1. 3.NF.2
Understand a fraction as a number on the line; represent fractions on a number line diagram.

2. Which is bigger 3 3 or 3 6 ? Explain how you know with a picture.
This opening question will get students thinking about what a numerator and denominator represent.
This also opens the door to talk about fractions that are bigger than one.

3. Use the number line below
I I I I I I I
How big is each section? How do you know?

4. Represent 5 2 on a number line
Can you draw 2 number lines representing with different intervals?

5. Which of these fractions are whole numbers?
3 2
4 2
8 2
5 6
6 6
2,3,5