Ordering Fractions 3rd Grade
Rationale:
Objective:
Standards:
Lesson Progression:
Do-Now
Introduction
Middle
· Explain to students that I want to draw a number line that is divided into sixths.
o Ask students how many tick marks I should have on my number line (6).
· Ask for a volunteer to hop along the number line, starting at zero, to find 4/6.
o Encourage students to count after each jump.
o Draw a number line on the board and record the fraction onto the board after each jump so students can have a visual.
· Repeat this step again with the fraction 6/6.
o Ask students what 6/6 also means (whole number = 1).
o Make sure to complete the number line on the board.
· Repeat this activity again, but this time the number line should be divided into eights.
o Ask a volunteer to jump to 6/8 and then 8/8.
o Be sure to draw completed number line on board.
Small Group Activity
Closure
Assessment:
Other Considerations:
Materials
Questions
Classroom Management
Rationale:
- The purpose of this lesson is for students to be able to organize fractions onto a number line.
Objective:
- Students will understand that fractions are numbers that can be represented on a number line and whole numbers can be partitioned into equal parts.
- Students will be able to organize fractions correctly on a number line.
- Students will be able to complete number line posters.
Standards:
- CCSS.MATH.CONTENT.3.NF.A.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.
- CCSS.MATH.CONTENT.3.NF.A.2.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.
Lesson Progression:
Do-Now
- Give students a Do-Now to be completed as a group.
- Draw a number line on the board and label the number line from 0-25.
- Point to each number and have the class read along with you from 0-25.
- Explain to students that this is a number line. A number line is a line with labels for each number.
Introduction
- Have students gather on carpet and state today’s objective.
- Display a number line of the board that is divided into fourths.
- Tell students that counting a fraction number line is a lot like counting a whole number line.
- Point to the first mark and say zero, one-fourth, two-fourths, etc.
Middle
- Class Activity
· Explain to students that I want to draw a number line that is divided into sixths.
o Ask students how many tick marks I should have on my number line (6).
· Ask for a volunteer to hop along the number line, starting at zero, to find 4/6.
o Encourage students to count after each jump.
o Draw a number line on the board and record the fraction onto the board after each jump so students can have a visual.
· Repeat this step again with the fraction 6/6.
o Ask students what 6/6 also means (whole number = 1).
o Make sure to complete the number line on the board.
· Repeat this activity again, but this time the number line should be divided into eights.
o Ask a volunteer to jump to 6/8 and then 8/8.
o Be sure to draw completed number line on board.
Small Group Activity
- Have students return to their seats.
- Students, with a partner, will use chart paper to create a poster of fractions on number lines.
- A number line will need to be created for each of the fraction sets (denominators 2-10).
- See Number Line Rubric (attached) for poster grading guidelines.
Closure
- Gather students back on carpet.
- Have a discussion with students about what they learned.
- Students can then share their posters if they wish.
- Explain to students that they will be completing a worksheet about fractions on a number line for homework.
Assessment:
- I will use the group poster for the main source of assessment (rubric attached).
- Homework assignment will also be used to assess students (w/s and key attached).
Other Considerations:
Materials
- Whiteboard
- Duck tape
- Chart paper
- Markers
- Homework Worksheet
- Betterlesson.com
- Commoncoresheets.com
- Nysut.org
Questions
- What is a number line?
- What does a number line show us?
- What does partitioning mean?
- How are whole numbers represented as fractions?
Classroom Management
- When students are gathered at the carpet, make sure they are not being distracted by the number line. If you expect students to be distracted by the number line, you may want to make the number line on the other side of the room so students can pay attention during the lesson/group discussions.
- While working in groups of two, make sure students are working with enough space between groups. This will prevent cheating and getting in each other’s way.
- Fractions of the whole are whole numbers in themselves.
- The bigger the number on the bottom, the bigger the fraction.
- I can pair ELL students or students with disabilities with students that I know will not have issues with the poster activity. This way the student that I know will grasp the concept can model for the ELL students and students with disabilities.
- Students may have a fraction strip worksheet (attached) to help them visualize fractions on a number line.
number_line_worksheet_.docx | |
File Size: | 271 kb |
File Type: | docx |
rubric.docx | |
File Size: | 172 kb |
File Type: | docx |