The Number Line in the Common Core

CONTENTS OF CURRICULUM UNIT 16.05.03

  1. Unit Guide
  1. Introduction
  2. Demographics
  3. Using rods and ten blocks to recognize lengths
  4. Using base ten blocks for addition and subtraction
  5. Recognize that the size of numbers can correspond to length on a ruler
  6. What is a fraction?
  7. Fractions on the Number Line
  8. Equivalent Fractions
  9. Teaching Strategies
  10. Classroom Activities
  11. Appendix A
  12. Appendix B
  13. Appendix C
  14. Appendix D
  15. Appendix E
  16. Appendix F
  17. Appendix G
  18. Appendix H
  19. Implementing Common Core State Standards
  20. Resources
  21. Endnotes

Moving from Rods to Number Lines to Understand Fractions

Kathleen Geri Gormley

Published September 2016

Tools for this Unit:

Implementing Common Core State Standards

CC.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.

CC.3.NF.2a- 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.

CC.3.NF.2b- 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.

CC.3.NF.3a- Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

CC.3.NF.3b- 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.

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