Fractions

Lesson 10

Objective

Partition a number line from 0 to 1 into fractional units.

Common Core Standards

Core Standards

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  • 3.NF.A.2 — Understand a fraction as a number on the number line; represent fractions on a number line diagram.

Foundational Standards

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  • 2.MD.B.6

Criteria for Success

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  1. Partition a number line into fractional units and label each interval.
  2. Understand that while the hashmark is labeled, the fraction refers to the entire interval between 0 and that point.

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Anchor Tasks

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Problem 1

Ms. Needham needs to cut a ribbon so that she can wrap two identical presents. Where should she cut it? What fraction of the whole ribbon does each piece represent?

Guiding Questions

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Problem 2

  1. Draw a horizontal line with your straightedge that is a bit longer than one of your fraction strips.
  2. Place a whole fraction strip just above the line you drew.
  3. Make a small mark on your line that is even with the left end of your strip.
  4. Label that mark 0 above the line. This is where we start measuring the length of the strip.
  5. Make a small mark on your line that is even with the right end of your strip.
  6. Label that mark 1 above the line. If we start at 0, the 1 tells us when we’ve travelled 1 whole length of the strip.
  7. Place your fraction strip with halves above the line.
  8. Make a mark on the number line at the right end of 1 half. This is the length of 1 half of the fraction strip.
  9. Label that mark $$\frac{1}{2}$$. Label 0 halves and 2 halves.
  10. Repeat the process to create a number line for each of your fraction strips.

Guiding Questions

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References

EngageNY Mathematics Grade 3 Mathematics > Module 5 > Topic D > Lesson 14Concept Development

Grade 3 Mathematics > Module 5 > Topic D > Lesson 14 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Modified by The Match Foundation, Inc.

Problem Set & Homework

Discussion of Problem Set

  • I think the number line in #5 represents fifths. Do you agree or disagree? What mistake did I make?
  • What made #3b different from the other problems on the Problem Set? How did you solve it?
  • Describe the process for labeling fractions on the number line.
  • Why is the fraction strip an important tool to use when labeling fractions on a number line?
  • What does the fraction strip help you measure?

Target Task

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Problem 1

Partition the fraction strip and draw and label the fractions on the number line. Be sure to label the fractions at 0 and 1.

Sixths

References

EngageNY Mathematics Grade 3 Mathematics > Module 5 > Topic D > Lesson 14Exit Ticket, Question #1

Grade 3 Mathematics > Module 5 > Topic D > Lesson 14 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Modified by The Match Foundation, Inc.

Problem 2

Adam drew part of a number line, but he didn’t finish. Complete Adam’s number line by labeling every interval. Explain how you knew how to label them.

References

Achievement First Grade 3, Unit 5, Lesson 10 (2016-2017)Exit Ticket

Grade 3, Unit 5, Lesson 10 (2016-2017) is made available by Achievement First as a part of their Open Source web portal under a CC BY 4.0 license. Copyright © 1999-2017 Achievement First. Accessed March 8, 2019, 3:57 p.m..

Mastery Response

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