Equivalent Fractions on a Number Line
10 min
Narrative
The purpose of this Warm-up is to elicit the idea that fractions can be used to describe lengths. While students may notice and wonder many things about this statement, the idea that Han and Tyler could have run the same distance or different distances is the important discussion point.
Launch
- Groups of 2
- Display the statement.
- “What do you notice? What do you wonder?”
- 1 minute: quiet think time
Teacher Instructions
- “Discuss your thinking with your partner.”
- 1 minute: partner discussion
- Share and record responses.
Student Task
What do you notice? What do you wonder?
Tyler ran part of the length of a trail.
Han ran part of the length of the same trail.
Solution Steps (4)
- 1Read the situation→Tyler and Han each ran part of a trail
- 2Notice what information is given→Both ran part of the trail, but no fractions specified
- 3Wonder about comparison→Did they run the same distance? Who ran farther?
- 4Consider how fractions describe distance→Fractions like 1/2, 3/4, 7/8 could describe how much of the trail
Sample Response
Students may notice:
- Neither of them ran the length of the entire trail.
- It doesn’t say what part of the trail each person ran.
- How long is the trail?
- Did they run the same distance?
- Did one person run farther than the other?
- How much of the trail did they run?
Activity Synthesis (Teacher Notes)
- “How could fractions give us more information about how far Tyler and Han ran?” (Tyler and Han ran 21 of the field. Tyler ran 43 of the field and Han ran 87 of the field.)
- “What questions could we ask about the situation?” (Did they run the same distance? Who ran farthest? How much farther did one student run than the other?)
Standards
Building Toward
- 3.NF.3·Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
- 3.NF.A.3·Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
10 min
10 min
15 min
Knowledge Components
All skills for this lesson
Role Legend
Target
Essential
Supporting
Foundational
All lesson KCs
3 skills
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Equivalent Fractions on a Number Line
10 min
Narrative
The purpose of this Warm-up is to elicit the idea that fractions can be used to describe lengths. While students may notice and wonder many things about this statement, the idea that Han and Tyler could have run the same distance or different distances is the important discussion point.
Launch
- Groups of 2
- Display the statement.
- “What do you notice? What do you wonder?”
- 1 minute: quiet think time
Teacher Instructions
- “Discuss your thinking with your partner.”
- 1 minute: partner discussion
- Share and record responses.
Student Task
What do you notice? What do you wonder?
Tyler ran part of the length of a trail.
Han ran part of the length of the same trail.
Solution Steps (4)
- 1Read the situation→Tyler and Han each ran part of a trail
- 2Notice what information is given→Both ran part of the trail, but no fractions specified
- 3Wonder about comparison→Did they run the same distance? Who ran farther?
- 4Consider how fractions describe distance→Fractions like 1/2, 3/4, 7/8 could describe how much of the trail
Sample Response
Students may notice:
- Neither of them ran the length of the entire trail.
- It doesn’t say what part of the trail each person ran.
- How long is the trail?
- Did they run the same distance?
- Did one person run farther than the other?
- How much of the trail did they run?
Activity Synthesis (Teacher Notes)
- “How could fractions give us more information about how far Tyler and Han ran?” (Tyler and Han ran 21 of the field. Tyler ran 43 of the field and Han ran 87 of the field.)
- “What questions could we ask about the situation?” (Did they run the same distance? Who ran farthest? How much farther did one student run than the other?)
Standards
Building Toward
- 3.NF.3·Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
- 3.NF.A.3·Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.