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Lesson Plan

4. Recognize fractions that are equivalent to whole numbers (C)

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.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: Understand that equivalent fractions for whole numbers can be represented on a number line. Recognize equivalent fractions for whole numbers on a number line.

Students bring prior knowledge of recognizing fractions on a number line from 3.NF.A.1. This prior knowledge is extended to recognizing equivalent fractions for whole numbers as students use fractions to name whole numbers on a number line. A conceptual challenge students may encounter is understanding that different numbers may name the same location on a number line. 

The concept is developed through work with a number line, which supports the concept of a fraction as a number.

This work helps students deepen their understanding of equivalence because equivalent fractions name the same position on a number line.

Students engage in Mathematical Practice 4 (model with mathematics) as they represent fractions on a number line and with numbers. Students count by unit fractions to determine equivalent fractions for whole numbers on the number line.

Key vocabulary:

  • equivalent
  • number line
  • partition
  • unit fraction
  • position
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Understanding equivalent fractions

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