Objective:

Given number lines with the range of 0 to 1,

the student will be able to accurately draw
and label tick marks to represent fractions of
halves, fourths, and eighths as distances from
zero on the number line getting 9 out of 10
questions correct.
Student Centered Objective:
By the end of today, you will be able to
represent fraction of halves, fourths, and
eights on a number line!
Purpose:
It is important to know how to represent
fractions and how to compare the sizes of
different fractions, because you will need to
use this knowledge in order to work with
fractions in everyday life activities like
cooking, measuring materials, splitting up
food for a group of people, managing your
money, and more!
Manipulatives Used:

duct tape for number line, square cardboard

cut-out for pointer, sticky notes to write
numbers

Concrete:
Problem: Represent the fraction on the number
line.
Sequence of Instruction:
State the purpose and student centered
objective
Explain that our number line ranges from the
numbers 0 to 1 and has tick marks in between
where we will write our fractions
Talk about a fraction being equal parts of a
whole and show how the length from 0 to 1 is
split up into equal parts to show our fraction
Emphasize that the spaces, not the tick marks,
show the equal parts of the fraction and then
count the number of spaces you have between
0 and 1 (4)
Explain that the total number of equal spaces
is our denominator (4) and the number of
spaces we need for our problem is our
numerator (3)
Use pointer to show how you will jump from
tick mark to tick mark to count the space in
between

 Count up three equal spaces to find the

fraction (3 equal spaces out of 4 total equal
spaces)
Label tick marks as you move from space to
space
Higher Level Question: How could we represent this
same fraction using a cake?

Materials Needed:
paper and pencil
Academic Vocabulary:
Fraction: part of a whole
Numerator: the number of equal parts in the
fraction that we want/have that is written on
the top of a fraction
Denominator: the number of total equal parts
in a fraction that is written on the bottom of
the fraction

Representational:
Problem: Represent the fraction on the number
line.
Sequence of Instruction:
Tie this stage back to the concrete stage and
how we counted spaces on a number line to
find our fraction
Explain how the fraction we are representing
(1/2) has a denominator of 2, so the fraction
will have 2 equal parts
Split up the area on the number line between 0
and 1 into two equal parts with a tick mark
Count each space by drawing a jump from tick
mark to tick mark while labeling 0/2, , and
2/2 on the number line
Explain how 0/2 is equal to 0 and 2/2 is equal
to 1
Draw a huge umbrella over the space on the
number line from 0 to and explain how that
whole space represents
Draw a model representation to represent in
another way
Higher Level Question: If we were building a desk
and needed to cut a board in to halves, how would
we do that? What tools would we need?

Prerequisite Skills:
Need to know that a fraction is split up
into equal parts
Need to know that the denominator is the
total number of equal parts and the
numerator is the number of equal parts
you want/have
Need to be familiar with the benchmark
fractions
Need to be familiar with number lines and
know how to partition the line into equal
spaces using tick marks

Abstract Stage:
Problem: Represent the fraction 3/8 on the number
line.
Sequence of Instruction:
Tie this stage back to the representational
stage by noting that we are still using the
representation of the number line and counting
up the number of equal spaces on the line to
find our fraction
Show them a number line ranging from the
numbers 0 to 1 that is cut up into fourths
Note that the number line is cut up into 4 equal
spaces and that we need 8 equal spaces,
because 3/8 has a denominator of 8
Ask them what they think we need to do in
order to make eighths
Split up the number line into eighths and begin
counting and labeling the spaces by making
jumps from tick mark to tick mark like we did in
the previous stages
Find 3/8 and make an umbrella over the space
from 0 to 3/8 to show that the entire space
represents the fraction

Higher Level Question: How could we change this

number line to represent eighths? Why would we
do this?