# Fractions

## 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.

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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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• Problem Set
• Student Handout Editor
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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?

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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..

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