Fractions

Lesson 13

Objective

Place any fraction on a number line with endpoints greater than 0.

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. Plot a given fraction greater than 1 on a number line that spans one whole whose lesser endpoint is not 0 by determining the fraction equivalent to the lesser endpoint and counting up by fractional units from that endpoint (MP.5).
  2. Plot a given fraction greater than 1 on a number line that spans more than one whole whose lesser endpoint is not 0 by first partitioning the number line into wholes and then either:
    1. Partitioning all wholes into fractional units, determining the fraction equivalent to the lesser endpoint, and counting up from fractional units from that endpoint, or
    2. Determining the two wholes that the fraction is in between and partitioning that whole into fractional units and plotting it (MP.5).

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Anchor Tasks

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Problem 1

Draw a number line with endpoints 1 and 2. Partition it into fourths, labeling all points.

Guiding Questions

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References

EngageNY Mathematics Grade 3 Mathematics > Module 5 > Topic D > Lesson 16Concept Development

Grade 3 Mathematics > Module 5 > Topic D > Lesson 16 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

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

a.  $$\frac{6}{3}$$

b.  $$\frac{8}{3}$$

c.  $$\frac{13}{3}$$

d.  $$\frac{15}{3}$$

Guiding Questions

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References

EngageNY Mathematics Grade 3 Mathematics > Module 5 > Topic D > Lesson 16Concept Development

Grade 3 Mathematics > Module 5 > Topic D > Lesson 16 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

  • In #1, what fractions are at the exact same point as 3 on the number line?
  • What number is at the exact same point as 12 fourths in #1?
  • What did you think about first to help you place the fractions in #3 and #4?
  • In #3 and #4, did you label all of the marks on each number line or just the fractions in the list? Why?
  • In #3 and #4, what was the first fraction that you placed on each number line? Why did you start with that one?

Target Task

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Problem 1

Locate and label the following fractions on the number line.

a. $$\frac{4}{4}$$ b. $$\frac{9}{4}$$ c. $$\frac{6}{4}$$ d. $$\frac{12}{4}$$

 

References

Achievement First Grade 3, Unit 5, Lesson 12Exit Ticket

Grade 3, Unit 5, Lesson 12 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, 4:04 p.m..

Modified by The Match Foundation, Inc.

Problem 2

Draw a number line with endpoints 2 and 5. Label the wholes. Partition each whole into sixths and label them.

References

EngageNY Mathematics Grade 3 Mathematics > Module 5 > Topic D > Lesson 16Exit Ticket, Question #2

Grade 3 Mathematics > Module 5 > Topic D > Lesson 16 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.

Mastery Response

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