ALEX Learning Activity

  

The Race

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: 2583
Title:
The Race
Digital Tool/Resource:
The Race Google Slide Show
Web Address – URL:
Overview:

Students will use a real-life situation to explore fractions on the number line. This Google Slide Show presents a scenario about students competing in a race in P.E. Students use that information to place 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 identify and represent fractions on a number line.
  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

  1. Show slide one to the students. Ask students the following questions to activate student knowledge: "What is a race?" "What could this task be about?"

  2. Show slide two to the students. Ask students to think about what is happening in the picture. Ask students, "What kind of math problem could go along with this picture?"

  3. Ask the students to take some time (10 minutes or less) to write a word problem that matches the picture.

  4. Allow students to share their answers with the class, in groups, or in partners.

  5. Show slide three to the students. Read the task aloud to the class.

  6. Ask students to draw a number line in their journal and complete the task.

  7. Allow time for students to share their work.
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.

Check that the student:

  1. placed each fraction correctly on the number line.

  2. could answer questions about the task (i.e. "Who went the greatest or least difference?" "How much farther does Sarah need to go to reach the finish line?").
Advanced Preparation:

The teacher will need a computer and a projector to show the Google Slide Show. Students will need math journals/paper and pencils to work the problems.
Variation Tips (optional):

Students may work in groups or partners to complete the tasks. If time is an issue, allow students to work together to complete slide two.
Notes or Recommendations (optional):

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 Red Light, Green Light (before activity) and Fractions on a Number Line Journal Prompt (after activity).

 
  Keywords and Search Tags  
Keywords and Search Tags: fractions, fractions and number line