Fraction Vocabulary

• Fraction: A part of a whole. It shows how many parts of a certain size there are.
• Numerator: The top number in a fraction. It tells you how many parts you have.
• Denominator: The bottom number in a fraction. It tells you how many equal parts the whole is divided into.
• Unit Fraction: A fraction where the numerator is 1 (e.g., 1/2, 1/3, 1/4). It represents one part of a whole.
• Number Line: A line where numbers are placed in order.
• Whole: All of the parts put together, or one entire object or group.

Fraction Sentence Stems

• "The fraction ______ represents ______ equal parts out of ______ total equal parts."
• "The numerator ______ tells me that I have ______ part(s)."
• "The denominator ______ tells me that the whole is divided into ______ equal parts."
• "I can locate ______ on the number line by dividing the whole into ______ equal parts and marking ______ of those parts from zero."
• "This fraction is a unit fraction because its numerator is ______."

Unit Fractions: Quarters & Fifths Script

Warm-Up/Review (5 minutes)

Teacher: "Welcome everyone! Let's quickly remember our last lesson. Who can draw a number line from 0 to 1 and show us where 1/3 goes? Remember to explain your thinking, perhaps using one of our Fraction Sentence Stems."

Teacher: "Fantastic review! It sounds like you're all experts at placing 1/2 and 1/3. Today, we're going to keep exploring unit fractions and learn to place a couple more on our number line."

Introduction & Guided Practice (15 minutes)

Teacher: "Let's open our Unit Fractions: Quarters & Fifths Slide Deck. We'll start with 1/4. Looking at the denominator, what does it tell us we need to do to our whole, the space between 0 and 1?"

Teacher: "That's right! We divide it into four equal parts. And where does 1/4 go on that number line?"

Teacher: "Exactly! It's the first mark after zero when the whole is divided into four equal parts. Let's practice drawing this on our Quarters & Fifths Worksheet. Go ahead and draw your number line and place 1/4."

(Pause for students to draw and place.)

Teacher: "Now let's think about 1/5. What does the denominator tell us for this unit fraction?"

Teacher: "You got it! Five equal parts. And where do we mark 1/5?"

Teacher: "Excellent! The first mark after zero when we have five equal parts. Let's do the first 1/5 problem on our worksheet together. Remember to make your parts as equal as possible."

Independent Practice & Check for Understanding (8 minutes)

Teacher: "Now, for the next few minutes, I'd like you to work independently on the remaining problems on your Quarters & Fifths Worksheet. I'll be walking around to see your progress and offer help if you need it. Remember our sentence stems if you get stuck on how to explain your placement!"

Cool Down (2 minutes)

Teacher: "Alright, let's wrap up with our cool down. Please grab your Unit Fractions Cool Down 2 sheet. I want you to draw a number line and represent 1/6, and then explain your reasoning. Think carefully about the denominator!"

Quarters & Fifths on a Number Line

Directions: For each problem, draw a number line from 0 to 1. Then, partition the number line into the correct number of equal parts and mark the given unit fraction.

1. Represent 1/4 on the number line.
   
   
   
   
   
   
   
   
   
   
   
   
   

2. Represent 1/5 on the number line.
   
   
   
   
   
   
   
   
   
   
   
   
   

Challenge Question: If you divide a number line into more equal parts, what happens to the size of each part?

Unit Fractions Cool Down 2

Directions: Draw a number line below and represent the unit fraction 1/6.

Explain your reasoning: How did you decide where to place 1/6 on the number line?

Unit Fractions: Halves & Thirds Script

Warm-Up (5 minutes)

Teacher: "Good morning, everyone! Let's start by thinking about what a fraction is. Can anyone tell me, in your own words, what a fraction means?"

Teacher: "Great ideas! Fractions are all around us, like when we share a pizza or measure ingredients for baking. Today, we're going to dive deeper into fractions and learn about a special type called 'unit fractions.' Look at our Fraction Vocabulary sheet. Let's quickly review 'fraction,' 'numerator,' and 'denominator.' What does the numerator tell us? What does the denominator tell us?"

Teacher: "Excellent! Now, let's look at 'unit fraction.' A unit fraction is a fraction where the numerator is always 1. It means we're talking about just one of the equal parts of a whole."

Introduction to Unit Fractions (10 minutes)

Teacher: "Now, let's look at our Unit Fractions: Halves & Thirds Slide Deck. We're going to learn how to put these unit fractions on a number line. Think of a number line like a ruler for numbers. The space between 0 and 1 is our 'whole'."

Teacher: (Display slide 4: 'Putting Unit Fractions on the Line') "When we want to place a unit fraction like 1/2 on a number line, we look at the denominator, which is 2. This tells us to divide the whole, from 0 to 1, into 2 equal parts. Let's draw a number line and do that together. Where would the mark for 1/2 go?"

Teacher: (Guide students to make a mark exactly in the middle) "That's right! The first mark after 0 is where 1/2 goes. We've divided our whole into two equal parts, and we're looking at one of those parts."

Teacher: "Now, what about 1/3? Using our Fraction Sentence Stems, how would we describe 1/3? 'The fraction 1/3 represents ______ equal part out of ______ total equal parts.'"

Teacher: "Exactly! The denominator, 3, tells us to divide the whole into three equal parts. So, on our number line, we'll make two marks to create three equal sections. Where would 1/3 go?"

Teacher: (Guide students to place 1/3) "Fantastic! It's the first mark after 0 when the whole is divided into three equal parts."

Guided Practice (10 minutes)

Teacher: "Let's get some practice with our Halves & Thirds Worksheet. We'll do the first few together. For problem 1, representing 1/2, what's the first thing we do to the number line?"

Teacher: "Right, divide it into two equal parts! And where do we mark 1/2?"

Teacher: "Excellent! Now try problem 2, representing 1/3. Remember our sentence stems to help you explain your thinking."

Independent Practice & Check for Understanding (3 minutes)

Teacher: "Now, I'd like you to complete the rest of the worksheet on your own. I'll be walking around to see how you're doing and offer help if you need it. Remember to divide the number line into equal parts and mark the correct spot for your unit fraction."

Cool Down (2 minutes)

Teacher: "Time for our cool down! Please take out your Unit Fractions Cool Down 1 sheet. I want you to represent 1/4 on a number line and explain your reasoning. This will show me what you've learned today!"

Halves & Thirds on a Number Line

Directions: For each problem, draw a number line from 0 to 1. Then, partition the number line into the correct number of equal parts and mark the given unit fraction.

1. Represent 1/2 on the number line.
   
   
   
   
   
   
   
   
   
   
   
   
   

2. Represent 1/3 on the number line.
   
   
   
   
   
   
   
   
   
   
   
   
   

Challenge Question: Explain in your own words how you know where to place 1/2 on a number line.

Unit Fractions Cool Down 1

Directions: Draw a number line below and represent the unit fraction 1/4.

Explain your reasoning: How did you decide where to place 1/4 on the number line?

Non-Unit Fractions: Exploring Thirds & Fourths Script

Warm-Up/Review (5 minutes)

Teacher: "Good morning, team! Let's quickly review from last time. Who can draw a number line from 0 to 1 and place 2/3 on it? Remember to tell us your steps using our Fraction Sentence Stems."

Teacher: "Excellent review! You're all doing a wonderful job with non-unit fractions. Today, we're going to keep practicing and explore a couple of special non-unit fractions on our number line. We'll also see if we can find some interesting connections!"

Introduction & Guided Practice (15 minutes)

Teacher: "Let's open our Non-Unit Fractions: Exploring Thirds & Fourths Slide Deck. We're going to start with 2/4. What does the denominator tell us to do first?"

Teacher: "Right! Divide the whole into four equal parts. And then, what does the numerator tell us to do?"

Teacher: "Exactly, count two of those parts from zero! Let's draw that on the board. (Draw number line and mark 2/4). Now, what do you notice about where 2/4 lands on the number line? Does it look familiar to another fraction we know?"

Teacher: "Great observation! It lands right at the same spot as 1/2! That's a super important connection we'll explore more later. For now, let's try problem 1 on our Exploring Thirds & Fourths Worksheet and place 2/4."

(Pause for students to draw and place.)

Teacher: "Now let's look at 3/3. What does the denominator tell us?"

Teacher: "Three equal parts! And the numerator?"

Teacher: "Count three of those parts! Where does 3/3 land on our number line?"

Teacher: "Amazing! It lands right on the 1! That's because 3/3 is another way to say one whole. Let's practice placing 3/3 on our worksheet now."

Independent Practice & Check for Understanding (8 minutes)

Teacher: "For the next few minutes, please work independently on the rest of your Exploring Thirds & Fourths Worksheet. Remember to first divide the whole, then count the parts. And see if you notice any other interesting connections!"

Cool Down (2 minutes)

Teacher: "Time for our cool down! Please get your Non-Unit Fractions Cool Down 2 sheet. I want you to represent 3/6 on a number line and explain your reasoning. Think about what we discussed today about where some fractions land!"

Exploring Thirds & Fourths on a Number Line

Directions: For each problem, draw a number line from 0 to 1. Then, partition the number line into the correct number of equal parts and mark the given non-unit fraction.

1. Represent 2/4 on the number line.
   
   
   
   
   
   
   
   
   
   
   
   
   

2. Represent 3/3 on the number line.
   
   
   
   
   
   
   
   
   
   
   
   
   

Challenge Question: Can you think of another fraction that lands at the same spot as 2/4 on the number line? Explain why.

Non-Unit Fractions Cool Down 2

Directions: Draw a number line below and represent the non-unit fraction 3/6.

Explain your reasoning: How did you decide where to place 3/6 on the number line? What do you notice about its placement?

Defining the Fractional Whole Script

Warm-Up (5 minutes)

Teacher: "Good morning, everyone! Let's start by looking at a regular number line. (Draw a number line from 0 to 5 on the board with integer marks.) What do these numbers, 0, 1, 2, 3, 4, 5, represent? What do the spaces between them mean?"

Teacher: "Great answers! We use number lines to put numbers in order. Today, we're going to focus on a very specific part of the number line when we talk about fractions: the 'whole'."

Introduction: The Fractional Whole (10 minutes)

Teacher: "Let's open our Defining the Fractional Whole Slide Deck. (Display slide 2: 'The Fractional Whole: 0 to 1'). When we talk about fractions, like 1/2 or 2/3, we're always talking about parts of one whole. On a number line, that 'one whole' is always the space, or interval, from 0 to 1."

Teacher: "Why do you think it's so important to think about the space between 0 and 1 as our whole when we're placing fractions?"

Teacher: "Exactly! It sets the stage for how we divide our number line. If we want to show 1/2, we divide that specific space (0 to 1) into two equal parts. We don't need to go past the 1, because 1/2 is only part of one whole. (Display slide 3: 'Why is 0 to 1 So Important?'). This helps us truly understand the size of the fraction."

Guided Exploration (10 minutes)

Teacher: "Now, let's take out our Number Line Exploration Worksheet. You'll see different number lines there. Your job is to clearly identify and highlight the 'whole' – that special segment from 0 to 1. For each number line, explain using our Fraction Sentence Stems why that segment is the 'whole'. For example, you might say, 'The whole for this fraction is from 0 to 1 because that is where we divide our parts.'"

(Circulate, provide support, and facilitate discussion.)

Check for Understanding (3 minutes)

Teacher: "Let's pause and check our understanding. Who can tell me, in your own words, why the space between 0 and 1 is so crucial when we're thinking about placing a fraction like 1/2 or 2/3 on a number line?"

Teacher: "Wonderful explanations! You're all doing a great job understanding our 'fractional whole'."

Cool Down (2 minutes)

Teacher: "Alright, for our cool down, please grab your Whole-Defining Cool Down. I want you to draw a number line and clearly mark the 'whole' for representing a fraction. Then, explain why you chose that specific segment as the 'whole'."

Number Line Exploration: Defining the Whole

Directions: For each number line, clearly identify and highlight the 'whole' (the segment from 0 to 1). Then, explain why this segment is important for representing fractions.

1. 0 ----------- 1 ----------- 2
   
   
   
   Explanation:
   
   
   
   
   
   
   

2. 0 ----- 1
   
   
   
   Explanation:
   
   
   
   
   
   
   

3. 0 -------------------- 1
   
   
   
   Explanation:
   
   
   
   
   
   
   

Challenge Question: If you were explaining to a friend why we use the space from 0 to 1 for fractions, what would you tell them?

Whole-Defining Cool Down

Directions: Draw a number line below. Clearly mark the 'whole' (the segment from 0 to 1) for representing a fraction.

Explain your reasoning: Why is the space between 0 and 1 considered the 'whole' when we are working with fractions on a number line?

Partitioning with Precision Script

Warm-Up/Review (5 minutes)

Teacher: "Good morning, everyone! Let's start with a quick review. Looking at our Fraction Vocabulary, who can tell me what the 'denominator' means?"

Teacher: "Excellent! The denominator is super important because it tells us exactly how many equal parts our whole is divided into. Today, we're going to become experts at making those parts perfectly equal on our number lines."

Introduction: The Art of Equal Parts (10 minutes)

Teacher: "Let's open our Partitioning with Precision Slide Deck. (Display slide 2: 'Making Parts Perfectly Equal!'). When we divide the space between 0 and 1, it's really important that all the parts are exactly the same size. Think about sharing a chocolate bar – no one wants a smaller piece, right?"

Teacher: "It takes practice to make truly equal parts. One strategy is to estimate where the marks should go and then adjust. For example, if we're dividing into 2 equal parts (display slide 3: 'Dividing into 2 Equal Parts'), we only need one mark right in the middle. (Demonstrate on whiteboard). This mark creates two equal sections."

Teacher: "Now, for 3 equal parts (display slide 4: 'Dividing into 3 Equal Parts'), we need two marks. It's a bit trickier to make them even. I try to make them roughly the same size. (Demonstrate on whiteboard)."

Teacher: "For 4 equal parts (display slide 5: 'Dividing into 4 Equal Parts'), a trick is to find the middle first, which gives us 1/2. Then, we can find the middle of each half. This gives us 1/4, 2/4 (which is 1/2), and 3/4. (Demonstrate on whiteboard). Notice how many marks I made for 4 equal parts? Three marks!"

Guided Practice: Precision in Action (10 minutes)

Teacher: "Now it's your turn to practice on your Equal Parts Practice Worksheet. We'll work through the first few together. For the first number line, you need to partition it into 2 equal parts. How many marks will you make?"

Teacher: "Yes, one mark in the middle! Go ahead and do that. (Circulate and provide feedback). Now, for the next one, partition it into 3 equal parts. Remember to aim for equal spaces. Use our Fraction Sentence Stems to describe what you're doing, like 'I divided the whole into ______ equal parts because the denominator is ______.'"

(Continue with 4 and 5 equal parts, providing guided support.)

Check for Understanding (3 minutes)

Teacher: "Alright, for the next minute or two, try to partition one of the remaining number lines on your own. I'm looking to see how you make your marks to ensure the parts are as equal as possible. How do you know your parts are 'equal'?"

Cool Down (2 minutes)

Teacher: "Excellent work today on partitioning! For our cool down, please grab your Precision Partitioning Cool Down sheet. I want you to partition a number line into 5 equal parts and explain the strategy you used to try and make them equal."

Equal Parts Practice on a Number Line

Directions: For each problem, draw a number line from 0 to 1. Then, partition the number line into the given number of equal parts. Try to make your parts as equal as possible!

1. Divide the number line into 2 equal parts.
   
   
   
   
   
   
   
   
   
   
   
   
   

2. Divide the number line into 3 equal parts.
   
   
   
   
   
   
   
   
   
   
   
   
   

3. Divide the number line into 4 equal parts.
   
   
   
   
   
   
   
   
   
   
   
   
   

4. Divide the number line into 5 equal parts.
   
   
   
   
   
   
   
   
   
   
   
   
   

Challenge Question: Why is it important for the parts on a number line to be equal when representing fractions?

Precision Partitioning Cool Down

Directions: Draw a number line below. Partition the number line into 5 equal parts.

Explain your strategy: How did you try to make your 5 parts equal?

Unit Fraction Explorers Script

Warm-Up/Review (5 minutes)

Teacher: "Good morning, fraction explorers! Let's start with a quick warm-up. (Draw a circle divided into 4 equal parts, shade one part on the board). What fraction does the shaded part represent? And how do you know?"

Teacher: "Fantastic! You're all experts at identifying fractions. Today, we're going to talk more about those special fractions with a '1' on top, called 'unit fractions,' and what they really mean."

Introduction: The 1/b Concept (10 minutes)

Teacher: "Let's open our Unit Fraction Explorers Slide Deck. (Display slide 2: 'Unit Fractions: Always 1 on Top!'). Remember, a unit fraction always has a '1' as its numerator. It means we're talking about just one single, equal piece of a whole. The 'b' in 1/b is our denominator, and it tells us how many equal pieces the whole is divided into."

Teacher: "Now, here's an important idea: each of those 'b' parts actually has a size of 1/b. (Display slide 3: 'The Size of Each Part is 1/b'). Imagine you have a delicious apple pie, and you cut it into 4 equal slices. Each individual slice has a size of 1/4 of the whole pie. It's not just a 'piece'; it's a '1/4 piece'."

Teacher: "So, if you have 1/5 of a pizza, what does the '5' (our 'b') tell you about the pizza and the size of your slice?"

Teacher: "Exactly! It means the pizza was divided into 5 equal parts, and your slice has a size of 1/5. That 'b' gives us the name and the size of each equal part!"

Guided Exploration: Manipulatives & Discussion (10 minutes)

Teacher: "Let's take out our What is 1/b? Worksheet. We'll draw some models and practice describing these unit fractions. For the first one, let's think about 1/2. Using our Fraction Sentence Stems, how would you complete this: 'The unit fraction 1/2 represents one equal part out of ______ total equal parts. Each part has a size of 1/______.'"

Teacher: "Perfect! The denominator is 2, so it's 2 total parts, and each part has a size of 1/2. Let's draw a model for 1/2 on our worksheet. (Guide students in drawing). Now let's do the same for 1/3 and 1/4. Remember, the 'b' always tells you the total number of parts and the size of each individual part."

(Circulate and provide support as students draw and label.)

Check for Understanding (3 minutes)

Teacher: "Let's pause. In your own words, what does the 'b' in 1/b tell us about a unit fraction? Why is that important?"

Teacher: "Wonderful! You're really thinking about the meaning behind the numbers."

Cool Down (2 minutes)

Teacher: "Time for our cool down! Please grab your 1/b Concept Cool Down sheet. I want you to define what a unit fraction 1/b means and then provide an example, explaining what the '1' and the 'b' represent in your example."

What is 1/b? Exploring Unit Fractions

Directions: For each unit fraction, draw a model (circle or rectangle) and shade one part. Then, complete the sentences to explain what the '1' and the 'b' represent.

1. Unit Fraction: 1/2
   Draw your model here:
   
   
   
   
   
   
   
   
   
   
   
   
   
   The unit fraction 1/2 represents ______ equal part out of ______ total equal parts. Each part has a size of ______.
   
   
   
   
   

2. Unit Fraction: 1/3
   Draw your model here:
   
   
   
   
   
   
   
   
   
   
   
   
   
   The unit fraction 1/3 represents ______ equal part out of ______ total equal parts. Each part has a size of ______.
   
   
   
   
   

3. Unit Fraction: 1/4
   Draw your model here:
   
   
   
   
   
   
   
   
   
   
   
   
   
   The unit fraction 1/4 represents ______ equal part out of ______ total equal parts. Each part has a size of ______.
   
   
   
   
   

Challenge Question: If you know the unit fraction is 1/8, what does that tell you about the whole object and the size of one piece?

1/b Concept Cool Down

Directions: In your own words, define what a unit fraction 1/b means.

Provide an example: Give a unit fraction and explain what the '1' and the 'b' represent in your example.

Unit Fractions: Comparing Sizes Script

Warm-Up/Review (5 minutes)

Teacher: "Good morning, everyone! Let's get our brains warmed up. Who can draw a number line from 0 to 1 and show us where 1/4 goes? Remember to explain how you divided your whole and why you placed it there."

Teacher: "Excellent job! Today, we're going to use our number lines to do something new: compare unit fractions! We'll figure out which unit fraction is bigger or smaller, just by looking at our number line."

Introduction: What's Bigger? (10 minutes)

Teacher: "Let's open our Unit Fractions: Comparing Sizes Slide Deck. (Display slide 2: '1/2 vs. 1/4: Who Wins?'). On the board, I'm going to draw two number lines, one showing 1/2 and another showing 1/4. (Draw them clearly, emphasizing the equal parts and the mark for the fraction). Now, looking at these two number lines, which fraction seems 'bigger'? Which one takes up more space from zero?"

Teacher: "Most of you said 1/2, and you're right! Even though 4 is a bigger number than 2, the fraction 1/4 is actually smaller than 1/2. Why do you think that is?"

Teacher: "Fantastic thinking! (Display slide 3: 'The Denominator Rule!'). This leads us to an important rule: When the numerator is the same (like '1' in all unit fractions), the bigger the denominator, the smaller the piece! Think about it: If you divide a cookie into 2 pieces (halves), those pieces are bigger than if you divide the same cookie into 8 pieces (eighths). The more pieces you divide the whole into, the smaller each piece becomes."

Teacher: "So, knowing this rule, would you rather have 1/3 of a cake or 1/6 of a cake? Why?"

Guided Practice: Visual Comparison (10 minutes)

Teacher: "Let's take out our Comparing Unit Fractions Worksheet. We'll work through the first few comparisons together. For problem 1, compare 1/3 and 1/5. First, draw a number line for each fraction, marking their positions. Then, tell me which is greater and why, using our Fraction Sentence Stems. You might say, '1/3 is greater than 1/5 because...'

(Guide students through drawing and comparing, reinforcing the denominator rule.)

Check for Understanding (3 minutes)

Teacher: "Now, try problem 3 on your own: Compare 1/6 and 1/2. Draw your number lines and explain your reasoning. I'll be looking to see if you remember our denominator rule!"

Cool Down (2 minutes)

Teacher: "Time for our cool down! Please grab your Unit Fraction Comparison Cool Down sheet. You'll compare 1/8 and 1/3, explain which is greater, and use a number line to help you show your answer!"

Comparing Unit Fractions on a Number Line

Directions: For each pair of unit fractions, draw a separate number line (from 0 to 1) for each fraction. Mark the position of each fraction. Then, use <, >, or = to compare them and explain your reasoning.

1. Compare 1/3 and 1/5.
   
   
   
   
   
   
   
   
   
   
   
   
   
   1/3 ______ 1/5
   
   
   
   Explanation:
   
   
   
   
   
   
   

2. Compare 1/2 and 1/6.
   
   
   
   
   
   
   
   
   
   
   
   
   
   1/2 ______ 1/6
   
   
   
   Explanation:
   
   
   
   
   
   
   

3. Compare 1/8 and 1/4.
   
   
   
   
   
   
   
   
   
   
   
   
   
   1/8 ______ 1/4
   
   
   
   Explanation:
   
   
   
   
   
   
   

Challenge Question: If you have 1/10 of a candy bar and your friend has 1/2 of the same candy bar, who has more? Explain using the denominator rule.

Unit Fraction Comparison Cool Down

Directions: Compare the unit fractions 1/8 and 1/3. Which one is greater? Draw number lines to support your answer.

1/8 ______ 1/3

Explain your reasoning: How did your number lines help you compare these fractions? What did the denominators tell you?

Non-Unit Fractions: Two-Thirds & Three-Fourths Script

Warm-Up/Review (5 minutes)

Teacher: "Welcome back! Let's quickly review what we learned about unit fractions. Can someone draw a number line and show us where 1/3 would go? And explain your steps using our Fraction Sentence Stems."

Teacher: "Great job remembering how to place unit fractions! Today, we're going to build on that and learn about fractions where the numerator is not 1. We call these 'non-unit fractions.' Let's quickly glance at our Fraction Vocabulary again and make sure we remember our terms like numerator and denominator."

Introduction to Non-Unit Fractions (10 minutes)

Teacher: "Take a look at our Non-Unit Fractions: Two-Thirds & Three-Fourths Slide Deck. We already know that a unit fraction is like one slice of a pizza. A non-unit fraction is when we have more than one of those slices."

Teacher: (Display slide 3: 'Placing Non-Unit Fractions on the Line') "Let's think about 2/3. The denominator, 3, tells us to divide our whole number line from 0 to 1 into three equal parts, just like with 1/3. But now, the numerator is 2. What do you think that means?"

Teacher: "Excellent! It means we count two of those equal parts from zero. So, if 1/3 is the first mark, where would 2/3 be?"

Teacher: (Guide students to mark 2/3) "You got it! It's two jumps of 1/3 from zero. Let's try 3/4. First, how many equal parts do we divide the whole into?"

Teacher: "Right, four equal parts! And then, how many parts do we count to find 3/4?"

Teacher: (Guide students to mark 3/4) "Fantastic! 3/4 is three lengths of 1/4 from zero."

Guided Practice (10 minutes)

Teacher: "Now let's work on our Two-Thirds & Three-Fourths Worksheet together. For problem 1, representing 2/3, what's our first step?"

Teacher: "And then, what do we do with the numerator?"

Teacher: "Perfect! You're really getting the hang of this. Let's try problem 2, representing 3/4. Talk me through your steps."

Independent Practice & Check for Understanding (3 minutes)

Teacher: "Okay, now it's your turn to work independently on the rest of the worksheet. Remember the two steps: divide the whole into equal parts, and then count the number of parts from zero. I'll be here to help if you have questions."

Cool Down (2 minutes)

Teacher: "For our cool down today, please complete the Non-Unit Fractions Cool Down 1 sheet. You'll represent 2/4 on a number line and explain your thinking. This will help me see how well you understand non-unit fractions on a number line!"

Two-Thirds & Three-Fourths on a Number Line

Directions: For each problem, draw a number line from 0 to 1. Then, partition the number line into the correct number of equal parts and mark the given non-unit fraction.

1. Represent 2/3 on the number line.
   
   
   
   
   
   
   
   
   
   
   
   
   

2. Represent 3/4 on the number line.
   
   
   
   
   
   
   
   
   
   
   
   
   

Challenge Question: How is placing 2/3 on a number line similar to placing 1/3? How is it different?

Non-Unit Fractions Cool Down 1

Directions: Draw a number line below and represent the non-unit fraction 2/4.

Explain your reasoning: How did you decide where to place 2/4 on the number line?