Fractions on a Number Line Focus: Locate and name fractions on a number line. Students will understand where a fraction falls on the number line between 0 and 1. Students will determine how to divide a number line into equal parts to represent given fractions. Materials: sentence strips, (4-6 per student) Or adding machine tape (4-6 per student cut in the same length) Activity: Activate student’s prior knowledge about numbers on the number line. Discuss what a fraction is; a part of a whole or a part of a set. Students should understand that a whole is equal to 1, (one whole) or that a set is (1 whole set). Review what students know about fractions in relationship to the denominator and the numerator. Ask students to visualize 3 . Students should be able to 4 describe the given fraction. For example, if you ask students to explain what 3 4 is, they should be able to explain that it is a whole divided into four equal parts with three parts shaded. Or that it is a set of 4 fruit, where 3 are apples and one is a banana. Repeat this activity with 2 6 3 , and in order for students to keep a 3 8 6 visual of the fraction in mind. Students have made fraction sets by folding sheets of paper and labeling equal parts. Today students will use a number line to name fractions. Students will use sentence strips to represent a number line. Students will fold the strips into equal parts. Students will then label the fractions on the number line. Give each student 4-6 sentence strips. Ask students where a fraction would land on a number line. Will the fractions be greater than 1? Less than 1? Greater than 0? Once it is determined that fractions are greater than 0 and less than 1, have students label the number lines on the sentence strips with a 0 at one end and a 1 at the other end. Ask students to explain how they would show 1 on the sentence strip? Students 2 should be able to share that it is directly in the middle and that folding the whole sentence strip in half will give them 2 equal parts. They should understand that the fold is exactly half. Have students label 1 on the fold. 2 2 equal parts Ask students how would we divide our sentence strip into fourths? Once students understand that folding for equal parts will give them the points on the number line have students begin labeling their fraction number lines. Have students make number lines that show thirds, sixths and eighths. Once students have completed their fractions on the number lines ask them the following questions. 1 fall on the number line? Closer to 0, ½ or 1? 8 3 3 Where does fall on the number line? What is another name for ? 6 6 7 1 Is closer to or 1? 8 2 Where does If my number line is divided into 4 equal parts and represents fourths, how many points are on the number line between 0 and 1? (there are three, the points are at 1 2 3 , and ). 4 4 4 If my number line is divided into 3 equal parts and represents thirds, how many points are on the number line between 0 and 1? (there are two, the points are at 1 2 and ). 3 3 Additional Practice: Texas Student Activity Book pg. 39 and Fractions on a Number Line Additional Practice. (attached) Name: __________________________________ Date: _______________ Fractions on a Number Line Additional Practice 1. Look at the number line. 1 3 4 5 Circle the number 0 on the number line that is NOT shown correctly. 1 8 8 8 2. Look at the number line. 8 0 equal parts the number line is divided into between 1 Determine how many 0 and 1 and label the fractions on the number line. 3. Look at the number line. G 0 1 2 3 4 Label the points on the number line that are not labeled. What fraction is at point G? 4. Look at the number line. B 5 Label point B on the number line. 6 6 1 4 6 1 2 6 3 4 7

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