T.I.P.S.

Students must be able to explain why two fractions with different numerators or denominators are not equivalent.
Example

Brittyn told her cousin if he colored 2/6 of a strip diagram, it would be a larger value than coloring 2/8 of a strip diagram that was the same length. Is Brittyn correct? Explain your thinking.
Digital Tools

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Resources

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TEKS

3.3 Number and operations. The student applies mathematical process standards to represent and explain fractional units. The student is expected to:
(H) compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models