Module 5 Lesson 18
- 1. Fractions and Number on the Number Line Module 5: Lesson 18 Objective: Compare fractions and whole numbers on the number line by reasoning about their distance from 0.
- 2. Fluency Practice (10 minutes) Draw Number Bonds of 1 Whole (4 minutes) Draw a number bond to partition 1 whole into halves. How many copies of 1 half did you draw to make 1 whole? Continue with possible sequence: thirds, fourths, fifths, sixths, sevenths, and eighths. Have students draw the models side by side and compare to notice patterns at the end.
- 3. Fluency Practice (10 minutes) State Fractions as Division Problems (2 minutes) 5 fifths. 10 fifths. 25 fifths. Continue with possible sequence: 2 halves, 4 halves, 10 halves, 14 halves, 3 thirds, 6 thirds, 9 thirds, 21 thirds, 15 thirds, 4 fourths, 8 fourths, 12 fourths, 36 fourths, and 28 fourths.
- 4. Fluency Practice (10 minutes) Place Fractions on the Number Line (4 minutes) (Project a number line marked at 0, 1, 2, and 3.) Draw my number line on your board. I I I I 0 1 2 3 Estimate to show and label 1 half in the interval 0 to 1. Write 3 thirds on your number line. Label the point as a fraction. Continue with possible sequence:
- 5. Application Problem Third grade students are growing peppers for their Earth Day gardening project. The student with the longest pepper wins the “Green Thumb” award. Jackson’s pepper measured 3 inches long. Drew’s measured inches long. Who won the award? Draw a number line to help prove your answer.
- 7. Concept Development (32 minutes) • Look at the number line I’ve created on the floor. Let’s use it to measure and compare. • This number line shows the interval from 0 to 1 (Place sticky notes with ‘0’ and ‘1’ written on them in the appropriate places.). What unit does the number line show? • Let’s place containers on and . (Select volunteers to place containers.) • How can we use our thirds to help us place on this number line? • Looking at the number line, where can we place our last container so that it is the greatest distance from 0?
- 8. Concept Development • Suppose we invite 4 volunteers to come up. Each volunteer takes a turn to stand at 0 and toss a beanbag into one of the containers. Which container will be the hardest and which will be the easiest to toss the beanbag into? Why? • Let’s have volunteers toss. (Each different volunteer tosses a beanbag into a given container. They toss in order:
- 9. Concept Development • Guide students to discuss how each toss shows the different distances from 0 that each beanbag travelled. Emphasize the distance from 0 as an important feature of the comparison. • Why is a fraction’s distance from 0 important for comparison? • How would the comparison change if each volunteer stood at a different place on the number line? • Suppose we tossed bean bags to containers at the same points from 0 to 1 on a different number line, but the distance from 0 to 1 was different. How would the comparison of the fractions change if the distance from 0 to 1 was shorter? Longer?
- 10. Concept Development Students return to their seats. • Think back to our application problem. What in the application problem relates to the length of the toss? • Talk to your partner. How did we use the distance from 0 to show the length of the peppers? • Let’s do the same thing we did with our big number line on the floor, pretending we measured giant peppers with yards instead of inches. 1 pepper measured 3 yards long and the other measured yards. How would the comparison of the fractions change using yards rather than inches?
- 11. Problem Set (10 minutes) You have 10 minutes to complete the problem set pages. Debrief (8 minutes) Let’s review your solutions for the problem set.
- 12. Exit Ticket (3 minutes) This is where you are going to show us that you understand what we learned today! We will learn if you are ready for the next lesson!
- 13. Homework Lesson 18 Homework Worksheet Is Due Tomorrow!