The purpose of this lesson is for students to use their knowledge of fractions on the number line to locate 1 when given a non-unit fraction.
Previously, students have located fractions on the number line, including locating 1 when given a unit fraction. In the first activity, students reinforce their understanding of the numerator and denominator of a fraction as they find 1 given a fraction greater than 1. They use the numerator of the given fraction to identify the size of a unit fraction and then to locate 1. Later, they locate a non-unit fraction given the location of a unit fraction with a different denominator. There, students use their knowledge of locating 1 first and then locating the non-unit fraction from 1.
The second activity in this lesson is optional because it goes beyond the depth of understanding required to address grade 3 standards.
- Action and Expression
- Locate 1 on the number line given the location of a non-unit fraction.
- Let’s locate numbers on the number line when we are given the location of one fraction.
|Activity 1||20 min|
|Activity 2||15 min|
|Lesson Synthesis||10 min|
Teacher Reflection Questions
What unfinished learning or misunderstandings do your students have about fractions? How did you leverage those misconceptions in a positive way to further the understanding of the class?
- Number Line Scoot (2–3), Stage 3: Halves, Thirds, Fourths, Sixths and Eighths (Addressing)
- Secret Fraction (3), Stage 1: Building Non-Unit Fractions (Addressing)
Print Formatted Materials
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