Videos and solutions to help Grade 3 students learn how to practice placing various fractions on the number line.
Common Core Standards: 3.NF.2a,
Plans and Worksheets for Grade 3
Plans and Worksheets for all Grades
Lessons for Grade 3
Common Core For Grade 3
New York State Common Core Math Grade 3, Module 5, 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 Marcyӳ 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 Wayne's
hike on the number line. Include his starting and finishing place, and the 2 points where he stopped.
5. Ali wants to buy a piano. The piano measures 19/4 ft. long. She has a space 5 ft. long for the piano in her
house. Does she have enough room? Draw a number line to show and explain your answer.
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