Teaching the Common Core Math Standards With Hands-On Activities, Grades 3-5 Read Online Free PDF Page A

strip.
5. Instruct your students to take another strip. They should fold this strip in half, then fold it in half again. After opening the strip, they should label each part
6. Instruct your students to take another strip. They should fold this strip in half, fold it in half again, and fold it in half once more. After opening the strip, they should label each part
7. Instruct them to take another strip. They are to fold this strip in thirds. After opening the strip, they should label each part
8. Instruct your students to take the final strip. They are to fold this strip in thirds, then fold it in half. After opening the strip, they should label each part
9. Using these strips, ask your students questions such as the following:
     
What strips represent? (Answer: Two parts of thestrip or four parts of thestrip)
What strips represent? (Answer: One part of thestrip or two parts of thestrip)
What strips represent 1 whole? (Answer:parts or one 1 whole strip)
Closure
Ask your students to explain how fraction bars help them to understand fractions.

Number and Operations—Fractions: 3.NF.2
    “Develop understanding of fractions as numbers.”
2. “Understand a fraction as a number on the number line; represent fractions on a number line diagram.
a. “Represent a fraction on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into equal parts. Recognize that each part has size and that the endpoint of the part based at 0 locates the number on the number line.
b. “Represent a fraction on a number line diagram by marking off lengths from 0. Recognize that the resulting interval has size and that its endpoint locates the number on the number line.”
    Background
    Every fraction can be represented on a number line by marking off equal parts (represented by the denominator of the fraction) and counting off the number of equal parts (represented by the numerator of the fraction).
    For example, to locate on a number line, divide the portion of the number line from 0 to 1 into 4 equal intervals. Then, from 0, count 3 of these intervals and place a dot on the line. Note that the fourth interval is which is the same as 1.
Activity: Placing Fractions on the Number Line
Working at a Web site, students will move a cursor along a virtual number line to represent fractions.
Materials
Computers with Internet access for students; computer and digital projector for the teacher.
Procedure
1. Instruct your students to go to www.mathisfun.com/numbers/fraction-number-line.html where they will find a virtual number line that ranges from 0 to 1.
2. Demonstrate how students can locate fractions on the number line. Start at 0 and move the cursor along the number line at the top, stopping at 1 whole. The values of fractions will be displayed. Point out the intervals on the number line and how they correspond to the values of the fractions. Note that the vertical line that highlights the fraction also highlights equivalent fractions.
3. Instruct your students to locateon the number line. Give them a chance to locate the fractions, then locate them yourself so that students can see if they are correct.
Closure
Discuss the activity. Ask questions such as the following: What other values are the same as?What other values are the same as?( Note: The previous answers are limited to halves, thirds, fourths, sixths, and eighths, which are the focus of fractions in third grade.) Students should realize that fractions and their equivalent values can be located on the number line.

Number and Operations—Fractions: 3.NF.3
    “Develop understanding of fractions as numbers.”
3. “Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
a. “Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
b. “Recognize and generate simple equivalent fractions, e.g., Explain why the fractions are equivalent, e.g., by using a visual