At the request of elementary teachers, a team of Bethel & Sumner educators met as a committee to create Eureka slideshow presentations. These presentations are not meant as a script, nor are they required to be used. Please customize as needed. Thank you to the many educators who contributed to this project!

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Directions for customizing presentations are available on the next slide.

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3rd Grade

Module 5

Lesson 18

Eureka Math

(T) Large-scale number line partitioned into thirds (description below), 4 containers, 4 beanbags (or balled-up pieces of paper), sticky notes

(S) Work from Application Problem

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Materials List

Customize this Slideshow

Reflecting your Teaching Style and Learning Needs of Your Students

• When the Google Slides presentation is opened, it will look like Screen A.
• Click on the “pop-out” button in the upper right hand corner to change the view.
• The view now looks like Screen B.
• Within Google Slides (not Chrome), choose FILE.
• Choose MAKE A COPY and rename your presentation.
• Google Slides will open your renamed presentation.
• It is now editable & housed in MY DRIVE.

Screen B

Icons

Read, Draw, Write

Learning Target

Think Pair Share

Individual

Partner

Whole Class

Small Group Time

Small Group

Personal White Board

Problem Set

Manipulatives Needed

Fluency

Objective: Practice placing various fractions on the number line.

Fluency Practice

Draw Number Bonds of 1 Whole (4 minutes)

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On your personal white board, draw a number bond to partition 1 whole into:

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Halves Thirds Fourths Fifths

Fluency Practice

Place Fractions on the Number Line (4 minutes)

Draw my number line on your personal white board.

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Estimate to mark and label 1 third in the interval 0 to 1.

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Write 3 thirds on your number line. Label the point as a fraction.

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Application Problem

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 inches long. Who won the award?

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Draw a number line to help prove your answer.

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10

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4

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Application Problem

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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 inches long. Who won the award?

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Draw a number line to help prove your answer.

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10

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4

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Concept Development

Look at the number line I’ve created on the floor. Let’s use it to measure and compare.

This number line shows the interval from 0 to 1.

What fractional unit does the number line show?

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Concept Development

Think back to our Application Problem. What in the Application Problem relates to the length of the toss?

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Talk to your partner, how did we use the distance from 0 to show the length of the peppers?

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Let’s do the same thing we did with our big number line on the floor, pretending we measured giant peppers with yards instead of inches.

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Problem Set

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Debrief

Lesson Objective: Practice placing various fractions on the number line.

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-What did you think about first to help you place the fractions?

-Did you label all of the marks on each number line or just the fractions in the list? Why?

-What was the first fraction that you placed on each number line? Why did you start with that one?

-What advice would you give an absent classmate about completing this Problem Set?

-What is the most important thing to remember when placing fractions on the number line?

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Exit Ticket

(3 minutes)