NY Next Generation Math NY-3.NF.2

Math3rd GradeDevelop understanding of fractions as numbers.

The Standard

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

New York State Next Generation Mathematics Learning Standards

Teacher's field guide

What Students Need to Do: Students treat a fraction as a location and a distance from zero, rather than only as part of a shape. They divide each whole into equal intervals and use those intervals to locate a given fraction.
What Mastery Looks Like: A student partitions the interval from 0 to 1 into fourths and places 3/4 at the third endpoint after zero. The student can extend the same spacing and locate 5/4 beyond 1.
Common Misconceptions: Students may count tick marks instead of the spaces between them, which shifts every fraction. They may also make unequal intervals or assume every fraction must lie between 0 and 1.
How to Assess It: Give students a number line from 0 to 2 and ask them to mark fourth-unit intervals, plot 5/4, and explain how they found the point.

Lesson moves

Stretch a string from 0 to 2, mark eight equal intervals with clothespins, and place labeled fraction cards at the endpoints.
Ask students to explain why four equal intervals from 0 to 1 create five tick marks, including both endpoints.
Play a draw-and-plot game where partners draw a fraction card, partition a number line, and check each other's point.
Mark fractional distances on a paper measuring tape and use it to locate lengths such as 3/4 meter and 5/4 meters.

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