

Unit 5 Fractions as Numbers on the Number
Line Grade 3 Math 


Description: 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. 

Louisiana
Student Standards for Mathematics (LSSM) Instructional
Outcomes 





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? ·
What fractions are on the number line
between 0 and 1? ·
How can I compare fractions? 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 can I use fractions to name parts of a
whole? ·
How does the numerator impact the
denominator on the number line? ·
What are the important features of a unit
fraction? ·
How are fractions used in problemsolving
situations? 


