ALEX Resources

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Learning Activities (3) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill. Classroom Resources (2)


ALEX Learning Activities  
   View Standards     Standard(s): [MA2019] (3) 14 :
14. Interpret a fraction as a number on the number line; locate or represent fractions on a number line diagram.

a. Represent a unit fraction (1/b) on a number line by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts as specified by the denominator.

b. Represent a fraction (a/b) on a number line by marking off a lengths of size (1/b) from zero.
Subject: Mathematics (3)
Title: Red Light, Green Light Journal Prompt
Description:

Students will apply what they know about fractions on the number line by explaining their thinking in a journal prompt.

This activity results from the ALEX Resource Development Summit.




   View Standards     Standard(s): [MA2019] (3) 14 :
14. Interpret a fraction as a number on the number line; locate or represent fractions on a number line diagram.

a. Represent a unit fraction (1/b) on a number line by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts as specified by the denominator.

b. Represent a fraction (a/b) on a number line by marking off a lengths of size (1/b) from zero.
Subject: Mathematics (3)
Title: Red Light, Green Light
Description:

This game builds on student knowledge of what fractions are, the size of various fractions, and how this relates to placing fractions on a number line.

This activity results from the ALEX Resource Development Summit.




   View Standards     Standard(s): [MA2019] (3) 14 :
14. Interpret a fraction as a number on the number line; locate or represent fractions on a number line diagram.

a. Represent a unit fraction (1/b) on a number line by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts as specified by the denominator.

b. Represent a fraction (a/b) on a number line by marking off a lengths of size (1/b) from zero.
Subject: Mathematics (3)
Title: The Race
Description:

Students will use a real-life situation to explore fractions on the number line. This Google Slide Show presents a scenario about students competing in a race in P.E. Students use that information to place fractions on a number line.

This activity results from the ALEX Resource Development Summit.




ALEX Learning Activities: 3

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ALEX Classroom Resources  
   View Standards     Standard(s): [MA2019] (3) 13 :
13. Demonstrate that a unit fraction represents one part of an area model or length model of a whole that has been equally partitioned; explain that a numerator greater than one indicates the number of unit pieces represented by the fraction.

[MA2019] (3) 14 :
14. Interpret a fraction as a number on the number line; locate or represent fractions on a number line diagram.

a. Represent a unit fraction (1/b) on a number line by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts as specified by the denominator.

b. Represent a fraction (a/b) on a number line by marking off a lengths of size (1/b) from zero.
Subject: Mathematics (3)
Title: Math + Arts: Musical Fractions
URL: https://aptv.pbslearningmedia.org/resource/eed81b50-9fac-4a24-bc78-b88cfee2f0e8/musical-fractions/
Description:

This is a free classroom resource from PBS.  Teachers will need to click on Procedure to access the full activity. 

There are three options for this lesson, depending on class needs and time available:

  1. Frame, Focus, and Reflection (view and discuss): students will watch segments from CyberChase that introduce or reinforce fraction concepts.
  2. Short hands-on activity: students will play a game with fractions.
  3. Project: students will explore fractions through rhythmic sequences.


   View Standards     Standard(s): [MA2019] (3) 13 :
13. Demonstrate that a unit fraction represents one part of an area model or length model of a whole that has been equally partitioned; explain that a numerator greater than one indicates the number of unit pieces represented by the fraction.

[MA2019] (3) 14 :
14. Interpret a fraction as a number on the number line; locate or represent fractions on a number line diagram.

a. Represent a unit fraction (1/b) on a number line by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts as specified by the denominator.

b. Represent a fraction (a/b) on a number line by marking off a lengths of size (1/b) from zero.
Subject: Mathematics (3)
Title: Retrieving 2/8 of the Healing Stone
URL: https://aptv.pbslearningmedia.org/resource/vtl07.math.number.fra.retrieve28/retrieving-28-of-the-healing-stone-cyberchase/
Description:

The CyberSquad must make an antidote to a virus that has infected MotherBoard. One of the ingredients in the antidote is 2/8 of a Healing Stone. Matt and Digit locate the stone and notice that it is divided into four sections. Because they need to divide the stone into eight equal pieces, they learn about equivalent fractions.



ALEX Classroom Resources: 2

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