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- 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.
- 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.
Remarks
Example of Opportunities for In-Depth FocusDeveloping an understanding of fractions as numbers is essential for future work with the number system. It is critical that students at this grade are able to place fractions on a number line diagram and understand them as a related component of their ever- expanding number system.
Fluency Expectations or Examples of Culminating Standards
Students fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 3.NBT.1.2 a relatively small and incremental expectation.
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.
- Assessment Limits :
Denominators are limited to 2, 3, 4, 6, and 8. Number lines in MAFS.3.NF.1.2b items may extend beyond 1. Only whole number marks may be labeled on number lines. - Calculator :
No
- Context :
No context
- Test Item #: Sample Item 1
- Question:
Which number line is divided into thirds?
- Difficulty: N/A
- Type: MC: Multiple Choice
- Test Item #: Sample Item 2
- Question:
Which fraction is represented by the total length marked on the number line shown?
- Difficulty: N/A
- Type: EE: Equation Editor
- Test Item #: Sample Item 3
- Question:
What fraction is represented by the length marked on the number line shown?
- Difficulty: N/A
- Type: EE: Equation Editor
- Test Item #: Sample Item 4
- Question:
Only for MAFS.3.NF.1.2b:
What fraction is represented by point A on the number line shown?
- Difficulty: N/A
- Type: EE: Equation Editor
Related Courses
Related Access Points
Related Resources
Formative Assessments
Lesson Plans
Original Student Tutorials
Problem-Solving Tasks
Student Center Activity
Virtual Manipulative
MFAS Formative Assessments
Students are asked to locate five-eighths on a number line that has been anchored by zero and one, but that has not yet been scaled.
Students are asked to use a number line that includes the location of zero and one-sixth to find the location of four-sixths.
Students are given four number line diagrams and asked to choose the one that correctly shows the location of one-third.
Students are asked to scale a number line from zero to one so that they can find the location of three-fourths.
Original Student Tutorials Mathematics - Grades K-5
Joey learns about the location of unit fractions on a number line while at camp in this interactive tutorial.
Joey uses his knowledge of fractions to win games at camp by knowing where fractions greater than one are located on number lines, in this interactive tutorial.
Learn to use number lines to represent fractions as Emmy explores nature in this interactive tutorial.
Student Resources
Original Student Tutorials
Joey uses his knowledge of fractions to win games at camp by knowing where fractions greater than one are located on number lines, in this interactive tutorial.
Type: Original Student Tutorial
Learn to use number lines to represent fractions as Emmy explores nature in this interactive tutorial.
Type: Original Student Tutorial
Joey learns about the location of unit fractions on a number line while at camp in this interactive tutorial.
Type: Original Student Tutorial
Problem-Solving Tasks
How students tackle the problem and the amount of work they show on the number line can provide insight into the sophistication of their thinking. As students partition the interval between 0 and 1 into eighths, they will need to recognize that 1/2=4/8. Students who systematically plot every point, even 9/8, which is larger even than 1 may still be coming to grips with the relative size of fractions.
Type: Problem-Solving Task
The goal of this task is to help students gain a better understanding of fractions and their place on the number line.
Type: Problem-Solving Task
This simple-looking problem reveals much about how well students understand unit fractions as well as representing fractions on a number line.
Type: Problem-Solving Task
This task includes the seeds of several important ideas. Part a presents the student with the opportunity to use a unit fraction to find 1 on the number line. Part b helps reinforce the notion that when a fraction has a numerator that is larger than the denominator, it has a value greater than 1 on the number line.
Type: Problem-Solving Task
The purpose of this task is for students to identify which fraction is closest to the whole number 1.
Type: Problem-Solving Task
In every part of this task, students must treat the interval from 0 to 1 as a whole, partition the whole into the appropriate number of equal sized parts, and then locate the fraction(s).
Type: Problem-Solving Task
Student Center Activity
Students can practice answering mathematics questions on a variety of topics. With an account, students can save their work and send it to their teacher when complete.
Type: Student Center Activity
Virtual Manipulative
This virtual manipulative allows individual students to work with fraction relationships. (There is also a link to a two-player version.)
Type: Virtual Manipulative
Parent Resources
Problem-Solving Tasks
How students tackle the problem and the amount of work they show on the number line can provide insight into the sophistication of their thinking. As students partition the interval between 0 and 1 into eighths, they will need to recognize that 1/2=4/8. Students who systematically plot every point, even 9/8, which is larger even than 1 may still be coming to grips with the relative size of fractions.
Type: Problem-Solving Task
The goal of this task is to help students gain a better understanding of fractions and their place on the number line.
Type: Problem-Solving Task
This simple-looking problem reveals much about how well students understand unit fractions as well as representing fractions on a number line.
Type: Problem-Solving Task
This task includes the seeds of several important ideas. Part a presents the student with the opportunity to use a unit fraction to find 1 on the number line. Part b helps reinforce the notion that when a fraction has a numerator that is larger than the denominator, it has a value greater than 1 on the number line.
Type: Problem-Solving Task
The purpose of this task is for students to identify which fraction is closest to the whole number 1.
Type: Problem-Solving Task
In every part of this task, students must treat the interval from 0 to 1 as a whole, partition the whole into the appropriate number of equal sized parts, and then locate the fraction(s).
Type: Problem-Solving Task
