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 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 4/11 and 3/5, we compare each to benchmark 1/2: 4/11 is less than 1/2 and 3/5 is greater than 1/2, allowing direct comparison. Choice B is correct because using benchmark: 4/11 < 1/2 and 3/5 > 1/2, so 4/11 < 3/5. This demonstrates correct fraction comparison. Choice D represents comparing only numerators or assuming larger denominator = larger fraction, which happens when students don't use a strategy. 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 3/8 and 2/5, we can find common denominator 40, converting to 15/40 and 16/40, allowing direct comparison. Choice B is correct because using common denominators: 3/8 = 15/40 and 2/5 = 16/40, comparing numerators shows 15 < 16, so Carlos ate more. This demonstrates correct fraction comparison. Choice D represents assuming you cannot compare without decimals, which happens when students don't know fraction comparison 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 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 3/4, we can find common denominator 12, converting to 8/12 and 9/12, allowing direct comparison. Choice C is correct because using common denominators: 2/3 = 8/12 and 3/4 = 9/12, comparing numerators shows 8 < 9, so 2/3 < 3/4. This demonstrates correct fraction comparison. Choice D represents assuming you cannot compare because the denominators are different, which happens when students don't know strategies like finding a common denominator. 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 $\frac{7}{10}$ and $\frac{5}{8}$, we can find common denominator 40, converting to $\frac{28}{40}$ and $\frac{25}{40}$, allowing direct comparison. Choice C is correct because using common denominators: $\frac{7}{10} = \frac{28}{40}$ and $\frac{5}{8} = \frac{25}{40}$, comparing numerators shows $28 > 25$, so $\frac{7}{10} > \frac{5}{8}$. This demonstrates correct fraction comparison. Choice D represents assuming you cannot compare because denominators are different, which happens when students don't know conversion methods. 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 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 1/3 and 3/10, we can find common denominator 30, converting to 10/30 and 9/30, allowing direct comparison. Choice C is correct because using common denominators: 1/3 = 10/30 and 3/10 = 9/30, comparing numerators shows 10 > 9, so 1/3 > 3/10. This demonstrates correct fraction comparison. Choice D represents assuming you cannot compare because numerators are not the same, which happens when students think more pieces = more total (opposite is true for same numerator). 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 $\frac{5}{12}$ 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 5/6 and 3/4, we can find common denominator 12, converting to 10/12 and 9/12, allowing direct comparison. Choice B is correct because using common denominators: 5/6 = 10/12 and 3/4 = 9/12, comparing numerators shows 10 > 9, so 5/6 > 3/4. This demonstrates correct fraction comparison. Choice D represents assuming you cannot compare because denominators are not multiples, which happens when students calculate LCD incorrectly. 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 5/12 and 3/7, we compare each to benchmark 1/2: 5/12 is less than 1/2 and 3/7 is less than 1/2 but closer, and further comparison shows 3/7 greater. Choice A is correct because using benchmark both <1/2 but common denominators confirm 5/12 = 35/84 and 3/7 = 36/84, so 3/7 is greater. This demonstrates correct fraction comparison. Choice B represents thinking 5/12 is greater, which happens when students compare numerators only without accounting 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.