Rational Numbers- Which is greater?
Curriculum Connections:
N9.2 Demonstrate understanding of rational numbers including:
Comparing and ordering, relating to other types of numbers, solving situational questions.
Launch: Have students complete a list of equal fractions using only the digits 1-9
Ex. 2
3
=
4
6
=
6
9
Begin the activity noting to students they may only use the digits 1-9 once.
Potential Student Questions:
•
How do you know one fraction is larger (smaller) than another?
•
What is needed to compare fractions?
•
Can you carry over a solution or use a pattern from a previous answer?
•
Would it be reasonable to use mixed numbers?
•
(If struggling) Can you make 2 equivalent fractions?
•
Can you prove your solution is correct? How do you know?
•
Can you generalize a pattern that will always work? (Challenge)
•
Other?
Potential Solutions:
6
9 _ 3
>
7
12 ~ 4
8
6
9
>
3
1
7+ 5 ~ 4
9
3
>
8
9
8
>
7
8
5
>
2 x 6 ~ 4
2 _ 4
>
3^5 ~ 7
2
1
>
1
>
6
5
Goals for Assessment Purposes:
Students can complete each of the 4 fraction problems as well as provide either a written or
mathematical proof that their answers are correct.
N9.2 They could write a written explanation or show proof through use of common
denominators, decimals, or percent.
Potential Extension Activities:
Is there more than one solution for each problem?
Can all be completed without mixed numbers?
Can they be completed using only mixed numbers?
Directions: U s i n g the d i g i t s 1-9 at m o s t o n e t i m e each, c o m p l e t e the
following equation.
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Directions: U s i n g t he d i g i t s 1-9 at m o s t o n e t i m e each, c o m p l e t e t h e
following equation.
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Directions: U s i n g the d i g i t s 1-9 at m o s t o n e t i m e each, c o m p l e t e t h e
following e q u a t i o n .
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Directions: U s i n g t he d i g i t s 1-9 at m o s t o n e t i m e each, c o m p l e t e t h e
following e q u a t i o n .
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