Whole Group Lesson

Sarah Barbee
MAED 3224
Subject: 3rd grade mathematics Central Focus: Representing fractions on a
number line and their equivalents.

Common Core Objective: 1). 3.NF.2 Date taught: February 22, 2018
Understand a fraction as a number on the
number line; represent fractions on a number
line diagram

2). 3.NF.3 Explain equivalence of fractions in

special cases, and compare fractions by
reasoning about their size. a. Understand two
fractions as equivalent (equal) if they are the
same size, or the same point on a number
line.

Daily Lesson Objective:

Performance-

Students will be able to create a number line correctly placing fraction cards on it

Conditions- table groups

Criteria- exit ticket- 8/10 showing mastery

Students will be able to create a number line correctly placing fraction cards on it in their
table groups. Students will complete an exit ticket with 8/10 showing mastery.

Prerequisite knowledge and skills needed: Fractions, how to determine whether a fraction is
bigger or smaller than another, strip diagrams, rectangular arrays, how to determine if a
fraction is equivalent

Activity Description of Activities and Setting Time

1. Engage Today we are going to talk about fractions on
a number line. To familiarize you with the
concept lets watch this short video.

https://www.youtube.com/watch?
v=k5C5PdZ_Yys

Lead a discussion based on the video to get

help the students understand the concept-

The video did something very specific to help

you determine if the fraction was greater than
one or less than- what did it do? (showed
pictures of the pies as zero, a whole, and then
the fraction). Do you think that is something
you can do when placing fractions on a
number line?

The video shows us how to segment our line,

what is this similar to? (segmenting fraction
strips)

Draw a fraction strip showing 3/4 . Have a

student then come up and draw a number line
equivalent to that. The student should be able
to recognize they can place the lines
(segmenting the pieces) in the same spot
under the fraction strip and that on the
strip is the same as on the number line.

2. Explore Students will be in their table groups and

given a strip of tape, an expo marker, and
(including solutions of major fraction cards. The cards will be color coded
tasks) by their fraction family (halves, fourths,
eighths) (halves, thirds, sixths). Explain to
each group they are to lay their tape out and
mark zero and one on the ends as this will be
their interactive number line for the day. Each
group will start with the thirds- they are to
divide the number line up into thirds just as
they would a fraction strip then find the
corresponding fraction cards to place on the
segments. Next the students will have to use
the sixths cards and determine whether is
less than, equal to, or greater than , and so
on with the rest of the sixths.

>note : Students have desks that are empty

so they can use the expo markers to draw
fraction strips/arrays to determine whether a
fraction is less than, greater than, or equal to,
and then place it on the number line.
The students will start to recognize that some
of the fractions have equivalences ( and 2/6,
3/6 and , and 4/6). Encourage the
students to make note of these equivalences
and even draw them out with an array or strip
to help them visualize.

For each fraction card the students place on

the number line have them draw a small
picture representing that fraction above it.

Once the students have completed the first

family of fractions have them raise their hand
and show the teacher their number line and
explanation pictures. Then have them erase
their desks and drawings and start on the
next family (halves, fourths, and eighths).
3. Explain During this time 2 groups will get a worksheet
and the other two groups will get a different
worksheet. Students will work at their table to
complete the worksheet and talk about their
answers. They will then explain the findings
and how they chose to solve the problems as
a class. To facilitate this discussion a couple
kids from each group will come to the front of
the room with their worksheet and draw the
questions on the board thinking aloud the
steps they took to solve the problem.

How did the fraction strips help you draw the

number line?

What equivalents do you see on your number

lines?

How do you know they are equivalents?

Is it easier to label a number line before you

make it equivalent to a fraction strip or after?

Based on what you have learned today and

the worksheets you have completed, draw a
number line that shows 4/7 on the board.

Students should be able to answer these

questions correctly and draw any fraction on a
number line by splitting it up as they would a
fraction strip.
4. Elaborate/Extend For struggling students I will have fraction
cards that have the drawing of the fraction (in
pie or strip form) on the back of the fraction
card to help them better visualize which is
less, equal, or greater and then place them on
a number line.

For students who are ready for a challenge I

will have fraction cards that exceed one and
have them create their number line
accordingly. For example, students may get a
card that has 8/6 on it and be asked to place
that on a number line and then explain why
the fraction goes beyond the number one but
is still a fraction.

5. Evaluate Students will complete an exit ticket. They are

expected to receive 8/10 points to show
(assessment methods) mastery.
Use a number line to determine if is
greater than, equal to, or less than 4/6.
Explain your answer using words.

Conceptual understanding- Drawing a

picture of the number line with correct
shading. Students should draw one
number line realizing thirds and sixths
are in the same fraction family, but if
they draw 2 and compare them like
fraction strips that is okay too.

3 pt

Procedural Fluency- getting the correct

answer. Students who master this part
will have the correct answer and
approach to the problem. They will need
to have evidence that they worked the
problem out. Simply writing they are
equal will not get them full credit.

4 pt.

Mathematical reasoning- students are

expected to justify their answers in a
sentence. This means they will need to
say and 4/6 are equal because they
are in the same family and land on the
same spot on the number line or when
i compared my number lines and what
was shaded on my number line, it was
equal amounts.

3pt.

Total 10 pt.
Materials/Technology: https://www.youtube.com/watch?v=k5C5PdZ_Yys

Tape, fraction cards, expo markers, worksheets, exit tickets,