ALEX Learning Activity

  

Red Light, Green Light

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Michelle Frye
System:Blount County
School:Hayden Elementary School
  General Activity Information  
Activity ID: 2578
Title:
Red Light, Green Light
Digital Tool/Resource:
Red Light, Green Light Game Directions
Web Address – URL:
Overview:

This game builds on student knowledge of what fractions are, the size of various fractions, and how this relates to placing fractions on a number line.

This activity results from the ALEX Resource Development Summit.
  Associated Standards and Objectives  
Content Standard(s):
Mathematics
MA2019 (2019)
Grade: 3
14. Interpret a fraction as a number on the number line; locate or represent fractions on a number line diagram.

a. Represent a unit fraction (1/b) on a number line by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts as specified by the denominator.

b. Represent a fraction (a/b) on a number line by marking off a lengths of size (1/b) from zero.
Unpacked Content
Evidence Of Student Attainment:
Students:
When given a fraction a/b (with denominators of 2, 3, 4, 6, 8),
  • Use a number line and partition the interval between 0 and 1 into b equal parts, specified by the denominator.
  • Use a number line and partition the interval between 0 and 1 into b equal parts and mark off a lengths of 1/b unit fractions.
  • Model a fraction with a point on a number line and recognize the length of the fraction as the distance from the fraction point to 0.
  • Extend the number to include fractions greater than one as a continuation of counting unit fractions.
  • Given a fraction, draw a model to represent the fraction using a number line.
  • Given a fraction and a number line with labeled points, identify the labeled point that represents the fraction.
  • Given a point on a number line, identify the fraction modeled by the point.
Teacher Vocabulary:
  • Fraction
  • Number line
  • Number line diagram
  • Unit fraction
  • Interval
  • Partition
  • Point
  • Denominator
  • Numerator
Knowledge:
Students know:
  • How to use fraction strips as a model to connect to finding fractional parts on a number line.
  • Fractions are numbers that can be represented on a number line.
  • Fractions can be placed on the number line by marking off equal parts between two whole numbers.
  • Fractions equal to 1 have the same numerator and same denominator.
  • Fractions greater than 1 have a numerator that will be greater than the denominator.
Skills:
Students are able to:
  • Represent fractions on a number line.
  • Locate fractions on a number line.
  • Use a number line and partition an interval from 0 to 1 into equal parts as specified by the denominator of a fraction.
  • Represent a non unit fraction on a number line by marking off unit fraction lengths as specified by the numerator from zero.
  • Extend the number line to include fractions greater than one as a continuation of counting unit fractions.
Understanding:
Students understand that:
  • A number line is a length model.
  • Fractions are numbers that represent a quantity less than, equal to, or greater than 1 and can be placed on a number line.
  • A number line can be partitioned to represent equal parts of a whole.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.3.14.1: Recognize fractions as lengths from zero to one.
M.3.14.2: Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2…, and represent whole-number sums and differences within 100 on a number diagram.
M.3.14.3: Identify a number line.
M.3.14.4: Recognize whole numbers as lengths from zero to one.
M.3.14.5: Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2…, and represent whole-number sums and differences within 100 on a number diagram.
M.3.14.6: Identify a number line.
M.3.14.7: Label the fractions on a pre-made number line diagram.
M.3.14.8: Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2…, and represent whole-number sums and differences within 100 on a number diagram.
M.3.14.9: Recognize a number line diagram with equally spaced points.

Prior Knowledge Skills:
  • Select numbers on a number line that are more than, less than or equal to a specified number.
  • Count to 20 by ones.
  • Count to 10 by ones.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.3.15 Compare fractions.
M.AAS.3.15a Use models to identify two equivalent fractions (limit to fourths and halves).
M.AAS.3.15b Recognize two equivalent fractions (limit to fourths and halves).
M.AAS.3.15c Use models of fourths and halves to make a whole.
Learning Objectives:

Students will access prior knowledge of fractions and apply that knowledge to locating fractions on the number line.
  Strategies, Preparations and Variations  
Phase:
Before/Engage
Activity:

Students will play in groups of 6. Choose one student to be the traffic light. The remaining students will sit on the side and answer questions. (See the digital tool for additional game directions.)

  1. The student that is the traffic light will stand at the number one on the number line.

  2. The other five students will line up at the zero on the number line.

  3. The traffic light will face away from the students and say “green light” to signal the other students to begin walking on the number line.

  4. The students are free to WALK toward the traffic light during green light.

  5. The traffic light will say “red light” when he/she is ready for them to stop.

  6. At “red light” ask students to move to their closest fraction.

  7. The teacher will question players and spectators on their observations.

  • Who went the greatest distance?

  • Who went the least distance?

  • Which students made it halfway, more than half or less than half? 

  • What can you tell me about the fractions at the ¼ mark, ½ mark, ¾ mark? (There are multiple equivalent fractions)

  • How much farther does “student A” have to go to reach the number one?

  1. Repeat until all students have played the game.
Assessment Strategies:

Check student work at the conclusion of the activity to assess their understanding. You can use the following guidelines to ensure students meet the learning objective.

During gameplay, check that each student:

  1. understood that their position on the number line correlates to the size of the fraction.

  2. can correctly identify who went the greatest/least distance.
Advanced Preparation:

The teacher will need to prepare a number line on the floor. This can be done with painter's tape in the classroom or in the hallway. The number line should be from 0 to 1 and divided into eighths. Label the ½,  all the ¼’s and all the  ⅛’s.
Variation Tips (optional):

You can also use the same game using different fractions, such 1/2, 1/3's, 1/6's. You need a large space for this game. You could use the hallway, an outdoor classroom, or the sidewalk.
Notes or Recommendations (optional):

ALCOS 2019

14. Interpret a fraction as a number on the number line; locate or represent fractions on a number line diagram.
a. Represent a unit fraction (1/b) on a number line by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts as specified by the denominator.
b. Represent a fraction (a/b) on a number line by marking off a lengths of size (1/b) from zero.

This task can be used as a stand-alone activity or in conjunction with The Race (during activity) and Fractions on a Number Line Journal Prompt (after activity).
  Keywords and Search Tags  
Keywords and Search Tags: fractions, fractions and number line