ALEX Learning Activity

  

Red Light, Green Light Journal Prompt

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: 2584
Title:
Red Light, Green Light Journal Prompt
Digital Tool/Resource:
Red Light, Green Light Journal Prompt
Web Address – URL:
Overview:

Students will apply what they know about fractions on the number line by explaining their thinking in a journal prompt.

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 correctly draw a number line and label a fraction.
  Strategies, Preparations and Variations  
Phase:
After/Explain/Elaborate
Activity:

Students will answer a journal prompt. Give students 10-15 minutes to completely answer the question.

  1. Draw two number lines on the board and ask students to copy them. One has endpoints of 0 and 1 and the other has endpoints marked 0 and ½ . The number lines are the same length.

  2. Ask students to place ¼ on both lines. 

  3. In your journal use words to explain why ¼ is placed differently on each number line.
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. could correctly draw the two number lines with different endpoints.

  2. could correctly label the fraction 1/4.
Advanced Preparation:

Students will need math journals/paper, pencils, and a copy of the journal prompt.

This can be written on the board or you can use Red Light, Green Light Prompt.

 
Variation Tips (optional):
 
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 The Race (during activity).
  Keywords and Search Tags  
Keywords and Search Tags: fractions, fractions and number line