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#### Description:

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Order the following fractions from smallest to largest: \frac{3}{8}, \; \;\; \; \frac{1}{3}, \; \; \; \; \frac{5}{9}, \; \; \; \; \frac{2}{5} Explain y...

#### Subjects:

• Mathematics > General
• Education > General

#### Keywords:

Informal Education,NSDL,Grade 4,Upper Elementary,NSDL_SetSpec_ncs-NSDL-COLLECTION-000-003-112-103,oai:nsdl.org:2200/20130211105413038T,Elementary School,Vocational/Professional Development Education,Mathematics,Education

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Update Standards?

#### CCSS.Math.Content.4.NF.A.2: Common Core State Standards for Mathematics

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
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