Curriculum / Math / 3rd Grade / Unit 6: Fractions / Lesson 8
Math
Unit 6
3rd Grade
Lesson 8 of 24
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Lesson Notes
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Place any fraction on a number line with endpoints 0 and 1.
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
Suggestions for teachers to help them teach this lesson
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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
Mark and label a point for each fraction below on the number line to its right.
a.
b.
c.
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Determine the location of each of the following points.
Erin walked 1 mile from her house to the library. Along the way, she passed several places shown on the number line below.
a. Which place is $$\frac{4}{8} $$ mile from Erin’s house?
b. Erin also passed the fire station, which is $$\frac{1}{8} $$ mile from Erin’s house. Plot the location of the fire station on the number line above.
c. What is the distance, in miles, between the park and the market?
From EngageNY.org of the New York State Education Department. New York State Testing Program Grade 3 Common Core Mathematics Test Released Questions June 2017. Internet. Available from https://www.nysed.gov/curriculum-instruction/engageny; accessed Sept. 25, 2018, 4:32 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
a. Identify the fractions represented by each point on the number line below.
b. Explain how you determined the location of point B.
Jermaine is making a beaded necklace. The number line below represents the whole length of necklace. Jermaine uses red beads for the first $$1\over 8$$ of the necklace. After the red beads, he switches to yellow beads for the next $$5\over 8$$ of the necklace. Label the point where Jermaine switches from red to yellow beads with the letter R and label the point where Jermaine finishes the yellow beads with the letter Y on the number line below.
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.
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Place any fraction on a number line with endpoints 0 and another whole number greater than 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
Partition a number line from 0 to 1 into fractional units.
3.NF.A.2
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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