In previous lessons, students noticed fractions at the same location as whole numbers on the number line. In this lesson, students develop more fully the idea that whole numbers can be written as fractions and learn to recognize fractions that are equivalent to whole numbers. Students encounter and make sense of fractions with 1 for the denominator.
Students use their knowledge of parts and wholes and the patterns they observed on number lines to express the numbers 1, 2, and 3 as fractions, then extend the patterns they observed to express larger whole numbers as fractions.
- Express whole numbers as fractions.
- Recognize fractions that are equivalent to whole numbers.
- Let’s find fractions and whole numbers that are equivalent.
|Activity 1||20 min|
|Activity 2||15 min|
|Lesson Synthesis||10 min|
Teacher Reflection Questions
What question do you wish you had asked today? When and why should you have asked it?
- Rolling for Fractions (3–5), Stage 1: Equivalent Fractions (Addressing)
- Number Line Scoot (2–3), Stage 3: Halves, Thirds, Fourths, Sixths and Eighths (Addressing)
Print Formatted Materials
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