Students are asked to compare the fractions 1/4 and 1/3 on the "Basic Skills Review #6" page and the answer (1/3) is provided. The student activity pages explicitly include that single fraction-comparison item, so students perform at least one direct fraction comparison.

The Basic Skills Review student page includes item 8 asking "Which is greater? 3/4 or 1/2?" and the answer key identifies 3/4 as the greater fraction. This gives students a direct opportunity to compare two fractions with different numerators and denominators. The comparison involves a benchmark fraction (1/2), so students practice at least one benchmark-style comparison.

The lesson explicitly lists comparing two fractions with different numerators and different denominators as a skill and includes multiple comparison tasks (Working With the Fraction Chart and Who Ate More) where students decide which fraction is larger or smaller (e.g., 1/12 vs 1/2, 6/7 vs 4/7, 4/5 vs 3/7). Activity 3 has students classify fractions as more than, less than, or equal to 1/2 and gives examples of equivalent fractions equal to 1/2 (2/4, 6/12, 3/6, 5/10, 4/8), supporting benchmark comparisons. The Who Ate More activity and the interactive fraction tool ask students to draw images or use visual models and explicitly state that the whole pizzas are the same size, supporting justification and recognition that comparisons refer to the same whole.

Students use geoboards and shaded bar/area models to show that 2/4, 1/2, and 3/6 are the same size and to show that 2/6 = 1/3 and 4/6 = 2/3. Students create equivalent fractions by multiplying or dividing numerator and denominator (examples: 3/4 → 9/12; 10/12 → 5/6) and complete worksheets and domino activities matching equivalent fractions. A comparative task asks students to use pictures to decide whether Sammy's 3/5 and Cassie's 4/6 are the same amount and to determine who ate more, requiring visual justification of a comparison.

Students mark and compare fractions on number lines (several student activity pages ask them to place fractions like 3/8 and 6/8 and decide which is larger). Activity 2 has students use 1/2 as a benchmark (students line up 1/2 and 1/3, use fraction chart pieces, and order fractions such as 2/5, 1/2, 4/6). Worksheets require students to record comparisons with <, >, or = and to draw pictures to justify statements (for example, a prompt to prove 3/5 < 7/10 and a prompt to explain why 6/8 is bigger than 3/8 using the same number of pieces).

Students practice creating equivalent fractions with common denominators in the "Changing Denominators to Compare Fractions" activity (for example, converting 2/3 to 10/15 and 3/5 to 9/15) and complete multiple practice pairs that require choosing a common denominator and comparing. Students record comparisons with the symbols >, =, or < on the Comparing Fractions Practice sheet and follow Jess's step-by-step method. The Methods for Comparing Fractions sheet includes strategies for comparing to 1/2 and comparing fractions with same denominators, visual fraction examples are provided, a laminated fraction chart is available for use, and a donut problem explicitly states that the boxes started with the same number (same whole).

Students use laminated fraction strips to build fractions and to line up different unit fractions to show they sum to the same length (for example, creating 1/2 with 1/4+1/4, 1/6+1/6+1/6, etc.). Students are asked to line up whole strips to see they are the same length, showing that the comparisons refer to the same whole. Students match visual models (pie charts and bar models) to mixed numbers and cut-and-place activities require them to assemble fractions from unit fractions, providing visual justification for equalities.

The Basic Skills Review explicitly asks students to determine which is greater: 7/10 or 24/40 and provides the answer (7/10). Student pages include visual fraction models (fraction circles), a number line showing sixths, and fraction strips used to compose 1, which give students opportunities to view fractions as parts of a whole.

Students convert fractions to equivalent forms (e.g., fill-in-the-blank items like 5/6 = ?/12) and label or identify equivalent fractions on number lines (e.g., show 3/6 = 1/2 and circle the number line that shows 6/8 = 3/4). Students use fraction strips and number-line activities to visualize and justify fraction relationships (e.g., using strips to show 7/8 − 5/8 = 2/8 and number lines for 6/8 − 3/8). In the wrapping-up activity, students compute results of fraction expressions and then place boxes in order from least to greatest, using a provided "Methods for Comparing Fractions" sheet, fraction strips, and a fraction chart as needed.

Students are asked to decide whether an improper fraction is greater or less than 1 and to justify this by drawing circle models (Activity 1). The Basic Skills Review asks students to determine which is greater between 7/20 and 7/40, requiring a direct comparison of two fractions. The "Different Types of Fractions" activity and the equivalence example (3/4 → 6/8) have students match fractions to visual models and generate equivalent fractions.

Students draw circles and use fraction strips to represent repeated addition for problems like 4 × 1/5, recording results as sums (1/5+1/5+1/5+1/5 = 4/5). Students complete tasks that categorize products as less than 1, equal to 1, or greater than 1, using visual models and worked examples that show equivalence (for example, 3 × 2/5 = 6 × 1/5). Answer keys and activity pages show visual fraction models (circles and strips) and require students to compute and compare products to the benchmark of 1.

Several word problems require students to compare fractional amounts and find differences, for example the Brownie Problem (3/4 cup vs 1/2 cup) asks students to draw a picture and write an equation to find how much more white sugar was used. The Charlotte vs Henry problem asks students to compute and compare total milk amounts after scaling fractions (tripling 1/3 vs doubling 3/4) and determine who needs more. Many tasks instruct students to draw pictures or use visual aids, and the Wrapping Up section has students identify whether products of whole numbers and fractions are less than, equal to, or greater than 1 (benchmark comparison).

The Skills list explicitly includes "Compare two fractions with different numerators and different denominators." Student tasks ask students to write >, <, or = (e.g., items asking 1/4 __ 0, 2/5 __ 3/5) and include True/False comparison items (e.g., 7/9 < 7/8, 2/5 > 1/5). The Answer Key and review items show students creating equivalent fractions (e.g., 2/5 = 8/20, 1/2 = 5/10) and videos linked teach creating equivalent fractions by multiplication/division. Some problem items instruct students to "Draw pictures and write equations," which can be used to justify answers with visual models.

Students are asked to draw visual models for 4/12 and 6/4, explaining what each fraction means and showing equivalent forms (e.g., 4/12 = 1/3 and 6/4 = 1 1/2). In the Wrapping Up, students write given fractions on index cards, are prompted to find a common denominator (18), convert each fraction to an equivalent form, and place the cards in order from least to greatest. Activity materials and instructions also require students to recognize and generate equivalent fractions and to simplify fractions, which supports creating common denominators or numerators when comparing.

Students convert fractions with denominators 10 and 100 to equivalent forms (Activity 1 and the equivalency practice problems) and change 3/10 to 30/100 when comparing to 3/100 (Activity 2). Students write given fractions in order from least to greatest and complete comparison pairs by recording <, =, or > on the student activity page (middle section). Students use contextual models (coins, dollars, M&Ms, and a cake) to explain why one fraction is larger than another and to justify comparisons.

Students convert fractions to equivalent fractions with denominators of 10 or 100 (for example, 11/20 = 55/100 and 2/5 = 4/10) and translate those equivalents into decimals (e.g., 55/100 = 0.55). Multiple activities ask students to match fractions and decimals and to create fraction/decimal card pairs, reinforcing equivalence between fractions with different numerators/denominators. A money comparison task asks who has more money (Carly: 45/100 vs Robbie: $0.65), which requires comparing two amounts expressed as fractions/decimals of the same whole (a dollar).

Students place and label decimals on number lines for tenths and hundredths, including locating values such as 0.1, 0.05, 0.15, 3.2, and 3.62. Students use grid (100-square) models to represent fractions as decimals and vice versa (e.g., shading 3/10 = 0.3, 41/100 = 0.41, and 1 and 23/100 = 1.23). Students complete activities that link fraction notation and decimal notation (practice converting and shading given fractional and decimal values).

Students color hundredths (10x10) grid models to represent and compare decimals (for example 0.32 vs 0.29) and justify which is greater using the filled squares. Students record comparison results with >, =, or < in multiple activities and ordering tasks. The materials include mixed fraction/decimal comparisons and equivalences (examples and answer key: 8/10 = 0.8; 4/10 > 0.35; 0.51 < 6/10; 72/100 < 0.75), so students practice comparing fractions when they are presented as or converted to decimal hundredths.

Students practice creating equivalent fractions (fill-in-the-box problems converting between denominators 10 and 100 and matching fractions to decimals) and use common denominators when adding (e.g., converting tenths to hundredths to add). Multiple items ask students to write >, =, or < for comparisons (including fraction vs. decimal comparisons and word problems such as comparing 3/10 and 0.4). Students are prompted to use a laminated number line, whiteboard, and to explain their thinking, and matching/ordering activities require reasoning about magnitude.

Students complete Basic Skills Review problems that require working with equivalent fractions and comparisons: problem 3 asks students to rewrite a fraction with denominator 10 as an equivalent fraction with denominator 100, and problems 5 and 8 ask students to compare a decimal with a fraction using >, <, or =. Problem 6 has students add fractions with like denominators and recognize the sum is 1/2, which connects to the benchmark fraction 1/2.

Students convert and match fractional weights such as 1/2 pound to 8 ounces and 1/4 pound to 4 ounces in the Ounces and Pounds matching exercise. Students are asked to write a set of mixed weights in order from lightest to heaviest (including 2 pounds, 6 ounces, 1 pound 3 ounces, 15 ounces, 1/2 pound, 20 ounces), requiring them to compare quantities. The lesson also includes explicit comparison questions such as "Which is greater, 2 tons or 40,000 pounds?" and metric comparisons like "Which is more, 1200 milligrams or 1 gram?"

Students place fractional measurements on number lines and create/interpret line plots in multiple activities (e.g., "Line Plots With Fractions," "Creating a Line Plot"). Several questions ask students to identify values relative to 1/2 or 1 (for example, "How many places are more than half a mile away?", "counts of people who ate at least half of the pizza"). Students compute totals and differences involving fractional weights from the plotted data, using the line plot as a visual representation.

The Basic Skills Review includes items where students must record >, <, or = for comparisons such as 0.34 and 3/10 and 0.46 and 5/10, requiring students to compare fractional and decimal representations and write comparison symbols. The review also asks students to compute 5/100 + 2/10 (given answer 25/100), giving practice with fractions that have different denominators. These items show students working with fractions/decimals and using comparison symbols.

Students are asked to write >, <, or = for pairs of measurements on the "Greater Than, Less Than, or Equal To?" page, and are reminded to convert to the same unit before comparing (e.g., convert 2 miles to 10,560 ft to compare with 9,000 ft). Students solve recipe problems that require working with mixed numbers and fractions with unlike denominators (for example, finding that 1 1/2 cups minus 2/3 cup equals 5/6 cup) and record numerical answers with appropriate units. Students are prompted to explain how they figured out answers during wrap-up, which can involve stating equivalencies and recording comparison symbols.

Students are explicitly asked in the Skills list to "Compare two fractions with different numerators and different denominators." The Introduction models making denominators the same (finding the least common multiple of 5 and 6, converting 3/5 and 4/6 to 18/30 and 20/30, and concluding 4/6 is greater). The Compare activity has students cut out fraction cards, draw two at a time, and identify which fraction is greater or if they are equal; the provided ordered list groups equal fractions together (e.g., 1/2, 2/4, 5/10).