Videos to help Grade 3 students learn how to practice placing various fractions on the number line.

Common Core Standards: 3.NF.2a, 3.NF.2b, 3.NF.3c, 3.NF.3d, 3.MD.4

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Common Core For Grade 3

New York State Common Core Math Module 5, Grade 3, Lesson 17

Lesson 17 Application Problem

Sammy goes to the pool. She sees a black line at the bottom stretching from one end of the pool to the
other. She wonders how long it is. The black line is the same length as 9 concrete slabs that make the sidewalk at the edge of the pool. One concrete slab is 5 meters long.

What is the length of the black line at the bottom of the pool?

Lesson 17 Concept Development

Draw a number line with endpoints 1 and 4.

Label the wholes.

Partition each whole into 3 unit fractions.

Label all the fractions from 1 to 4.

What do the fractions have in common? What do you notice?

All the fractions have a 3 on the bottom.

All are equal to or greater than 1 whole.

The number of thirds that name whole numbers count by threes:

1 = 3 thirds, 2 = 6 thirds, 3 = 9 thirds. Those fractions are equivalent to whole numbers.

Lesson 17 Problem Set

1 - 3. Locate and label the following fractions on the number line.

4. For a measurement project in math class, students measured the lengths of their pinky fingers. Alex's measured 2 inches long. Jerimiah's pinky finger was 7/4 inches long. Whose finger is longer? Draw a number line to help prove your answer.

5. Marcy ran 4 km after school. She stopped to tie her shoelace at 7/5 km. Then she stopped to switch songs on her iPod at 12/5 km. Draw a number line showing Marcys run. Include her starting and finishing points and the 2 places where she stopped.

Lesson 17 Homework

2. - 3. Locate and label the following fractions on the number lines.

4. Wayne went on a 4 km hike. He took a break at 4/3 km. He took a drink of water at 10/3 km. Show Waynes hike on the number line. Include his starting and finishing place, and the 2 points where he stopped.

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