Standard #: MAFS.3.NF.1.2 (Archived Standard)

Students are asked to use a number line that includes the location of zero and one-sixth to find the location of four-sixths.

Students are given four number line diagrams and asked to choose the one that correctly shows the location of one-third.

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.

Students are asked to scale a number line from zero to one so that they can find the location of three-fourths.

Students will represent fractions between zero and one by completing a number line of their own. Students will use their understanding of fractions between zero and one to design their own number line. Students will then communicate their understanding of representing fractions on a number line through a written proposal.

In this lesson students will make initial discoveries about fractions. Students will work together to explain and record the discoveries they make while using manipulatives to explore fractions.

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.

Students will make a book of fractions by counting by a specified denominator. They will represent the fractions as pictures, in number form, word form, and on a number line.

In this lesson students make number lines out of sentence strips to plot, order, and compare fractions with the same denominators.

In this lesson, students will place fractions on a number line and identify equivalent fractions. Students will explain the definition of equivalent fractions.

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.

Joey uses his knowledge of fractions to win games at camp by knowing where fractions greater than one are located on number lines, in this interactive tutorial.

Learn to use number lines to represent fractions as Emmy explores nature in this interactive tutorial.

Joey learns about the location of unit fractions on a number line while at camp in this interactive tutorial.

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.

The goal of this task is to help students gain a better understanding of fractions and their place on the number line.

This simple-looking problem reveals much about how well students understand unit fractions as well as representing fractions on a number line.

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.

The purpose of this task is for students to identify which fraction is closest to the whole number 1.

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).

Students can practice answering mathematics questions on a variety of topics. With an account, students can save their work and send it to their teacher when complete.

This virtual manipulative allows individual students to work with fraction relationships. (There is also a link to a two-player version.)

Joey uses his knowledge of fractions to win games at camp by knowing where fractions greater than one are located on number lines, in this interactive tutorial.

Learn to use number lines to represent fractions as Emmy explores nature in this interactive tutorial.

Joey learns about the location of unit fractions on a number line while at camp in this interactive tutorial.

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.

The goal of this task is to help students gain a better understanding of fractions and their place on the number line.

This simple-looking problem reveals much about how well students understand unit fractions as well as representing fractions on a number line.

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.

The purpose of this task is for students to identify which fraction is closest to the whole number 1.

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).

Students can practice answering mathematics questions on a variety of topics. With an account, students can save their work and send it to their teacher when complete.

This virtual manipulative allows individual students to work with fraction relationships. (There is also a link to a two-player version.)

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.

The goal of this task is to help students gain a better understanding of fractions and their place on the number line.

This simple-looking problem reveals much about how well students understand unit fractions as well as representing fractions on a number line.

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.

The purpose of this task is for students to identify which fraction is closest to the whole number 1.

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).