Grades: 3‒4

Students name the locations of unmarked points on a number line by placing segments with fractional lengths end to end on the number line. Students identify each location with two different, equivalent names by using segments of two different lengths as units of measure. Using ^{1}/_{4}-length segments, for example, they identify a point on the number line as ^{3}/_{4}. Using ^{1}/_{8}-length segments, they identify the same point as ^{6}/_{8}. In doing so, students are introduced to the concept of equivalent fractions.

OBJECTIVES

- Students will use a number line model to explore fractions.
- Students will use unit fractions (fractions with a numerator of 1) to measure the location of unlabeled points on a number line.
- By measuring a fraction’s location on a number line using different unit fractions, students will understand how a fraction can be represented in multiple equivalent forms (e.g.,
^{1}/_{2}=^{1}/_{4}+^{1}/_{4}=^{1}/_{6}+^{1}/_{6}+^{1}/_{6})

COMMON CORE CONNECTIONS

Mathematical Practices

(1) Make sense of problems and persevere in solving them; (2) Reason abstractly and quantitatively; (3) Construct viable arguments and critique the reasoning of others; (5) Use appropriate tools strategically; (7) Look for and make use of structure.

Content Standards

3.NF1, 2, 3; 4.NF1, 2, 3

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