Corrine Gaskill

Dr. Bulgar, ELD 375-03

Lesson Plan 3 SOPA
November 10, 2014
Fractions on a Number Line
S: CCSS.MATH.CONTENT 3.NF.A.2 Number & OperationsFractions
Develop understanding of fractions as numbers.
2. Understand a fraction as a number on the number line; represent
fractions on a number line diagram.
a. Represent a fraction 1/b on a number line diagram by defining the
interval from 0 to 1 as the whole and partitioning it into b equal parts.
Recognize that each part has size 1/b and that the endpoint of the part
based at 0 locates the number 1/b on the number line.
b. Represent a fraction a/b on a number line diagram by marking off a
lengths 1/b from 0. Recognize that the resulting interval has size a/b
and that its endpoint locates the number a/b on the number line.
Resources: Textbook-Elementary and Middle School Mathematics
Teaching Developmentally by Van De Walle, Karp, and Bay-Williams,
chapter 13. Pearson enVisionMath 3rd grade curriculum.

O: Students will be able to separate a number line into equal parts

between 0 and 1 (e.g. halves, thirds, fourths, etc.), locate and label fraction

values on a number line between 0 and 1, and demonstrate each section

in increments (e.g. , , , ).

P: Anticipatory Set
Ahead of time, draw on the easel a rectangle that is 10 inches x 2 inches.
Call the students to the carpet for a mini lesson reviewing fractions and
leading into todays topic of fractions on a number line. Askhow many
units is this shape? [One]. Askcan anyone explain why it is one unit? [It is
not divided or separated]. Proposewhat happens then if I separate it into
equal parts; what do we call them? [Fractions]. Draw lines within the
rectangle to separate it into fifths. Asknow how many parts do we have?
[5]. Askis it the same as 5 units; why or why not? [No, because it is still 1
unit only split up into 5 sections]. Askwho can tell me how much each
segment is worth? []. Write inside each segment.

Mentor/Model
ProposeNow, do we count these parts up by saying , , , , 1? Could
someone explain how we count these fractions? [, , , , 1]. Draw a
line below the rectangle and mark off each section on the line identical to
the rectangle. Write the increments on the line (, , , , 1). AskDoes
this setup look familiar to anyone? [Yes, it is a number line]. AskThen
what would come before here in the beginning? [0]. Saygive me some

real life examples where you use fractions in increments like this.
[Cooking, baking, measuring, etc.]. Today, boys and girls, you will be
working with fractions and how they fit into the number line because each
one has a value and a specific place. You already know how to use whole
numbers on the line, so lets see how these fractions fit within the whole
numbers.
Guided Practice
Have the students go back to their desks and work in pairs. Give each
student 5 strips of construction paper (blue, green, orange, red, and
yellow) that are the same dimensions as the rectangle is on the easel
(10x2 inches). First, they need to label where 0 and 1 are on each of their
papers. Then, they need to fold each paper into the following parts: the
blue construction paper will be 2 parts (for segments), the green 3 parts
(for segments), the orange 4 parts (for segments), the red 6 parts (for
segments), and the yellow 8 parts (for segments). Once they are
folded into those equal parts, they need to use a pencil or marker to make
a mark in every crease where they folded. Next to the mark in each
crease, they need to label that fraction and each increment (e.g. , ).
Independent Application
Although they are working in partnerships, each student needs to complete
their own work with their own construction paper. Then, when all of their
fraction number lines are completed, they will glue them in parallel rows

onto a larger paper (about 14x18), evenly lined up so that every 0 and 1
match up. This way, they can begin considering how fractions with different
denominators compare to each other, which will be covered in an
upcoming lesson.
Each student also needs to give a written explanation for how a number
line helps them understand fractions and their values.
Lastly, each student needs to choose two fractions from one of their
number lines (either fourths, sixths, or eighths) and write an explanation
describing which fraction is greater and why.
Differentiation
Challenge to all: If any of them can figure out which fractions can be
reduced, either if they already learned it or if they use their finished paper
to compare all 5 number lines, they should write the reduced value next to
each one.
Students who may struggle more with this task can choose to only work
with the first three (halves, thirds, and fourths), or they can use fraction
tower cubes to help them decipher where the papers should be folded. For
students who are more advanced, they can use a scale of 0 to 2, rather
than 0 to 1, so that they practice with mixed numbers as well.

A: Briefly conference with each partnership and take notes on their use of
the construction paper and how they formed their number lines. The

independent application serves as their assessmenttheir final paper and

their explanation. It will be determined by the following:

The student formed a number line on each piece of construction

paper using correct incrementing values, respectively to each
proportion.
The student marked 0 and 1 (and/or also 2).
The student had folded each piece and marked what each crease
represents.
The student provided an explanation for how a number line helps
them understand fractions and their values.
The student glued their number lines to the larger paper evenly in
parallel rows so that they could compare different fractions.
The student chose two fractions from one of their number lines and
gave an explanation for which of the two is greater and why that is
true.
Extra: the student reduced fractions that were not in their reduced
form.