# Fractions

## Objective

Place a fraction greater than 1 on a number line with endpoints 0 and another whole number larger than 1.

## Common Core Standards

### Core Standards

?

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

?

• 2.MD.B.6

## Criteria for Success

?

1. Plot a given fraction greater than 1 on a number line that starts at 0 by:
1. Partitioning more than one whole on the number line into fractional units and counting by unit fractions from 0 to locate the relevant point, or
2. Determining the two wholes that the fraction is in between and partitioning that whole into fractional units and plotting it (MP.5).
2. Plot a given fraction greater than 1 on a number line that starts at 0 but does not have whole number partitions by first partitioning the number line into wholes and then using one of the two above strategies (MP.5).

#### Fishtank Plus

Subscribe to Fishtank Plus to unlock access to additional resources for this lesson, including:

• Problem Set
• Student Handout Editor
• Google Classrom Integration
• Vocabulary Package

?

### Problem 1

1. Mark and label points on the number line for $\frac{1}{2}, \frac{2}{2}, \frac{3}{2}, \frac{4}{2}, \frac{5}{2}$, and $\frac{6}{2}$.

1. Mark and label a point on the number line for $\frac{11}{3}$. Be as exact as possible.

#### Guiding Questions

Create a free account or sign in to access the Guiding Questions for this Anchor Problem.

#### References

Illustrative Mathematics Locating Fractions Greater than One on the Number Line

Locating Fractions Greater than One on the Number Line, accessed on March 19, 2019, 10:57 a.m., is licensed by Illustrative Mathematics under either the CC BY 4.0 or CC BY-NC-SA 4.0. For further information, contact Illustrative Mathematics.

### Problem 2

Plot and label the following fractions on the number line below.

a.  $\frac{4}{6}$

b.  $\frac{7}{6}$

c.  $\frac{6}{6}$

d.  $\frac{12}{6}$

#### Guiding Questions

Create a free account or sign in to access the Guiding Questions for this Anchor Problem.

## Problem Set & Homework

#### Discussion of Problem Set

• In #2, what fractions are at the exact same point as 2 on the number line? What do you notice about those fractions? What do you wonder?
• What number is at the exact same point as 12 fourths in #2?
• Look at the fractions you boxed in #2e. What pattern do you notice? What is the connection between multiplication and fractions equal to whole numbers? How do you think that strategy might help you find other whole number fractions?
• Look at #5. Why is labeling points important?

?

### Problem 1

Locate and label the following fractions on the number line.

 a. $\frac{7}{3}$ b. $\frac{2}{3}$ c. $\frac{4}{3}$

#### References

EngageNY Mathematics Grade 3 Mathematics > Module 5 > Topic D > Lesson 17Exit Ticket, Question #1

Grade 3 Mathematics > Module 5 > Topic D > Lesson 17 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

Which fractions represent the points shown on the number line?

#### References

PARCC Released Items Math Spring Operational 2016 Grade 3 Released ItemsQuestion #15

Math Spring Operational 2016 Grade 3 Released Items is made available by The Partnership for Assessment of Readiness for College and Careers (PARCC). Copyright © 2017 All Rights Reserved. Accessed Dec. 6, 2017, 11:52 a.m..

Modified by The Match Foundation, Inc.

?