Lesson: Fractions: Number Line
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Lesson Objective
SWBAT identify fractions on number lines.
Lesson Plan
Materials Needed: DN Worksheet, white board, dry erase markers, pencils, fraction models from previous lesson, magnetic tape, number line, and IND Worksheet
Vocabulary: whole (or ONE or unit), denominator, and numerator.
……….
Do Now (2 3 min): One the board the teacher has 2 circles; 1 circle is divided into 6 parts with 5 part shaded. The other circle is divided into 4 parts with 3 parts shaded. The students are asked to complete the DN Worksheet from the graphics on the board.
Opening (2 3 min): Teacher quickly reviews answers to the Do Now and then states the objective, “Yesterday, we matched model fractions to numerical fractions. Today, we going to look at fractions on number lines. By the end of this lesson, you will be identify fractions on number lines.”
Direct Instruction (10 min): Teacher begins by reviewing the vocabulary needed for to understand fractions.
• A fraction is always a fraction of something – for example, ½ of an orange, 2/3 of a rectangular region, 3/5 of a mile, ¼ of the marbles in a bag. We refer to this “something” as the whole, or ONE; for measures and counts it is considered the unit.
• The number below the fraction bar is called the denominator of the fraction. The denominator names the number of equal parts into which the whole is divided.
• The number above the fraction bar is called the numerator of the fraction. The numerator names the number of parts under consideration.
The teacher then puts the fraction models, cut out in yesterday’s lesson, in random order (use magnetic tape). The teacher then explains points to the number line and asks the student what they know about the number line. The teacher then makes a list:
 the numbers go in order
 there are many numbers on it
 it helps me understand numbers.
 it starts at zero
Then the teacher says, “Well today we are going to put our fractions on a number line. Who can guess how my fraction models should be organized to go on a number line? [smallest to biggest] Yes! That is correct, right now I don’t even have to think about the fraction number. I just have to organize them from biggest to smallest. Can someone come up here to help me do that?” The teacher takes a student volunteer to complete the task. The teacher then writes the fraction numbers underneath each of the ordered fraction models.
The teacher continues, “Ok now I am set! I have ordered my fraction models; I have matched them to the numerical fraction, now I need to draw my number line and I have my fractions on a number line.” The teacher then draws a number line with arrows at each end. The teacher continues, “You have all done a great job. Watch as I put the following fractions on a number line. Then you will practice some together.” The teacher writes: ¾, ¼, 2/4, and 4/4 on the board and then models how to put each on a number line.
Guided Practice (10 min): The students are given the GP Worksheet to work together on in small groups. The teacher should circulate to ensure understanding.
Independent (10 min): The teacher then calls the students attention toward him/her before beginning IND Work. The students are handed IND Worksheet.
Closing (23 min): Teacher calls the attention of the students back toward the front of the class to quickly review the answers to the Independent Practice worksheet/ ask what we learned about.
Lesson Resources
IND Fractions on Numberline Classwork 
9,742

GP Fractions on Numberline Classwork 
6,400

DN Lesson 3 Starter / Do Now 
4,477

Comments
This lesson states that "A fraction is always a fraction of something," which not not accurate. A fraction as a number on a number line has a different meaning from a "fraction of" something. See Standard 3.NF.2. The "interval" (or distance) on the number line between zero and the stated fraction can be thought of as a "fraction of" the interval between zero and one. But, that's different from the fraction as a number (one point on the number line).