Plot, order and compare fractional numbers with the same numerator or the same denominator.
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Instruction includes making connections between using a ruler and plotting and ordering fractions on a number line.
When comparing fractions, instruction includes an appropriately scaled number line and using reasoning about their size.
Name |
Description |
Comparing Fractions | Students compare two pairs of fractions and record their comparisons using the less than or greater than symbols. |
The Cake Problem | Students compare two fractional parts of two different wholes. |
Four-Sixths on the Number Line | Students are asked to use a number line that includes the location of zero and one-sixth to find the location of four-sixths. |
One-Third on the Number Line | Students are given four number line diagrams and asked to choose the one that correctly shows the location of one-third. |
Five-Eighths on the Number Line | Students are asked to locate five-eighths on a number line that has been anchored by zero and one, but that has not yet been scaled. |
Three-Fourths on the Number Line | Students are asked to scale a number line from zero to one so that they can find the location of three-fourths. |
Name |
Description |
Marshmallow Mania | After experiencing measuring objects to the nearest one-fourth inch, students are given diagrams of the results from using different colors of paper to cook marshmallows in a solar oven. Students measure diagrams' lengths to the nearest quarter inch and record the data on a line plot. Next students determine which color showed evidence of the melted marshmallows' lengths closest to the ideal 2 inches and use this information to make a proposal to a fictional company for the best color to use in their solar ovens for s'more making. |
Watch Me Sprout...Watch Me Grow, Grow! | During this engineering design challenge, students will create a container to help a local nursery grow sunflowers efficiently. Students will use their knowledge of plant growth to develop a strategy and choose which materials would be best for their sunflower's growth. |
Terrarium | In this lesson plan students are challenged with building a self-sufficient terrarium. |
Response to the Cues | This is a design challenge that requires students to cooperatively create a plant terrarium through the process of asking questions, imagining what the design would look like, planning the design, creating the design, testing the design, improving the design, and finally testing their redesign. |
Perfect Pool Plans | In this Model Eliciting Activity, MEA, students will create a procedure for ranking pool construction companies based on the number of years in business, customer satisfaction, and available pool dimensions. In a “twist,” students will be given information about discounts available by each company. Students will evaluate their procedure for ranking and change it if necessary.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx |
The Human Number Line | In this lesson, students will create a human number line by estimating a fraction's approximate location on the number line between zero and one. This lesson helps students visualize fractions’ relative distance from 0 in order to order and compare fractions and engages them in justifying their thinking. |
Would You Rather? | This lesson is designed to help students generate rules for comparing fractions. The students will use fraction tiles to discover ways to compare fractions with the same denominator or fractions with the same numerator. They will also begin to use benchmark fractions to help make comparisons and complete inequalities. |
Who has more? Using the size of the fractional part to compare. | Students explore how they can compare fractions by considering the denominator. Students use real world examples to create models and demonstrate that the size of the piece decreases as the denominator increases. |
Interactive Fraction Number Lines | In this lesson students make number lines out of sentence strips to plot, order, and compare fractions with the same denominators. |
Comparing Fractions | In this lesson, students will demonstrate their understanding of comparing fractions with the same denominator through engaging problem solving. Students will plot fractions on a numberline, play fraction war and complete a worksheet. |
Comparing Fractions with Brownies | Students will demonstrate their understanding of comparing fractions with the same numerator through engaging problem solving using real-world application with brownies as a model. Students will be actively engaged in a fraction war game and "would you rather have" statements to solidify their understanding of comparing fractions with the same numerator. |
Fractions on a Number line | In this lesson, students will place fractions on a number line and identify equivalent fractions. Students will explain the definition of equivalent fractions. |
Comparing and Placing Unit Fractions on a Number Line | In this lesson, 3rd grade students will compare fractions which have the same numerator and explain their reasoning. The students will be able to compare the fractions by correctly placing them on a number line. |
Magnified Inches | This lesson provides a parallel between fraction strips (something students should be familiar with) and measuring length with a ruler past one inch including quarters. This lesson is the follow-up to The Magnified Inch, Resource ID 46593. |
The Fraction String | In this lesson students create a model of a number line using string and adding machine tape. Students discover how to partition the string into equal sections, and name the fractional pieces, including fractions greater than 1. |
The Magnified Inch | This lesson provides a parallel between fraction strips (something students should be familiar with) and measuring with a ruler up to an inch including quarters. |
Name |
Description |
Comparing Fractions with a Different Whole | This task is meant to address a common error that students make, namely, that they represent fractions with different wholes when they need to compare them. This task is meant to generate classroom discussion related to comparing fractions. |
Comparing Fractions | The purpose of this task is for students to compare fractions using common numerators and common denominators and to recognize equivalent fractions. |
Closest to 1/2 | How students tackle the problem and the amount of work they show on the number line can provide insight into the sophistication of their thinking. As students partition the interval between 0 and 1 into eighths, they will need to recognize that 1/2=4/8. Students who systematically plot every point, even 9/8, which is larger even than 1 may still be coming to grips with the relative size of fractions. |
Locating Fractions Greater than One on the Number Line | The goal of this task is to help students gain a better understanding of fractions and their place on the number line. |
Find 2/3 | This simple-looking problem reveals much about how well students understand unit fractions as well as representing fractions on a number line. |
Find 1 | This task includes the seeds of several important ideas. Part a presents the student with the opportunity to use a unit fraction to find 1 on the number line. Part b helps reinforce the notion that when a fraction has a numerator that is larger than the denominator, it has a value greater than 1 on the number line. |
Ordering Fractions | The purpose of this task is to extend students' understanding of fraction comparison and is intended for an instructional setting. |
Locating Fractions Less than One on the Number Line | In every part of this task, students must treat the interval from 0 to 1 as a whole, partition the whole into the appropriate number of equal sized parts, and then locate the fraction(s). |
Name |
Description |
Comparing Fractions with a Different Whole: | This task is meant to address a common error that students make, namely, that they represent fractions with different wholes when they need to compare them. This task is meant to generate classroom discussion related to comparing fractions. |
Comparing Fractions: | The purpose of this task is for students to compare fractions using common numerators and common denominators and to recognize equivalent fractions. |
Closest to 1/2: | How students tackle the problem and the amount of work they show on the number line can provide insight into the sophistication of their thinking. As students partition the interval between 0 and 1 into eighths, they will need to recognize that 1/2=4/8. Students who systematically plot every point, even 9/8, which is larger even than 1 may still be coming to grips with the relative size of fractions. |
Locating Fractions Greater than One on the Number Line: | The goal of this task is to help students gain a better understanding of fractions and their place on the number line. |
Find 2/3: | This simple-looking problem reveals much about how well students understand unit fractions as well as representing fractions on a number line. |
Find 1: | This task includes the seeds of several important ideas. Part a presents the student with the opportunity to use a unit fraction to find 1 on the number line. Part b helps reinforce the notion that when a fraction has a numerator that is larger than the denominator, it has a value greater than 1 on the number line. |
Ordering Fractions: | The purpose of this task is to extend students' understanding of fraction comparison and is intended for an instructional setting. |
Locating Fractions Less than One on the Number Line: | In every part of this task, students must treat the interval from 0 to 1 as a whole, partition the whole into the appropriate number of equal sized parts, and then locate the fraction(s). |
Name |
Description |
Comparing Fractions with a Different Whole: | This task is meant to address a common error that students make, namely, that they represent fractions with different wholes when they need to compare them. This task is meant to generate classroom discussion related to comparing fractions. |
Comparing Fractions: | The purpose of this task is for students to compare fractions using common numerators and common denominators and to recognize equivalent fractions. |
Closest to 1/2: | How students tackle the problem and the amount of work they show on the number line can provide insight into the sophistication of their thinking. As students partition the interval between 0 and 1 into eighths, they will need to recognize that 1/2=4/8. Students who systematically plot every point, even 9/8, which is larger even than 1 may still be coming to grips with the relative size of fractions. |
Locating Fractions Greater than One on the Number Line: | The goal of this task is to help students gain a better understanding of fractions and their place on the number line. |
Find 2/3: | This simple-looking problem reveals much about how well students understand unit fractions as well as representing fractions on a number line. |
Find 1: | This task includes the seeds of several important ideas. Part a presents the student with the opportunity to use a unit fraction to find 1 on the number line. Part b helps reinforce the notion that when a fraction has a numerator that is larger than the denominator, it has a value greater than 1 on the number line. |
Ordering Fractions: | The purpose of this task is to extend students' understanding of fraction comparison and is intended for an instructional setting. |
Locating Fractions Less than One on the Number Line: | In every part of this task, students must treat the interval from 0 to 1 as a whole, partition the whole into the appropriate number of equal sized parts, and then locate the fraction(s). |