# Lesson 9

Toda clase de números en la recta numérica

### Lesson Purpose

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.

### Lesson Narrative

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

- MLR8

### Learning Goals

Teacher Facing

- Locate 1 on the number line given the location of a non-unit fraction.

### Student Facing

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

### Required Preparation

### CCSS Standards

Addressing

### Lesson Timeline

Warm-up | 10 min |

Activity 1 | 20 min |

Activity 2 | 15 min |

Lesson Synthesis | 10 min |

Cool-down | 5 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?

### Suggested Centers

- Number Line Scoot (2–3), Stage 3: Halves, Thirds, Fourths, Sixths and Eighths (Addressing)
- Secret Fraction (3), Stage 1: Building Non-Unit Fractions (Addressing)