Unit 6

Fractions as Numbers on the Number Line

Unit Summary
In this unit, students will develop understanding of fractions as numbers. An important goal is for students to see unit fractions as the basic building
blocks of all fractions, in the same sense that the number 1 is the basic building block of whole numbers. Students will explore fractions first, using
concrete models such as fraction bars and geometric shapes, and this will culminate in understanding fractions on the number line.
Learning target of I can solve real-world problems that involve comparing fractions by using visual fraction models and strategies based on noticing
unit equal numerators or denominators.

Essential understandings Overarching essential questions

Fractions represent quantities where a whole is divided into equal-sized How does a fraction differ from a whole number?
parts using models, manipulatives, words, and/or number lines.

The same fractional amount can be represented by an infinite set of How can fractions be represented?
different but equivalent fractions.

Summative 1. Since the local weatherman predicted rain for the whole week, Ms. Moore’s class decided to measure the amount of daily
Assessment rainfall. The chart below shows their data. Use this chart to answer each question.

Describe what
students will do
and produce to
develop evidence
that will be
evaluated using the
scoring criteria

o Did more rain fall on Sunday or Tuesday?

o Which day had less rain: Monday or Wednesday?

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 o Someone erased part of Friday’s measurement! If an equal amount of rain fell on Thursday and Friday, what is
Friday’s measurement? Prove that your answer is correct using objects, drawings, a number line, or words.

What is another way to record the amount of rain that fell on Saturday? Use objects, drawings, a number line, or words to
explain why you can represent this measurement in more than one way.

2. Mia and Jose decided to share a pie. Mia ate 1/3 of the pie, and Jose ate 2/6 of the pie. Which friend ate more? Explain
your solution using pictures, numbers, words, and/or a number line.

3. Eva thinks that Q shows 2/4 on the number line. Eva labeled the number line with unit fractions to show how she determined
her answer.

Is Eva’s drawing correct? Explain your reasoning using words, numbers, and/or pictures

Evidence of student learning

Criteria for assessment
Concept recognize that when examining fractions with common denominators, the wholes have been divided into the same number of equal
parts, so the fraction with the larger numerator has the larger number of equal parts.
Fractions
develop an understanding of the numerator and denominator as they label each fractional part based on how far it is from 0 to
the endpoint (MP.7).
see repeated reasoning in dividing up the number line into equal parts (of varied sizes) and form the basis for how they would
place fifths, tenths, and other fractions.

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Problem solving / use the number line model for fractions. Although this is not an application of mathematics to a real-world situation in the true
modeling sense of modeling, it is an appropriate use of modeling for the grade level.
explore fractions using a variety of physical tools (geometric shapes, fractions kits, pattern blocks, geoboards… ) to clarify ideas
that are often confused in a purely symbolic form.
Communicate construct and critique arguments regarding fractions by creating or drawing fractional models to prove answers.
reasoning
know how to partition/divide and label correctly a geometric shape into four equal parts.
can name, count, represent, and label accurately the tick marks on a number line using fractional numbers.
use vocabulary such as numerator, denominator, and fractions with increasing precision to discuss their reasoning.

Prior Knowledge At end of Grade 2, Students should be able to

• Partition a rectangle into rows and columns of same-size squares, and count to find the total number of squares. (3.G.2)

• Partition circles and rectangles into two, three, or four equal shares. Describe the shares using such terms as halves,
thirds, half of, or a third of, and describe the whole as two halves, three thirds, or four fourths. (3.G.3)

• Explain that equal shares of identical wholes need not have the same shape. (3.G.3)

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 Progression of learning

See Prior Knowledge

I can solve real-world
read and problems that involve
represent and
understand comparing fractions by
create simple compare common
whole numbers fractions with like using visual fraction
use fraction bars equivalent as fractions and
partition, or numerators or models and strategies
and geometric create unit fractions, and recognize
divide, a whole explain why the denominators by based on noticing equal
into equal-sized shapes to partition fractions on fractions that using concrete and
fractions are numerators or
parts and the whole into 1/b number lines, are equivalent to pictorial models.
where b focusing on equivalent by the whole
denominators.
each part as using a visual
“halves, thirds, represents the halves, thirds, numbers.
number of equal- fourths, sixths, fraction model. .
fourths, sixths,
or eighths” sized parts. and eighths.
. . I can represent I can explain that
. whole numbers as when comparing
I can explain why
I can represent fractions and fractions one must
equivalent
I can partition I can explain and any fraction fractions compare same-size
fractions must
shapes into equal represent a unit (a/b) less than 1 equivalent to one wholes.
describe the same-
parts fraction. on a number whole
size whole. I can se benchmarks
understanding line.
that the parts I can explain and of 0, 1/2, or 1 to
I can explain
have equal areas. represent a non- I can determine compare fractions.
equivalent
unit fraction. where a fraction How can I
fractions with I can use the number
I can write a is located on a represent whole
I can describe representations inc of same-size parts to
unit-fraction or a number line by numbers as
numerator and luding color tiles, compare fractions
non-unit fraction partitioning. fractions?
denominator. pattern blocks, (without calling them
for partitioned
Cuisenaire rods, common
shapes. I can connect
I can represent and fraction tiles.
region 3.NF.3c denominators).
fractions with
color tiles, representations I can locate I can use the same
of fractions with equivalent
pattern blocks, number of parts to
What does “equal number line
Cuisenaire rods, fractions on a compare fractions
parts” mean? representations
and other region number line. (without calling them
of fractions.
or set models. common numerators).
I can generate
I can represent equivalent
I can explain how I can record
representations a fraction less fractions.
3.G.2 comparisons using <,
are related. than 5 on a
>, or =.
number line.
What equivalent
groups of
What are the How can the fractions can I What strategies can
important numbers 0 and 1 discover using a I use to compare
features of a on a number line number line? fractions?
unit of fraction? help me compare
fractions?
3.NF.1 3.NF.3a,b 3.NF.3d
3.NF.2a,b

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Learning Intention 1 Partition, or divide, a whole (line segments (rectangles, circles, etc.) into equal-sized parts and describe each part as “halves,
thirds, fourths, sixths, or eighths” (depending on the number of partitions. Count the number of equal-sized parts that make up
the whole (“1 third, 2 thirds, 3 thirds and 3 thirds make a whole”…).
Standard 3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example,
partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

Common Formative 1. Eva thinks that Q shows 2/4 on the number line. Eva labeled the number line with unit fractions to show how she
Assessment determined her answer.

2. Is Eva’s drawing correct? Explain your reasoning using words, numbers, and/or pictures
3. How many equal parts are in the whole?
How many of those parts have been counted ? (red dot)
4. What does the numerator represent?
What does the denominator represent?
Is Eva’s drawing correct? Explain your thinking.
5. Create a design in which a square represents ¼ of the area of the design.
6. Provide each student with 3 different, but identical rectangles. Can you break each rectangle into sixths- differently
for each rectangle?
7. Using pattern blocks, show the students a triangle. If the triangle is ⅓, what does the whole look like? If the triangle
is ⅛, what will the whole look like?
8. Provide students with a rectangle, a triangle and a square (sizes can vary). For the triangle, tell the students this
represents one-fourth of the whole. Have them draw or make the whole. Repeat with rectangle and square.
9. Draw a small rectangle. Draw a bigger rectangle that the smaller one is a part of. Tell what fraction of the big
rectangle the small one is.
Learning Intention Use fraction bars and geometric shapes to partition the whole into 1/b where b represents the number of equal-sized parts.
2 Understand and describe each fractional part of a whole is called a unit fraction. Read, count, and label unit fractions using
words and numbers 1/b.

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Standard 3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a
fraction a/b as the quantity formed by a parts of size 1/b. Note: Grade 3 expectations in this domain are limited to fractions
with denominators 2, 3, 4, 6, and 8. It includes fractions greater than 1.
Common Formative 1. Mrs. Frances drew a picture on the board.
Assessment

Then she asked her students what fraction it represents.

a. Emily said that the picture represents . Label the picture to show how Emily’s answer can be correct.
b. Raj said that the picture represents . Label the picture to show how Raj’s answer can be correct.
c. Alejandra said that the picture represents 2. Label the picture to show how Alejandra’s answer can be correct.

4. Provide students with a color tile and tell them it represents ⅛. What could the whole look like?

5. Considering the unit fractions ⅓, 1/6 and ⅛, describe how the denominator changing affects the value of the fraction. Use
models and/or drawings to support your answer.

6.Tell about a time when you would use ½.

7.Show three different representations of ¾.

8. Using a fractions manipulative set, show students ⅝ and ask students what fractions are needed to make 8/8. (This is not
about subtraction of fractions, it is about counting on 6/8, ⅞, 8/8 to find the answer.)

9.Think of two real-life situations where you would use fractions.

10. Use pattern blocks and have students identify what each shape represents if the whole is a hexagon. What does each
pattern block represent if the trapezoid is the whole? If the rhombus is the whole? If the triangle is the whole?
Learning Intention Use number lines to understand that the whole is the unit interval, measured by length from one number to another number.
3 Using the understanding of consecutive whole numbers, create unit fractions on number lines, focusing on halves, thirds, fourths,
sixths, and eighths.
Standard 3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram. Note: Grade 3
expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8. It includes fractions greater than 1.

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 a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b
equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on
the number line.
b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting
interval has size a/b and that its endpoint locates the number a/b on the number line.

Common Formative 1. Provide an empty ("unticked") number line with the point ⅙ plotted on the line. Ask students to place 0 and 1 on the line.
Assessment (Students can use a ruler for precision.) Provide a number line where 3/2 is plotted on the line. Ask students to place 0, 1, and 2
on the line. 0-1 Number Line PDF.png
2. Show 0-1 number line with ⅓ marked with a dot (unlabeled), what value do you think the dot represents?
3. Ask students to draw a number line and place the following values on the line: 0, ¼, ½, ¾, 1. Encourage students to use
precision with this activity and then explain their reasoning.
4. Give students two number lines, one with endpoints of 0 and 1 and the other with endpoints marked 0 and ½ . Ask students to
place ¼ on both lines. Explain why ¼ is placed differently on each number line.
5. Provide a 12 inch number line 0 and 1 as the endpoints. Have students locate and label ⅙, ¾, 2/3, and ⅚ on the line. Students
should explain their reasoning.
Learning Intention Create simple equivalent fractions, and explain why the fractions are equivalent by using a visual fraction model.
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Standard 3.NF.3a,b Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Note: Grade 3
expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8. It includes fractions greater than 1.
a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g.,
by using a visual fraction model.

Common Formative 1. Show ½ and 4/8. Have students compare the two fractions using different representations. Ask students to explain why these
Assessment two fractions are equal and have them brainstorm other equivalent fractions to ½. (3.NF.3a)
2. Have students use a number line to convince someone that ¾ = 6/8. (3.NF.3a)
3. Use manipulatives such as Cuisnaire rods, fraction strips/circles/towers, pattern blocks, counters, etc. for students to show
various representations of ½. (3.NF.3.b)
4. Find a fraction that is equal to ⅔. Equal to ¾. Justify your answers. (3.NF.3b)
Learning Intention Read and understand whole numbers as fractions, and recognize fractions that are equivalent to the whole numbers.
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Standard 3.NF.3c Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3
in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

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Common Formative 1. Draw a number line and count the jumps to show how whole numbers are formed. For example, jump 1, 2, 3 to show 3/1 and
Assessment then jump ¼, 2/4, ¾, 4/4 to show reaching 1. (3.NF.3c)
2. How many different ways can you show 1 whole? (3.NF.3c)
3. Gino has 8/4 feet of licorice to share with his friends. He decides to give each friend 1/4 foot of licorice. Draw lines on
Gino’s licorice to show where he should cut each 1/4 foot.

Part 2:
Explain how you decided where to draw lines on Gino’s licorice.

Learning Intention Represent and compare common fractions with like numerators or denominators and tell why one fraction is greater than, less than, or equal to
6 the other by using concrete and pictorial models.

Standard 3.NF.3d Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are
valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the
conclusions, e.g., by using a visual fraction model.

Common Formative 1. Choose two fractions with different denominators, but the same numerator (for example ⅜ and ⅞. Explain which fraction is
Assessment smaller or larger and why that is. (3.NF.3d)
2. Have students use linking cubes to show why ⅔ = 4/6. (3.NF.3d)
3. Without drawing a picture or using a number line, Danielle says that ⅜ is not equal to 3/6 ? Is she right or wrong? Explain
why or why not. (3.NF.3d)
4. Find a fraction that is greater than three fourths? Greater than ⅓, but less than ½? Greater than one? Justify your answers.
(3.NF.3d)
5. What if a friend offered you ¾ of a cookie or ⅝ of a cookie. Which fraction of the cookie would be greater? (3.NF.3d)
6. Each member of the boys swim team swam for one minute. This chart shows the distance each boy swam.

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 o Which boys swam the same amount? Prove your answer using at least two different representations (i.e., number
line, fraction models, drawings, or words, or numbers).
o Between Brooks and Sean, who swam a longer distance? Write a sentence to explain how you know that you are
correct.
Part 2:
Oh no! Juan Pablo’s distance was not recorded on the chart. He swam the same amount as Brooks and has an 8 in his
denominator.

Resources Tools for NC Teachers

Match Fishtank Unit 6 Fractions

Georgia Unit 6 Fractions

HCPSS Scope and Sequence

SCUSD Unit 3 Fractions

Utah Curriculum Resources

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Reflection

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