Unit 5

Fractions as Numbers on the Number Line

Math

Unit Length and Description:

22 days

In Unit 5 students transition from thinking of fractions as area or parts of a figure to points on a number line. In order to support understanding of this concept, students think of fractions as being constructed out of unit fractions: “1 fourth” is the length of a segment on the number line such that the length of four concatenated fourth segments on the line equals 1 (the whole). Once the unit “1 fourth” has been established, counting them is as easy as counting whole numbers: 1 fourth, 2 fourths, 3 fourths, 4 fourths, 5 fourths, etc. Students compare fractions, find equivalent fractions in special cases, and solve problems that involve fractions.

Standards:

Enduring Understandings:

·         Fractional parts are equal shares of a whole or a whole set.

·         The fraction name (half, third, etc) indicates the number of equal parts in the whole.

·         The more equal sized pieces that form a whole, the smaller the pieces of the whole become.

·         Fractions can be represented on a number line.

·         Fractions can be compared by drawing a model or representation on a number line.

·         When the numerator and denominator are the same number, the fraction equal one whole.

·         Whole numbers can be renamed as fractions.

Essential Questions:

·         What is a fraction?

·         How do I represent a fraction on a number line?

·         When we compare two fractions, how do we know which has a greater value?

·         How can I represent fractions of different sizes?

·         How can I show that one fraction is greater (or less) than another?

·         How does the numerator impact the denominator on the number line?

·         How are fractions used in problem-solving situations?