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.
- Ubiquemos números en la recta numérica cuando tenemos la ubicación de una fracción.
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)