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Locate given common unit fractions (i.e., 1/2, 1/4) on a number line or ruler.
Clarifications:

Essential Understandings

Concrete:

  • Given a number line only representing 0-1, identify the distance from 0-1 as a whole.
  • Given a number line only representing 0-1, divided into two equal parts, identify each part as a half of the whole length. Identify the end location of the first part as 1/2.
  • Given a number line only representing 0-1, divided into three equal parts, identify each part as a third of the whole length. Identify the end location of the first part as 1/3.
  • Given a number line only representing 0-1, divided into four equal parts, identify each part as a quarter of the whole length. Identify the end location of the first part as 1/4.
  • Given a number line only representing 0-1, divided into eight equal parts, identify each part as an eighth of the whole length. Identify the end location of the first part as 1/8.

    number line examples
Representation:
  • Understand the following concepts, symbols, and vocabulary: equal parts, unit fraction, and number line.

Access Point #: MAFS.3.NF.1.AP.2a (Archived Access Point)
Access Point Standards

Visit the specific benchmark webpage to find related instructional resources.

  • MAFS.3.NF.1.2: Understand a fraction as a number on the number line; represent fractions on a number line diagram.
    1. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
    2. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
Access Point Information
Number:
MAFS.3.NF.1.AP.2a
Category:
Access Points
Date Adopted or Revised:
06/14
Cluster:
Develop understanding of fractions as numbers. (Major Cluster) : 

Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

Access Point Courses
  • Grade Three Mathematics (#5012050): The benchmarks in this course are mastery goals that students are expected to attain by the end of the year. To build mastery, students will continue to review and apply earlier grade-level benchmarks and expectations.
  • Access Mathematics Grade 3 (#7712040): Access Courses:

    Access courses are for students with the most significant cognitive disabilities. Access courses are designed to provide students access to grade-level general curriculum. Access points are alternate academic achievement standards included in access courses that target the salient content of Florida’s standards. Access points are intentionally designed to academically challenge students with the most significant cognitive disabilities. 

  • Grade 3 Accelerated Mathematics (#5012055): In grade 3 accelerated, instructional time will emphasize five areas: (1) extending understanding of place value in multi-digit whole numbers; (2) adding and subtracting multi-digit whole numbers, including using a standard algorithm; (3) building an understanding of multiplication and division, the relationship between them and the connection to area of rectangles; (4) developing an understanding of fractions and (5) extending geometric reasoning to lines, angles and attributes of quadrilaterals.

    Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

  • Foundational Skills in Mathematics 3-5 (#5012015):

    This course supports students who need additional instruction in foundational mathematics skills as it relates to core instruction. Instruction will use explicit, systematic, and sequential approaches to mathematics instruction addressing all domains including number sense & operations, fractions, algebraic reasoning, geometric reasoning, measurement and data analysis & probability. Teachers will use the listed standards that correspond to each students’ needs. 

    Effective instruction matches instruction to the need of the students in the group and provides multiple opportunities to practice the skill and receive feedback. The additional time allotted for this course is in addition to core instruction. The intervention includes materials and strategies designed to supplement core instruction.