Learning Activity

Red Light, Green Light

Subject Area

Mathematics

Grade(s)

3

Overview

This game builds on student knowledge of what fractions are, the size of various fractions, and how this relates to placing fractions on a number line.

This activity results from the ALEX Resource Development Summit.

Mathematics (2019) Grade(s): 3

MA19.3.14

Interpret a fraction as a number on the number line; locate or represent fractions on a number line diagram.

Unpacked Content

UP:MA19.3.14

Vocabulary

  • Fraction
  • Number line
  • Number line diagram
  • Unit fraction
  • Interval
  • Partition
  • Point
  • Denominator
  • Numerator

Knowledge

Students know:
  • How to use fraction strips as a model to connect to finding fractional parts on a number line.
  • Fractions are numbers that can be represented on a number line.
  • Fractions can be placed on the number line by marking off equal parts between two whole numbers.
  • Fractions equal to 1 have the same numerator and same denominator.
  • Fractions greater than 1 have a numerator that will be greater than the denominator.

Skills

Students are able to:
  • Represent fractions on a number line.
  • Locate fractions on a number line.
  • Use a number line and partition an interval from 0 to 1 into equal parts as specified by the denominator of a fraction.
  • Represent a non unit fraction on a number line by marking off unit fraction lengths as specified by the numerator from zero.
  • Extend the number line to include fractions greater than one as a continuation of counting unit fractions.

Understanding

Students understand that:
  • A number line is a length model.
  • Fractions are numbers that represent a quantity less than, equal to, or greater than 1 and can be placed on a number line.
  • A number line can be partitioned to represent equal parts of a whole.

Phase

Before/Engage
Learning Objectives

Learning Objectives

Students will access prior knowledge of fractions and apply that knowledge to locating fractions on the number line.

Activity Details

Students will play in groups of 6. Choose one student to be the traffic light. The remaining students will sit on the side and answer questions. (See the digital tool for additional game directions.)

  1. The student that is the traffic light will stand at the number one on the number line.
  2. The other five students will line up at the zero on the number line.
  3. The traffic light will face away from the students and say “green light” to signal the other students to begin walking on the number line.
  4. The students are free to WALK toward the traffic light during green light.
  5. The traffic light will say “red light” when he/she is ready for them to stop.
  6. At “red light” ask students to move to their closest fraction.
  7. The teacher will question players and spectators on their observations.
  • Who went the greatest distance?
  • Who went the least distance?
  • Which students made it halfway, more than half or less than half? 
  • What can you tell me about the fractions at the ¼ mark, ½ mark, ¾ mark? (There are multiple equivalent fractions)
  • How much farther does “student A” have to go to reach the number one?
  1. Repeat until all students have played the game.
Assessment Strategies

Assessment Strategies

Check student work at the conclusion of the activity to assess their understanding. You can use the following guidelines to ensure students meet the learning objective.

During gameplay, check that each student:

  1. understood that their position on the number line correlates to the size of the fraction.
  2. can correctly identify who went the greatest/least distance.

Variation Tips

You can also use the same game using different fractions, such 1/2, 1/3's, 1/6's. You need a large space for this game. You could use the hallway, an outdoor classroom, or the sidewalk.

Background and Preparation

Background / Preparation

The teacher will need to prepare a number line on the floor. This can be done with painter's tape in the classroom or in the hallway. The number line should be from 0 to 1 and divided into eighths. Label the ½,  all the ¼’s and all the  â…›’s.

Digital Tools / Resources

https://docs.google.com/document/d/1w8f74VdOM7dU3bfHG88rJTQ8rHi05hHKGPy9PaLr_uI…

Approved Date

Owner (Author)

mfrye
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