Sarah Brynn November 18, 2014
I’m teaching a unit on the number line using unit fractions but my students are having difficulty perceiving the unit on a number line diagram. When locating a fraction on a number line diagram, they use the entire portion of the number line. For example, indicating the number 3 when asked to show 3/4 on a number line diagram marked from 0 to 4. How can I make this simplify this process for them? I’d like to show them that linear models are closely connected to real world-measuring but also that the number line emphasizes a fraction is one number as well as its relative size to other numbers.
Thanks in advance for your help!!
Lauren LiBetti November 18, 2014Scott Dowling January 21, 2015
- This topic was modified 3 years, 7 months ago by Sarah Brynn.
Click the link below and scroll down to see some lessons and lesson bundles and might help for number line….Developed by Cathy Bruce and Shelley Yearley.Tammy McIntosh April 15, 2015
Is the issue that they are not paying attention to the size of the whole? Or that they are viewing the denominator and numerator as separate and not part of the same unit? If the issue is that they are not paying attention to the size of the whole you can play a game with pattern blocks (i.e. if one hexagon equals 3 what does a triangle equal?).
If the issue is with students not viewing the fraction as 1 entity / unit. You might want to try changing the language that you use when speaking about fractions (instead of saying “2 thirds” you can say “2 one third units”). You can also use the counting around the circle activity that is in the number routines book (you can google the PDF). In a group students count up in fractional pieces and when they reach 1 whole they have to clap their hands or stand up (i.e. “One one-third, two one-thirds, three one-thirds” –> everyone claps, “four one-thirds, five one-thirds, six one-thirds” –> everyone claps … etc).
Here are a few more resources:
http://nlvm.usu.edu/en/nav/search.html?qt=fraction (the number line bar might be of interest to you)
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