standard_description: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
problem_activity: Narrative
The purpose of this activity is for students to determine how a number line is partitioned and what fraction is marked on it with only 0, 1, and 2 labeled. Students partition and locate and mark, but don’t label, a fraction on a number line and then trade with a partner to determine the fraction their partner has marked. Remind students to mark, but not to label their partitions and their fraction, so that their partner only has the 0, 1, and 2 to use to determine what fraction is on their number line.
Launch
Groups of 2
“Complete the first part of the activity on your own. Partition the number line and mark, but don’t label, a fraction on the number line. Don’t tell your partner how you are partitioning or what number you are marking.”
2 minutes: independent work time
Activity
“Now, trade number lines with your partner and answer the questions about their number line. When you are both finished, share your reasoning”
1–2 minutes: independent work time
1–2 minutes: partner work time
Student Facing
Partition the number line into any number of equal-size parts. Locate and mark, but don’t label, a fraction of your choice.
[IMG]
Trade number lines with a partner.
How did your partner partition their number line?
What number did your partner mark on their number line? Explain your reasoning.
If you have time, play the game again.
[IMG]
[IMG]
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Display a number line partitioned by a student.
“Talk to your partner about what fraction is represented.”
Share and record responses.
Consider asking:
“How did you decide how to partition your number line and what fraction you’d put on your number line?”
“How did you decide how your partner’s number line was partitioned and decide what fraction was marked?”


aligns: no