Curriculum / Math / 3rd Grade / Unit 6: Fractions / Lesson 7
Math
Unit 6
3rd Grade
Lesson 7 of 24
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Lesson Notes
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Partition a number line from 0 to 1 into fractional units.
The core standards covered in this lesson
3.NF.A.2 — Understand a fraction as a number on the number line; represent fractions on a number line diagram.
The foundational standards covered in this lesson
2.MD.B.6 — Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram.
The essential concepts students need to demonstrate or understand to achieve the lesson objective
Understand that a number line represents numbers as lengths/distances from 0 using equally spaced tick marks or points (e.g., understand that the tick mark labeled “$$\frac{2}{3}$$” means the space covered by $$\frac{2}{3}$$ length-units, rather than just the second length-unit).
Suggestions for teachers to help them teach this lesson
For even more information on the usefulness and implementation of yarn number line routines, see this Achieve the Core blogpost.
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Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding
25-30 minutes
a. 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?
b. What do you notice about the number line below? What do you wonder?
c. Andre and Clare are talking about how to label fractions on the number line. Andre says $$\frac{1}{2}$$ can be labeled like this:
Clare says $$\frac{1}{2}$$ can be labeled like this:
How could each student’s labeling make sense?
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Illustrative Math Grade 3 Unit 5 Lesson 5 Activity 2, accessed on Jan. 23, 2023, 11:07 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.
Make a number line to correspond with each of your fraction strips by doing the following:
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..
15-20 minutes
Problem Set
A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
5-10 minutes
Partition the following number line into sixths. Label all intervals, including those at 0 and 1.
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.
The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.
Extra Practice Problems
Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.
Next
Place any fraction on a number line with endpoints 0 and 1.
Topic A: Understanding Unit Fractions and Building Non-Unit Fractions
Partition a whole into equal parts using area models, identifying fractional units.
Standards
3.G.A.23.NF.A.1
Partition a whole into equal parts using tape diagrams (i.e., fraction strips), identifying and writing unit fractions in fraction notation.
Partition a whole into equal parts using area models and tape diagrams, identifying and writing non-unit fractions in fraction notation.
3.NF.A.1
Identify fractions of a whole that is not partitioned into equal parts.
Draw the whole when given the unit fraction.
Identify a shaded fractional part in different ways, depending on the designation of the whole.
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Topic B: Fractions on a Number Line
3.NF.A.2
Place any fraction on a number line with endpoints 0 and another whole number greater than 1.
Place any fraction on a number line with endpoints greater than 0.
3.NF.A.23.NF.A.3.C
Place various fractions on a number line where the given interval is not a whole.
3.NF.A.23.NF.A.3.D
Topic C: Equivalent Fractions
Understand two fractions as equivalent if they are the same point on a number line referring to the same whole. Use this understanding to generate simple equivalent fractions.
3.NF.A.3.A3.NF.A.3.B
Understand two fractions as equivalent if they are the same sized pieces of the same sized wholes, though not necessarily the same shape. Use this understanding to generate simple equivalent fractions.
Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
3.NF.A.3.C
Explain equivalence by manipulating units and reasoning about their size.
3.NF.A.3.A3.NF.A.3.B3.NF.A.3.C
Topic D: Comparing Fractions
Compare unit fractions (a unique case of fractions with the same numerators) by reasoning about the size of their units. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <.
3.NF.A.3.D
Compare fractions with the same numerators by reasoning about the size of their units. Record the results of comparisons with the symbols >, =, or <.
Compare fractions with the same denominators by reasoning about their number of units. Record the results of comparisons with the symbols >, =, or <.
Compare and order fractions using various methods.
3.NF.A.3
Understand fractions as numbers.
3.NF.A
Topic E: Line Plots
Measure lengths to the nearest half inch.
3.MD.B.4
Measure lengths to the nearest quarter inch.
Generate measurement data and represent it in a line plot.
Create line plots (dot plots).
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