Videos, examples, solutions, and lessons to help Grade 3 students learn how to generate simple equivalent fractions by using visual fraction models and the number line.
Common Core Standards: 3.NF.3a, 3.NF.3b, 3.NF.3c
Lesson 22 Application Problem
Mr. Ramos wants to nail the TV cord against the wall so no one trips. He puts 7 nails equally spaced along the cord. Draw a number line representing the cord. Label it from 0 at the start of the cord to 1 at the end. Mark where Mr. Ramos puts each nail with a fraction.
a. Build a number bond with unit fractions to 1 whole.
b. Write the fraction of the nail that is equivalent to ½ the cord.
Lesson 22 Concept Development
Lesson 22 Homework
New York State Common Core Math Grade 3, Module 5, Lesson 23
Lesson 23 Application Problem
The soccer player stood at the corner of a 100 meter field and kicked the ball to her teammate. She kicked it 20 meters. The commentator said she kicked it a quarter of the way across the field.
Is that true? If not, what fraction should the commentator have said? Prove your answer by using a number line.
Create the following index cards and distribute one card to each pair per group:
Group A: Intervals 3-5, thirds and sixths
Group B: Intervals 1-3, sixths and twelfths
Group C: Intervals 3-5, halves and fourths
Group D: Intervals 1-3, fourths and eighths
Group E: Intervals 4-6, sixths and twelfths
Group F: Intervals 6-8, halves and fourths
Make a number line with your given intervals. Then estimate to partition into your given unit by folding your sentence strip. Label the endpoints and the unit fractions. Rename the wholes.
Compare number lines to find equivalent fractions. Record all possible equivalent fractions in your math journals.
Lesson 23 Homework
Try the free Mathway calculator and
problem solver below to practice various math topics. Try the given examples, or type in your own
problem and check your answer with the step-by-step explanations.
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