Math Grade 3

Eureka: Module 5 Lesson 11

Education Standards NY-3.NF.2

Understand a fraction on a
number line; represent fractions on
a number line.

a. Represent a fraction 1 (1/b) on a

number line by defining the interval
from 0 to 1 as the whole and
partitioning it into b equal parts.
Recognize that each part has size
1/𝑏 and that the endpoint of the
part starting at 0 locates the
number 1/𝑏 on the number line.

Students will be able to locate

Objectives
fractions from 0 to 1 (in halves,
thirds, fourths, fifths, sixths, and
eighths) on a number line using
number tiles/white boards.

Key Vocabulary/Terminology Number line

Tape diagram
Fractional unit
Unit fraction
Numerator
 Denominator

Assessment (pre) Using an exit ticket from

lesson 9 in Eureka Module 5, I will
assess to see which students have
an understanding of comparison
statements for values of a given
fraction.

(during) During the whole group

lesson on the rug, I will make a list
of students needing support when
labeling the unit fractions on the
tape diagrams.

(post) Exit ticket on Lesson 11 of

Mod. 5

Activity Students will bring personal white

boards and markers to the rug.

Start by asking students for the

definition of fractional units, unit
fractions, and non-unit fractions.
Draw a square split into 4 equal
parts to support prior knowledge.

Q: “What is the fractional unit?”

A: “The square is split into 4 equal

parts, so the fractional unit is
fourths.”

Q: “If I shaded one part, what would

the unit fraction be?”

A: “One fourth.”

Q: “Now, if I shaded 3 more parts,

what would the fraction shaded (or
non-unit fraction) be?”

A: “Three fourths.”

Repeat with sixths if necessary

using the number bond model.

Then, draw a tape diagram to

represent 1 whole split into halves
and have the students do the same.

“Show your boards!” (check)

“Now shade in 1 piece…. Can you

label the fraction shaded?” (check)

Under this, draw a number line. Ask

a student to label 0 and 1.

“How many equal pieces did I split

this whole into? So how many jumps
or ticks on the line should I make to
get to 1?”

Ask a student to label the mark.

Repeat with fourths and sixths,

increasing the non-unit fraction for
each.

Have the students go back to their

 seats and put away
boards/markers. Assign pages
103-106 in Eureka Mod. 5 books.

Go over pages/problems as a class

after 15 minutes and have students
volunteer to show work on
SmartBoard.

Questions to Answer What will be the first number on the

number line?

Why will the first number be 0?

How do I know how many tick marks

will be on the number line?

How will we label the number line

depending on the fractional unit?

It has been a while since we have

Anticipated
worked on the module (spring
Challenges/Accommodations
break, etc.) - students may need
more review than anticipated

There is a consistent group that

comes to the rug for support on
assigned pages
Model one problem for the entire
class, then have them attempt the
problem sheets and move around
the rug as needed.
For students on the rug, use paper
 strips that can be folded to match
problems in the book (halves,
thirds, etc.) and draw a number line
on the strips, with 0 and 1 being the
starting and end points. Label
accordingly.

White boards
Materials
Markers
Eureka books (left on desks
for independent work)
SmartBoard