up symbol direction. To help students: Practice all three strategies. For common denominators, find LCM or multiply denominators, convert both fractions, compare numerators. For common numerators ($\frac{2}{3}$ vs $\frac{2}{5}$), emphasize: same numerator means same NUMBER of pieces, so smaller denominator = BIGGER pieces = greater fraction (thirds are bigger than fifths). For benchmark $\frac{1}{2}$, teach how to identify: if numerator × 2 = denominator (or close), fraction is about $\frac{1}{2}$. Use visual models with SAME-SIZED wholes to show why comparisons must use same whole. Number lines help visualize: farther right = greater. Watch for: reversing > and < symbols, comparing only numerators or only denominators without strategy, thinking larger denominator always means larger fraction, and not recognizing fractions must refer to same whole to compare.

This question tests 4th grade ability to compare two fractions with different numerators and different denominators, using strategies like creating common denominators, common numerators, or comparing to benchmark fraction $\frac{1}{2}$, recognizing comparisons are valid only when fractions refer to same whole (CCSS.4.NF.2). To compare fractions with different numerators and denominators, we can use several strategies. Common denominators: convert both fractions to the same denominator, then compare numerators (larger numerator = greater fraction). Common numerators: if numerators are the same, the fraction with the smaller denominator is greater (fewer parts means bigger pieces). Benchmark $\frac{1}{2}$: compare each fraction to $\frac{1}{2}$—if one is less than $\frac{1}{2}$ and the other is greater than $\frac{1}{2}$, you immediately know which is bigger. To compare $\frac{3}{4}$ and $\frac{5}{6}$, we can find common denominator 12, converting to $\frac{9}{12}$ and $\frac{10}{12}$, and note the cups are the same size so referring to same whole. Choice B is correct because using common denominators: $\frac{3}{4} = \frac{9}{12}$ and $\frac{5}{6} = \frac{10}{12}$, comparing numerators shows 9 < 10 so $\frac{3}{4} < \frac{5}{6}$. Choice A represents reversed symbol, which happens when students mix up symbol direction. To help students: Practice all three strategies. For common denominators, find LCM or multiply denominators, convert both fractions, compare numerators. For common numerators ($\frac{2}{3}$ vs $\frac{2}{5}$), emphasize: same numerator means same number of pieces, so smaller denominator = bigger pieces = greater fraction (thirds are bigger than fifths). For benchmark $\frac{1}{2}$, teach how to identify: if numerator × 2 = denominator (or close), fraction is about $\frac{1}{2}$. Use visual models with same-sized wholes to show why comparisons must use same whole. Number lines help visualize: farther right = greater. Watch for: reversing > and < symbols, comparing only numerators or only denominators without strategy, thinking larger denominator always means larger fraction, and not recognizing fractions must refer to same whole to compare.

This question tests 4th grade ability to compare two fractions with different numerators and different denominators, using strategies like creating common denominators, common numerators, or comparing to benchmark fraction 1/2, recognizing comparisons are valid only when fractions refer to same whole (CCSS.4.NF.2). To compare fractions with different numerators and denominators, we can use several strategies. Common denominators: convert both fractions to the same denominator, then compare numerators (larger numerator = greater fraction). Common numerators: if numerators are the same, the fraction with the SMALLER denominator is GREATER (fewer parts means bigger pieces). Benchmark 1/2: compare each fraction to 1/2—if one is less than 1/2 and the other is greater than 1/2, you immediately know which is bigger. To compare 2/7 and 5/8, we compare each to benchmark 1/2: 2/7 is less than 1/2 and 5/8 is greater than 1/2, allowing direct comparison. Choice B is correct because using benchmark: 2/7 < 1/2 and 5/8 > 1/2, so 2/7 < 5/8. This demonstrates correct fraction comparison. Choice D represents assuming you cannot compare because denominators are different, which happens when students don't know strategies like benchmarking. To help students: Practice all three strategies. For common denominators, find LCM or multiply denominators, convert both fractions, compare numerators. For common numerators (2/3 vs 2/5), emphasize: same numerator means same NUMBER of pieces, so smaller denominator = BIGGER pieces = greater fraction (thirds are bigger than fifths). For benchmark 1/2, teach how to identify: if numerator × 2 = denominator (or close), fraction is about 1/2. Use visual models with SAME-SIZED wholes to show why comparisons must use same whole. Number lines help visualize: farther right = greater. Watch for: reversing > and < symbols, comparing only numerators or only denominators without strategy, thinking larger denominator always means larger fraction, and not recognizing fractions must refer to same whole to compare.

This question tests 4th grade ability to compare two fractions with different numerators and different denominators, using strategies like creating common denominators, common numerators, or comparing to benchmark fraction $\frac{1}{2}$, recognizing comparisons are valid only when fractions refer to same whole (CCSS.4.NF.2). To compare fractions with different numerators and denominators, we can use several strategies. Common denominators: convert both fractions to the same denominator, then compare numerators (larger numerator = greater fraction). Common numerators: if numerators are the same, the fraction with the smaller denominator is greater (fewer parts means bigger pieces). Benchmark $\frac{1}{2}$: compare each fraction to $\frac{1}{2}$—if one is less than $\frac{1}{2}$ and the other is greater than $\frac{1}{2}$, you immediately know which is bigger. To compare $\frac{1}{2}$ and $\frac{3}{8}$, we can find common denominator 8, converting to $\frac{4}{8}$ and $\frac{3}{8}$. Choice B is correct because using common denominators: $\frac{1}{2} = \frac{4}{8}$ and $\frac{3}{8} = \frac{3}{8}$, comparing numerators shows 4 > 3 so $\frac{1}{2} > \frac{3}{8}$. Choice A represents reversed symbol, which happens when students mix up symbol direction. To help students: Practice all three strategies. For common denominators, find LCM or multiply denominators, convert both fractions, compare numerators. For common numerators ($\frac{2}{3}$ vs $\frac{2}{5}$), emphasize: same numerator means same number of pieces, so smaller denominator = bigger pieces = greater fraction (thirds are bigger than fifths). For benchmark $\frac{1}{2}$, teach how to identify: if numerator × 2 = denominator (or close), fraction is about $\frac{1}{2}$. Use visual models with same-sized wholes to show why comparisons must use same whole. Number lines help visualize: farther right = greater. Watch for: reversing > and < symbols, comparing only numerators or only denominators without strategy, thinking larger denominator always means larger fraction, and not recognizing fractions must refer to same whole to compare.

This question tests 4th grade ability to compare two fractions with different numerators and different denominators, using strategies like creating common denominators, common numerators, or comparing to benchmark fraction 1/2, recognizing comparisons are valid only when fractions refer to same whole (CCSS.4.NF.2). To compare fractions with different numerators and denominators, we can use several strategies. Common denominators: convert both fractions to the same denominator, then compare numerators (larger numerator = greater fraction). Common numerators: if numerators are the same, the fraction with the smaller denominator is greater (fewer parts means bigger pieces). Benchmark 1/2: compare each fraction to 1/2—if one is less than 1/2 and the other is greater than 1/2, you immediately know which is bigger. To compare 3/10 and 4/9, we can find common denominator 90, converting to 27/90 and 40/90, and note they walked the same trail so referring to same whole. Choice B is correct because using common denominators: 3/10 = 27/90 and 4/9 = 40/90, comparing numerators shows 27 < 40 so 3/10 < 4/9, meaning Chen walked farther. Choice A represents reversed comparison, which happens when students don't account for denominators. To help students: Practice all three strategies. For common denominators, find LCM or multiply denominators, convert both fractions, compare numerators. For common numerators (2/3 vs 2/5), emphasize: same numerator means same number of pieces, so smaller denominator = bigger pieces = greater fraction (thirds are bigger than fifths). For benchmark 1/2, teach how to identify: if numerator × 2 = denominator (or close), fraction is about 1/2. Use visual models with same-sized wholes to show why comparisons must use same whole. Number lines help visualize: farther right = greater. Watch for: reversing > and < symbols, comparing only numerators or only denominators without strategy, thinking larger denominator always means larger fraction, and not recognizing fractions must refer to same whole to compare.