Less than, Greater than, or Equal to
There are several strategies you can use to find a solution. Show your work and explain your answer.
Student Misconceptions and Mistakes
Students may pick the incorrect operation, or compute incorrectly. For example, subtracting 11/12 from 2 2/3 would show a lesser amount, but the operation would be incorrect. Students who like to stick to steps to solve problems would set the problem up as 11/12 of 2 2/3 ____ 2 2/3. They could do the computation (multiply) the sides and compare. Students who have an understanding of fractions would realize that 11/12 is less than 1, so Justin is using a lesser amount of flour than Annie. This type of learner would not have to actually do the math, but could make inferences about the solution based on their prior knowledge. Visual learners might draw a model.
Another mistake students might make is not answering the question and/or explaining their solution. The explanation is part of the task, so student would have to be able to explain their thinking.
"Ask your neighbor what they think."
The teacher can ask questions like these to get students started.
"This problem is asking you to compare two amounts. What options should you consider when comparing numbers?"
"What strategies have we learned so far for comparing fractions?"
"What key words can you pick out? So, what operation do those key words tell you to do?"
Higher level thinkers or early finishers could have an extension portion of this task where they have to figure out how many cakes Justin and Annie would each have to make so that they used equal amounts of flour.