Teacher: Alex Schiavoni Unit Title: Unit 4 Module 3 Session 5

Date & Time: 1/23 - 9am Group: Whole Group

Grade Level: 3 Lesson Title: Fractions on the Number Line

Objectives:

1. Students will be able to show a unit fraction 1/b on a number line of 0 to 1.

2. Students will be able to show a fraction a/b on a number line by marking off a lengths
of 1/b and labeling the resulting interval a/b.

3. Students will be able to use the symbols “<”, “>” and “=” to record comparisons of two
fractions.

Purpose
In order to understand the size of fractions, students will visually see and mark the fractions
on the number line. After seeing them on the number line, students can compare the
fractions because they are ordered out on the number line.

Materials/Resources Needed:
 Number line sketches
 Class number line
 Additional number lines
 Student double number lines and paperclips

Anticipatory Set (5 minutes)

 Today we are going to be putting more fractions on the big class number line from
yesterday.
 What fractions did we place on the number line yesterday?
o How did we know where to place them?
o Where is the ½ card placed on the line? Halfway between 0 and 1
o Where is the ¼ card place on the number line? One fourth of the way
between 0 and 1
Model (15 minutes)
 Now we are going to add new fractions to the number line
 Think quietly to yourself, where would we place the 1/3 card on the number line?
o If you were to start at 0 and walk 1/3 of the way from 0 to 1. Where would you
stop?
 o Think about the fractions ¼ and 1/3. Which fraction is bigger? Where does that
mean it should go on the number line? Before ¼ or after?
o Have someone come up and demonstrate
 What about 1/6? Why?
o Six is a bigger number than 3, why should it go before 1/3?
o Think about how last week we talked about bigger numbers are smaller pieces
because there are more of them.
 Our next card says 2/3
o Turn and talk with your babble buddy, where do you think this will go on the
number line?
 Look at where we placed 1/3, if we add one more third, where will that
go? We can look at the chart we made last week.
 Do the same with 5/6 and 7/8
o 1/6 less than the entire distance
o 1/8 less than the entire distance- which has bigger pieces, sixths or eighths?

Guided Practice (20 minutes)

 Now students are going to pull out our double number lines and paperclips from
yesterday- you will work in your babble buddies
 The first fraction you are going to find on the number line is 1/3. Without peaking I
would like you to slide the paperclip over until you think you landed on 1/3. Then you
can check.
 Pull up the Number Line Sketches student book on the doc cam- go through
problem one
o Students will move their clip to where they would stop for a drink of water with
babble buddies
 Students open their books to the number line sketches page
o Find solution together as a class
o Students will construct the same visual in their books
 2/3- go by thirds. Jump from 0 to 1/3 to 2/3
 Repeat steps for the next few problems as a class. As students get the hang of it they
can continue on their own
o Discuss and have students give ideas of sketches
 Students will share their sketches with their babble buddies

Independent Practice
Students will work in their work places for the remainder of Math RTI time. They have centers
that they rotate around to which pertain to the fraction unit. For homework, students will
complete Home Connection page, Fractions, Fractions & Fractions.

Check for Understanding

During guided practice, I will walk around to check for understanding. I will watch babble
buddies work and discuss to name and locate a fraction on the number line. I will answer
questions that students have and make note of students who need to be pulled for
additional support. Students will complete an exit slip after the lesson is complete.

Math RTI (30 minutes)

Remediation- For students who are struggling to find the fractions on the number line, I will
pull them aside during RTI time. We will work on practicing putting fractions on a physical
number line, or depending on what they are confused about, we will work on a worksheet
about the value of each fraction.

Enrichment- Students who are working comfortably can sketch the answer to the last
problem on the Number Line Sketches page.

Closure (5 minutes)

 Turn to your babble buddy and tell them one thing we learned today
o Share out
 How can we tell where the fractions go on the number line?
 Let’s look at some of the fractions that we added to the number line and write them
in a less than or greater than sentence.
o 1/6 > 1/8
o 1/8 < 1/3
o 2/3 < 3/4