Scaffolding Task Individual/Small Group Task Naming fractional pieces, length model MCC3.NF.1 Constructing Task Group Task Naming the value of a fraction of a set MCC3.NF.1 Scaffolding Task Group Task Naming fractional pieces, exploring inequalities, length MCC3.NF.3 Scaffolding Task Group Task Naming fractional pieces, exploring inequalities, length model MCC3.NF.3 3-Act Task Group Divide and fractional parts MCC3.NF.1 MCC3.NF.3 Constructing Task Individual/Small Group Task Create a number line, explore fractions between 0 – 1, length model MCC3.NF.2 Formative Assessment Lesson Representing fractions on a number line MCC.3.NF.1 MCC.3.NF.2 Constructing Task Partner/Small Group Task Placing fractions on number lines, iterating unit fractions MCC3.NF.1 MCC3.NF.2 MCC3.OA.3 Constructing Task Partner/Small Group Task Apply skills in identifying fractional parts of a whole MCC3.NF.1 3-Act Task Group Apply skills in identifying fractional parts of a whole Practice using fractional parts to make a whole MCC3.NF.1 Practicing Task Partner/Small Group Task Practice using fractional parts to make a whole MCC3.NF.1 Practicing Task Individual Task Divide and label fractional parts MCC3.NF.1 MCC3.NF.3
the points 0 and 1. Adding machine paper can be used as a number line. Students can compare their lines with others and explain how they decided where to place the fractions. Adapted from Elementary and Middle School Mathematics: Teaching Developmentally By John A. Van de Walle, Karen S. Karp, and Jennifer M. Bay-Williams, p. 301. TECHNOLOGY RESOURCES Name: _______________________________ Date: _______________ USING FRACTION STRIPS TO EXPLORE THE NUMBER LINE (Adapted from a Learning Task by Michelle Clay, Floyd County, GA) 1. Using complete sentences and math words, write 3 observations you and your group made about fractions between 0 and 1 on the Number Line. Use your Number Lines to answer the following questions. 2. How many sixths are between 0 and 1? 3. How many are equivalent to 1 whole? 4. What fraction on the Number Line is equivalent to 2/6? Put on your thinking caps….
Place a trash can (or other large container) 5 feet away. Predict how many balls you will be able to get into the basket. Write your prediction in the chart below. Take turns with your partner(s) throwing the ten paper balls into the trash can. Your partner will collect data using tally marks on the chart below to show how many of the 10 paper balls went into the trash can. Player #1 _______________ Number of Tosses Prediction for Number of “Baskets” Number of “Baskets” (Use tallies) Fraction of Baskets Made 10 Player #2 _______________ Number of Tosses Prediction for Number of “Baskets” Number of “Baskets” (Use tallies) Fraction of Baskets Made 10 On a of unlined paper, create a poster to display your group’s results. Your poster should include the following. Write to explain the results of the contest. Be prepared to share your poster and results with the class. Represent the number of good throws for each partner as a fraction and express a comparison of fraction scores using a >, <, or = symbol. Make your poster colorful and informative! Example: Player #1 Player # 2 PERFORMANCE TASK: THE FRACTION GAME Suggested Time for Task: 1-2 class periods Students create a game while reviewing all the different aspects of fractions they have studied. STANDARDS FOR MATHEMATICAL CONENT