The purpose of this activity is for students to compare two fractions with the same denominator. Students may use any representation to reason how the size or the length of the parts in the two fractions are the same because the denominator is the same, but that there are different numbers of those parts because the numerators are different (MP2). Students also are reminded about the meanings of the symbols > and <.

• Select previously identified students to share different representations for comparing fractions with the same denominator.
• Consider asking: “¿En qué se parecen estas representaciones? ¿En qué son diferentes?” // “How are these representations alike? How are they different?”

The purpose of this activity is for students to practice comparing fractions with the same denominator while playing a game. Students spin a spinner for the numerator of their fractions, and then locate and label the fractions on a number line to determine which fraction is greater.

• “¿Qué tipo de número querían sacar en su turno? ¿Por qué?” // “What kind of number did you want to spin on your turn? Why?” (I wanted to spin a large number because a greater numerator means a greater fraction. If you spin a small number, then the lesser numerator makes a lesser fraction.)