Grades: 3‒4

Students develop their estimation skills by identifying “mystery” fractions on a 0–1 number line. Each mystery number is an unlabeled point whose location can be named as a fraction. The goal is to name the exact location in as few tries as possible. Students estimate the location of the point, view their estimate on the number line, and then compare their estimate to the point to make a new estimate. Through repeated, refined estimates, students are able to pinpoint the mystery fraction’s location. Students are given one hint per problem: the sum of the mystery fraction’s numerator and denominator.

OBJECTIVES

- Students will use a number line model to explore fractions.
- Students will develop visual estimation skills and other strategies for identifying the location of a "mystery" fraction whose location is unknown.

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; 4.NF3

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