## MYSTERY FRACTIONS, PART TWO—ESTIMATING AND REFINING

Prerequisites:

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 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. Unlike their experiences in Mystery Fractions, Part One, students are not given hints to aid them.

OBJECTIVES
• Students will use a number line model to explore fractions.
• Given an unlabeled tick mark on a number line, students use visual estimation skills as well as the location of previous guesses to name the exact location of the tick mark as a fraction.

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