Learning Activity

The Race

Subject Area

Mathematics

Grade(s)

3

Overview

Students will use a real-life situation to explore fractions on the number line. This Google Slide Show presents a scenario about students competing in a race in P.E. Students use that information to place fractions on a number line.

This activity results from the ALEX Resource Development Summit.

Content Standards

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

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.

Interdisciplinary Connections

Phase

During/Explore/Explain

Learning Objectives

Learning Objectives

Students will identify and represent fractions on a number line.

Activity Details

Activity Details

Show slide one to the students. Ask students the following questions to activate student knowledge: "What is a race?" "What could this task be about?"
Show slide two to the students. Ask students to think about what is happening in the picture. Ask students, "What kind of math problem could go along with this picture?"
Ask the students to take some time (10 minutes or less) to write a word problem that matches the picture.
Allow students to share their answers with the class, in groups, or in partners.
Show slide three to the students. Read the task aloud to the class.
Ask students to draw a number line in their journal and complete the task.
Allow time for students to share their work.

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.

Check that the student:

placed each fraction correctly on the number line.
could answer questions about the task (i.e. "Who went the greatest or least difference?" "How much farther does Sarah need to go to reach the finish line?").

Acceleration and Intervention

Variation Tips

Students may work in groups or partners to complete the tasks. If time is an issue, allow students to work together to complete slide two.

Background and Preparation

Background / Preparation

The teacher will need a computer and a projector to show the Google Slide Show. Students will need math journals/paper and pencils to work the problems.

Digital Tools / Resources

https://docs.google.com/presentation/d/1rrc9yACAp2C3jSSXvoP2p84eOs6KhXK-TnTUi1-…

Approved Date

2020-07-01

Author

Owner (Author)

mfrye

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