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Lesson Plan

9. Generate equivalent fractions (FP)

teaches Common Core State Standards CCSS.Math.Content.3.NF.A.3a http://corestandards.org/Math/Content/3/NF/A/3/a
teaches Common Core State Standards CCSS.Math.Content.3.NF.A.3b http://corestandards.org/Math/Content/3/NF/A/3/b
teaches Common Core State Standards CCSS.Math.Content.3.NF.A.3c http://corestandards.org/Math/Content/3/NF/A/3/c
teaches Common Core State Standards CCSS.Math.Practice.MP4 http://corestandards.org/Math/Practice/MP4
teaches Common Core State Standards CCSS.Math.Practice.MP6 http://corestandards.org/Math/Practice/MP6
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Lesson objective: Generate many equivalent fractions for the same point on a number line by repeatedly partitioning the number line.

This lesson helps to build procedural skill with generating equivalent fractions. A number line is used here because it supports the understanding that equivalent fractions name the same position on a number line. This work develops students' understanding that we can name numbers in infinitely many ways.

Students engage in Mathematical Practice 4 (model with mathematics) as they represent fractions as lengths on a number line, as numbers, and in equations. Students partition the number line to generate equivalent fractions. Students engage in Mathematical Practice 6 (attend to precision) as they partition the number line into equal parts and use precise vocabulary to communicate their understanding.

Key vocabulary:

  • equivalent
  • number line
  • partition
  • position

 

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Understanding equivalent fractions

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