Previously, students used various representations to make sense of fractions and their sizes. In this lesson, students consider representations that will be helpful for comparisons, such as diagrams, fraction strips, and number lines. They also learn that comparisons are valid only when the fractions that are compared refer to the same-size whole. This lesson does not discuss specific strategies for comparing different types of fractions as the intent is to elicit different ways to reason about comparison.

Reflect on a time recently when your thinking about what students understand changed. How will you alter your teaching practice to incorporate your new understanding?