2. Module 5 Lesson 19 Understand distance and position on the number line as strategies for comparing fractions.

3. Express Fractions as Whole Numbers Sprint

4. Draw my number line on your boards or in your notebooks. 012 3 Estimate to label 1third on the interval from 0 to 1. Thumbs up when you’re done. Write 3 thirds on your number line. Label the point as a fraction. Cross your arms when you’re done. 3/3

5. Write 6/3 on the number line. Label the point as a fraction. 012 3 3/3 6/3

6. Write 9/3 on the number line. Label the point as a fraction. 012 3 3/3 6/3 9/3

7. Write 4/3 on the number line. Label the point as a fraction. 012 3 3/3 6/3 9/3 4/3

8. Write 7/3 on the number line. Label the point as a fraction. 012 3 3/3 6/3 9/3 4/3 7/3

9. Write 2/3 on the number line. Label the point as a fraction. 012 3 3/3 6/3 9/3 4/3 7/3 2/3

10. Write 8/3 on the number line. Label the point as a fraction. 012 3 3/3 6/3 9/3 4/3 7/3 2/3 8/3

11. Problem of the Day HINT: Line up your papers like this:

12. Draw 2 same-sized rectangles on your boards, and partition both in 4 equal parts. Shade your top rectangle to show 1 fourth, and shade the bottom to show 3 copies of 1 fourth. Thumbs up when you’re done.

13. Compare the models. Which fraction is larger? How do you know?

14. Use your rectangles to measure and draw a number line from 0 to 1. Partition into fourths. Label the wholes and fractions on your number line. 0 or 0/4 1/42/4 3/4 4/4 or 1

15. Think back to our Problem of the Day. What were we trying to find? The length of the page from the edge of each hole? OR were we simply finding the location of each hole?

16. Remember the pepper problem from yesterday? What were we comparing? The length of the peppers or the location of the peppers? Third grade students are growing peppers. The student with the longest pepper wins the Green Thumb award. Jackson’s pepper measured 3 inches long. Drew’s measured 10/4 inches long. Who won the award? Draw a number line to help prove your answer

17. Talk to a partner. What is the same and what is different about the ways we solved these problems?

18. How do the distance and position relate to each other when we compare fractions on the number line? You use the distance from 0 to find the fractions placement. You use the placement to find the distance. So they’re both comparing. The part you focus on just depends on what you’re trying to find out.

20. Problem Set!