Red Light, Green Light Journal Prompt

Learning Resource Type

Learning Activity

Subject Area

Mathematics

Grade(s)

3

Overview

Students will apply what they know about fractions on the number line by explaining their thinking in a journal prompt.

This activity results from the ALEX Resource Development Summit.

Phase

After/Explain/Elaborate
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.

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.

Learning Objectives

Students will correctly draw a number line and label a fraction.

Activity Details

Students will answer a journal prompt. Give students 10-15 minutes to completely answer the question.

  1. Draw two number lines on the board and ask students to copy them. One has endpoints of 0 and 1 and the other has endpoints marked 0 and ½ . The number lines are the same length.
  2. Ask students to place ¼ on both lines. 
  3. In your journal use words to explain why ¼ is placed differently on each number line.

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:

  1. could correctly draw the two number lines with different endpoints.
  2. could correctly label the fraction 1/4.

Background / Preparation

Students will need math journals/paper, pencils, and a copy of the journal prompt.

This can be written on the board or you can use Red Light, Green Light Prompt.

 

https://docs.google.com/document/d/1kBGTpZUb6wsX4xoXq5V5xaMuWKiaRBHkukAMiocn_IQ…

Approved Date

Owner (Author)

mfrye
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