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3-N-3-4

Page history last edited by Tashe Harris 6 years, 2 months ago

3.N.3.4 Use models and number lines to order and compare fractions that are related to the same whole.

In a Nutshell

Third graders understand that fractions can be represented using models. They will also recognize that a number line can be used to locate fractions.

Student Actions	Teacher Actions
Demonstrate a deep, conceptual understanding of number lines as they make connections between whole numbers and fractions. Develop mathematical reasoning as they predict and explore where a fraction may lie on a number line. Use a variety of models to justify their reasoning. Develop procedural fluency as they compare and order fractions using a number line that is accurately spaced and labeled. Communicate mathematically with peers using academic vocabulary, such as less than, greater than, equal to, numerator, denominator, whole, etc.	Pose purposeful questions to help students recall prior knowledge and justify their thinking. Questions may include: How do models and number lines help us compare and order fractions? What connections can you make to other math tools we use? Why is it important for us to understand the difference in two fractions’ values? What conclusions can we make about the value of fractions? Use mathematical representations purposefully to help students understand the concept. Support productive struggle as students explore using number lines and manipulatives to compare and order fractions.
Key Understandings	Misconceptions
Fractions represent parts of numbers and can be found on a regular number line. Fractions are the equal parts of a whole. The larger the denominator, the smaller the fraction pieces (unit fraction). A variety of models are useful when ordering and comparing fractions, such as fraction bars, circles, number lines, and grids. Each part of the fraction model must be equal to one another. Evenly spaced tick marks on a number line help determine the denominator. Labeling the fractions on the number line helps when comparing and ordering fractions.	Fractions only fall between 0 and 1 on a number line. Denominators never matter when ordering and comparing fractions. The number of tick marks on a number line is the same as the denominator. For example: A number line has 9 tick marks starting at “0” and ending on “1”. Students may think the number line is divided into ninths instead of eighths. A whole cannot be described as a fraction. For example: Students may not think 8/8 is the same as 1 whole.