Format
1. This program begins with an introduction to Professor Raab in the Math Lab.
2. We discuss a trading card as a fraction of a whole set.
3. A number line is made, and fraction tiles are used to represent the trading cards in a collection.
4. A clock is divided into fourths, and a number line is created from fraction tiles to measure time with fractions.
5. Unit fractions are counted as a timeline is built on a number line, to show that fractions continue beyond one whole.
6. The Fraction Hero video is shown.
7. Students must use their number line to make inferences about how long Fraction Hero can survive a Deadly Trap from his nemesis, Captain Irrational.
8. The time number line is divided into unit fractions of halves and twelfths to show points of Equivalent Fractions on the number line.
9. The Intergalactic Olympics video is shown.
10. Students keep score of long jump and shot put events by marking distances from zero on their number lines.
Objectives
Among the learning objectives are:
Place Unit Fractions on a Number Line with Endpoints 0 and 1 (Lesson 14)
Place Any Fraction on a Number Line with Endpoints 0 and 1 (Lesson 15)
Practice Placing Various Fractions on the Number Line (Lesson 17)
Compare Fractions and Whole Numbers on the Number Line by Reasoning About Their Distance From 0 (Lesson 18)
Understand Distance and Position on the Number Line as Strategies for Comparing Fractions (Lesson 19)
Recognize and Show That Equivalent Fractions Refer to the Same Point on the Number Line (Lesson 21)
Generate Simple Equivalent Fractions by Using Visual Fraction Models (E.g., Fraction Strips) and the Number Line (Lesson 22)
Standards Alignment
National Standards
Standards Alignment (Grade 3) — Part 2: “Fraction Hero #2 — Peril on the Number Line”
National / Common Core (Grade 3)
CCSS.Math.Content.3.NF.2
Understand a fraction as a number on the number line; represent fractions on a number line diagram.
CCSS.Math.Content.3.NF.3
Explain equivalence of fractions and order fractions by reasoning about their distance from 0 on the number line.
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New York State — Next Generation Mathematics Learning Standards (Grade 3)
In New York, fractional work in Grade 3 includes placing fractions on number lines, comparing and generating simple equivalent fractions, especially with denominators among 2, 3, 4, 6, 8, and reasoning about fraction size.
NY-3.NF.2a / 3.NF.2b
Place unit fractions (e.g. 1/b) on a number line between 0 and 1, and understand their relative positions.
NY-3.NF.3a / 3.NF.3b / 3.NF.3c / 3.NF.3d
Place non-unit fractions (e.g. a/bwhere a>1) on a number line, recognizing their size relative to 0 and 1.
Recognize equivalent fractions as referring to the same point on the number line.
Compare fractions and whole numbers using their positions on the number line (distance from 0).
Use reasoning about position and distance on the number line to compare fractions.
________________________________________
Connections to This Program (Aligned to NYS 3rd Grade)
Through this Part 2 experience, students will:
Place unit fractions (such as 1/4,1/12, etc.) on a number line with endpoints 0 and 1
Extend their understanding by placing non-unit fractions (e.g. 5/4,3/2,etc.) on the number line, including improper fractions
Use fraction tiles or visual models to represent fractions spatially and map them to positions on the number line
Recognize that equivalent fractions (for example, 2/4=1/2) refer to the same point on the number line
Compare fractions and whole numbers by reasoning about how far each is from 0 on the number line
Reason about distance and position on the number line as strategies to compare and order fractions
Explore how fraction reasoning extends beyond the interval from 0 to 1 (i.e., fractions greater than 1)
Engage in application tasks where students must infer or reason (for example, estimating how long Fraction Hero can survive using fractional intervals on a time line)
State Standards
Standards Alignment (Grade 3) — Part 2: “Fraction Hero #2 — Peril on the Number Line”
National / Common Core (Grade 3)
CCSS.Math.Content.3.NF.2
Understand a fraction as a number on the number line; represent fractions on a number line diagram.
CCSS.Math.Content.3.NF.3
Explain equivalence of fractions and order fractions by reasoning about their distance from 0 on the number line.
________________________________________
New York State — Next Generation Mathematics Learning Standards (Grade 3)
In New York, fractional work in Grade 3 includes placing fractions on number lines, comparing and generating simple equivalent fractions, especially with denominators among 2, 3, 4, 6, 8, and reasoning about fraction size.
NY-3.NF.2a / 3.NF.2b
Place unit fractions (e.g. 1/b) on a number line between 0 and 1, and understand their relative positions.
NY-3.NF.3a / 3.NF.3b / 3.NF.3c / 3.NF.3d
Place non-unit fractions (e.g. a/bwhere a>1) on a number line, recognizing their size relative to 0 and 1.
Recognize equivalent fractions as referring to the same point on the number line.
Compare fractions and whole numbers using their positions on the number line (distance from 0).
Use reasoning about position and distance on the number line to compare fractions.
________________________________________
Connections to This Program (Aligned to NYS 3rd Grade)
Through this Part 2 experience, students will:
Place unit fractions (such as 1/4,1/12, etc.) on a number line with endpoints 0 and 1
Extend their understanding by placing non-unit fractions (e.g. 5/4,3/2,etc.) on the number line, including improper fractions
Use fraction tiles or visual models to represent fractions spatially and map them to positions on the number line
Recognize that equivalent fractions (for example, 2/4=1/2) refer to the same point on the number line
Compare fractions and whole numbers by reasoning about how far each is from 0 on the number line
Reason about distance and position on the number line as strategies to compare and order fractions
Explore how fraction reasoning extends beyond the interval from 0 to 1 (i.e., fractions greater than 1)
Engage in application tasks where students must infer or reason (for example, estimating how long Fraction Hero can survive using fractional intervals on a time line)