NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 4•5

Lesson 12
Objective: Reason using benchmarks to compare two fractions on the
number line.

Suggested Lesson Structure

Fluency Practice (12 minutes)

Application Problem (8 minutes)
Concept Development (30 minutes)
Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Add and Subtract [Link].4 (4 minutes)

 Find Equivalent Fractions [Link].1 (4 minutes)
 Construct a Number Line with Fractions [Link].3 (4 minutes)

Add and Subtract (4 minutes)

Materials: (S) Personal white board

Note: This fluency activity reviews adding and subtracting using the standard algorithm.
T: (Write 547 thousands 686 ones.) On your personal white board, write this number in standard form.
S: (Write 547,686.)
T: (Write 294 thousands 453 ones.) Add this number to 547,686 using the standard algorithm.
S: (Write 547,686 + 294,453 = 842,139 using the standard algorithm.)
Continue the process with 645,838 + 284,567.
T: (Write 800 thousands.) On your board, write this number in standard form.
S: (Write 800,000.)
T: (Write 648 thousands 745 ones.) Subtract this number from 800,000 using the standard algorithm.
S: (Write 800,000 – 648,745 = 151,255 using the standard algorithm.)
Continue the process with 754,912 – 154,189.

Lesson 12: Reason using benchmarks to compare two fractions on the

number line. 158

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 4•5

Find Equivalent Fractions (4 minutes)

Materials: (S) Personal white board

Note: This fluency activity reviews Lesson 9.

6 ÷ ❑ 6
T: (Write = = . Point to .) Say the fraction.
8 ÷ 4 8
S: 6 eighths.
T: On your personal white board, complete the number sentence to find the equivalent fraction.
6 6÷2 3
S: (Write = = .)
8 8÷2 4
4 2 4 2 8 4 8 2 9 3
Continue with the following possible sequence: = , = , = , = , and = .
6 3 10 5 10 5 12 3 12 4
Construct a Number Line with Fractions (4 minutes)
Materials: (S) Personal white board

Note: This fluency activity reviews Lesson 11.

2
T: (Write .) Say the fraction.
3
S: 2 thirds.
T: On your personal white board, draw a tape diagram. Label the
2
whole diagram 1, and then shade in units to show .
3
S: (Draw a tape diagram partitioned into 3 equal units. Write 1 at the top. Shade 2 units.)
T: Beneath your tape diagram, draw a number line. Then, label each fraction on the number line.
S: (Beneath the tape diagram, draw a number line. Partition and label the number line into 3 equal
intervals.)
2 3 3 6
Continue with the following possible sequence: , , , and .
5 4 6 9 NOTES ON
MULTIPLE MEANS
Application Problem (8 minutes) OF ACTION AND
EXPRESSION:
Materials: (S) Number line (Template) If students find various fractional units
on one number line frustrating, give
Plot1 , 1 4 5
them the option of plotting , ,
4 5 8
4 on two number lines placed parallel for
comparison.

Lesson 12: Reason using benchmarks to compare two fractions on the

number line. 159

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 4•5

4 5
, and on a number line, and compare the three points.
5 8

Note: This Application Problem reviews equivalent fractions and bridges to today’s lesson, in which students
use reasoning and benchmarks to compare fractions.

Concept Development (30 minutes) NOTES ON

MULTIPLE MEANS
Materials: (S) Personal white board, number line (Template) OF REPRESENTATION:
Clarify for English language learners
1 math language such as greater than
Problem 1: Reason about the size of a fraction compared to .
2 and less than. Explain that greater has
multiple meanings. Here, it means
T: How many sixths equal 1 whole? Say the unit. larger or bigger. Offer explanations in
S: 6 sixths. students’ first language, if possible. If
students are more comfortable, allow
T: How many sixths equal 1 half? them to use bigger, larger, smaller, etc.
3 1
S: 3 sixths. 
= . We already know that!
6 2
2 3
T: Is greater than or less than ?
6 6
S: Less than.
2 1
T: Is less than or greater than
6 2
1
?
2
S: Less than.
T: Partition the number line on the number line template to show sixths. Label 2 sixths.
T: Write a number sentence comparing 2 sixths and 1 half.
2 1
S: (Write < .)
6 2
5
Repeat the process with .
8
2 2 1 1
T: (Write .) Talk to your partner. Is greater than or less than ?
3 3 2 2

Lesson 12: Reason using benchmarks to compare two fractions on the

number line. 160

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 4•5

1 1 1 2 2
S: There are no thirds that are equal to .  is between and , so must be greater.  I can
2 2 3 3 3
2
draw a model to prove that.  is almost 1.  1 third is less than 1 half, and 2 thirds is greater
3
than 1 half.  We can see
on our other
number line that
3
is right
6
1 2 2
between and , and
3 3 3
4 2 1
is equal to . So, is greater than .
6 3 2

2 2 1 1
T: (Write .) Talk to your partner. Is greater than or less than ?
5 5 2 2
S: Five is an odd number, so it doesn’t divide evenly by 2. Halfway between 0 fifths and 5 fifths should
1
be somewhere between 2 fifths and 3 fifths. So, 2 fifths must be less than 1 half.  is halfway
2
2 3 2 1
between and , so is less than .
5 5 5 2

2 2 1
T: Model on a number line. Then, compare and .
5 5 2

S: I can partition the fifths in

half on the number line.
That makes tenths.
2 2 × 2 4
 = = .
5 5 × 2 10
5 1
 I know is the same as .
10 2

T: Write your conclusion on your board.

2 1
S: (Write < .)
5 2

Lesson 12: Reason using benchmarks to compare two fractions on the

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 4•5

1
Problem 2: Plot points on a number line by thinking about fractions in relation to 0, , or 1. Compare the
2
fractions.
5 5 1
T: (Write .) What do we know about in relation to 0, , and 1?
12 12 2
5 5 5
S: is greater than 0.  It’s less than 1.  is about halfway between 0 and 1.  is less than
12 12 12
1
.
2
6 1 5 6
I know because is equal to , and is less than .
12 2 12 12
5 5 1
T: Plot and label on a number line. Is closer to 0 or ?
12 12 2
1
S: It looks closer to .
2
T: How close? Count the twelfths.
5 1 6 5
S: is just away from . It’s away
12 12 12 12
1
from 0, so it’s closer to .
2
7 7 1
T: (Write .) What do we know about in relation to 0, , and 1?
8 8 2
1 4 1 7
S: It’s greater than 0.  It’s less than 1.  It’s greater than . is equal to , so is definitely
2 8 2 8
more.
7 1
T: Discuss with your partner. Is closer to or to 1?
8 2
7 1 1
S: It is closer to 1, just 1 eighth away from 1.  is 3 eighths greater than and only less than 1.
8 2 8
7 5
T: Plot and label on the same number line as you labeled . Write a number sentence comparing
8 12
7 5
and .
8 12
7 5 5 7
S: (Write > .  < .)
8 12 12 8
2 2
T: (Write .) Here is a challenge! Plot on the same number line. Discuss with your partner the
6 6
2
relationship has to the other points on the number line. Consider the size of each unit.
6

Lesson 12: Reason using benchmarks to compare two fractions on the

number line. 162

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 4•5

2 5 2 7 1 2
S: is really close to .  I know is less than and less than .  is 1 sixth away from 1 half,
6 12 6 8 2 6
5 2
and is 1 twelfth away from 1 half.  So, if sixths are larger units than twelfths, then is farther
12 6
1 5
away from than is.  I know that 2 sixths is equal to 4 twelfths, so 5 twelfths is greater.
2 12

Lesson 12: Reason using benchmarks to compare two fractions on the

number line. 163

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 4•5

1
T: Excellent thinking. We can compare the distance of a point from based on the size of the
2
fractional units. We can use these important locations on the number line as benchmarks to help us
compare fractions.

1
Problem 3: Use the benchmarks 0, , and 1 to compare two fractions without using a number line.
2
5 4 5 1
T: Talk to your partner. Compare and . Consider the relationship has to 0, , and 1.
8 5 8 2
5 1 1 4 1 4 5 1
S: is greater than since = .  It’s close to since it’s only a little more than .  is more
8 2 2 8 2 8 8 8
1 3
than but from 1.
2 8
4
T: What about ?
5
4 1 1
S: is greater than .  It’s close to 1.  It’s only away.  If you have 4 fifths of something, you
5 2 5
have most of it.
5 4
T: What can we conclude about and ? Think about the size of the units.
8 5
5 1 4 5 4
S: Eighths are smaller than fifths, so is closer to than is.  is less than .  5 eighths is a
8 2 5 8 5
little more than half, but 4 fifths is a little less than 1.
2 6 2 1
T: Compare and . Again, consider the relationship has to 0, , and 1.
5 10 5 2
1 2 3 2 1 5 1 6
S: I know that is between and , so is a little less than . I know that is the same as , so
2 5 5 5 2 10 2 10
1 2 6
is greater than .  is less than .
2 5 10
33 2
T: Talk to your partner, and compare and .
100 3
50 33 1 2 1 33 2
S: is equal to half, so is less than .  is greater than .  is less than .
100 100 2 3 2 100 3

Lesson 12: Reason using benchmarks to compare two fractions on the

number line. 164

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 4•5

Problem Set (10 minutes)

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by specifying which problems they work on first.
Some problems do not specify a method for solving. Students should solve these problems using the RDW
approach used for Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Reason using benchmarks to compare

two fractions on the number line.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
Any combinations of the questions below may be used to
lead the discussion.
 How was the number line helpful as we
compared the fractions in Problem 1(b)?
 For Problem 3(a–j), explain how you used the
1
benchmarks 0, , and 1 to compare the fractions.
2
1
When both fractions were greater than , how
2
did you know which one was greater?
1
 Will the strategy of using the benchmarks 0, ,
2
and 1 always help us to compare two fractions?
Explain.
 How did the Application Problem connect to
today’s lesson?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help with
assessing students’ understanding of the concepts that
were presented in today’s lesson and planning more

Lesson 12: Reason using benchmarks to compare two fractions on the

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 4•5

effectively for future lessons. The questions may be read aloud to the students.

Lesson 12: Reason using benchmarks to compare two fractions on the

number line. 166

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Problem Set 4•5

Name Date

1. a. Plot the following points on the number line without measuring.

1 5 7
i. ii. iii.
3 6 12

1
0 1
2

b. Use the number line in Part (a) to compare the fractions by writing >, ˂, or = on the lines.

7 1 7 5
i. ________ ii. ________
12 2 12 6

2. a. Plot the following points on the number line without measuring.

11 1 3
i. ii. iii.
12 4 8

1
0 1
2

b. Select two fractions from Part (a), and use the given number line to compare them by writing
>, ˂, or =.

c. Explain how you plotted the points in Part (a).

Lesson 12: Reason using benchmarks to compare two fractions on the

number line. 167

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Problem Set 4•5

3. Compare the fractions given below by writing > or ˂ on the lines.

1
Give a brief explanation for each answer referring to the benchmarks 0, , and 1.
2

1 3 1 7
a. _________ b. _________
2 4 2 8

2 2 9 3
c. _________ d. _________
3 5 10 5

2 7 1 2
e. _________ f. _________
3 8 3 4

2 5 11 2
g. _________ h. _________
3 10 12 5

49 51 7 51
i. _________ j. _________
100 100 16 100

Lesson 12: Reason using benchmarks to compare two fractions on the

number line. 168

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Problem Set 4•5

Lesson 12: Reason using benchmarks to compare two fractions on the

number line. 169

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Exit Ticket 4•5

Name Date

1. Plot the following points on the number line without measuring.

8 3 1
a. b. c.
10 5 4

1
0 1
2

2. Use the number line in Problem 1 to compare the fractions by writing >, ˂, or = on the lines.

1 1
a. _________
4 2

8 3
b. _________
10 5

1 3
c. _________
2 5

1 8
d. _________
4 10

Lesson 12: Reason using benchmarks to compare two fractions on the

number line. 170

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Homework 4•5

Name Date

1. a. Plot the following points on the number line without measuring.

2 1 4
i. ii. iii.
3 6 10

1
0 1
2

b. Use the number line in Part (a) to compare the fractions by writing >, ˂, or = on the lines.

2 1 4 1
i. _________ ii. _________
3 2 10 6

2. a. Plot the following points on the number line without measuring.

5 3 2
i. ii. iii.
12 4 6
1
0 1
2

b. Select two fractions from Part (a), and use the given number line to compare them by writing
>, ˂, or =.

c. Explain how you plotted the points in Part (a).

Lesson 12: Reason using benchmarks to compare two fractions on the

number line. 171

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Homework 4•5

3. Compare the fractions given below by writing > or ˂ on the lines.

1
Give a brief explanation for each answer referring to the benchmark of 0, , and 1.
2

1 1 6 1
a. _________ b. _________
2 4 8 2

3 3 4 9
c. _________ d. _________
4 5 6 12

2 1 4 8
e. _________ f. _________
3 4 5 12

1 3 7 3
g. _________ h. _________
3 6 8 5

51 5 8 49
i. _________ j. _________
100 10 14 100

Lesson 12: Reason using benchmarks to compare two fractions on the

number line. 172

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Homework 4•5

Lesson 12: Reason using benchmarks to compare two fractions on the

number line. 173

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Template 4•5

Application Problem

0 1 1
2

Concept Development

0F 1.

0 1 1
2

0 1 1
2

0 1 1
2

0 1 1
2

2. 0 1 1
2


number line

Lesson 12: Reason using benchmarks to compare two fractions on the

number line. 174

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