Previously, students have located fractions on the number line, including locating 1 when given a unit fraction. In the first activity, students reinforce their understanding of the numerator and the denominator of a fraction as they find 1 when given a fraction greater than 1. They use the numerator of the given fraction to identify the size of a unit fraction, and then locate 1. Later, they locate a non-unit fraction given the location of a unit fraction with a different denominator. There students use their knowledge of locating 1 first, and then locate the non-unit fraction from 1.

The second activity in this lesson is optional because it goes beyond the depth of understanding required to address grade 3 standards.

What unfinished learning or misunderstandings do your students have about fractions? How did you leverage those misconceptions in a positive way to further the understanding of the class?