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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. > > 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. > > 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 . > > 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 . > >