Topicm6f71b5f98370ddb6_1528449000663_0Topic

Fractions on the number line

Levelm6f71b5f98370ddb6_1528449084556_0Level

Second

Core curriculumm6f71b5f98370ddb6_1528449076687_0Core curriculum

Common fractions and decimal fractions. The student:

7) marks common and decimal fractions on the number line and reads common and decimal fractions marked on the number line.

Timingm6f71b5f98370ddb6_1528449068082_0Timing

45 minutes

General objectivem6f71b5f98370ddb6_1528449523725_0General objective

Reading and interpreting data presented in various form and processing it.

Specific objectivesm6f71b5f98370ddb6_1528449552113_0Specific objectives

1. Marking common fractions on the number line.

2. Reading common fractions on the number line.

3. Communicating in English, developing basic mathematical, computer and scientific competences, developing learning skills.

Learning outcomesm6f71b5f98370ddb6_1528450430307_0Learning outcomes

1. Marks common fractions on the number line.

2. Reads common fractions on the number line.

Methodsm6f71b5f98370ddb6_1528449534267_0Methods

1. Map of associations.

2. Situational analysis.

Forms of workm6f71b5f98370ddb6_1528449514617_0Forms of work

1. Individual work.

2. Group work.

Lesson stages

Introductionm6f71b5f98370ddb6_1528450127855_0Introduction

Students work in groups. They get big pieces of paper, with the words ‘number line’ written in the centre. The teacher says that their goal is to make a map of associations about the number line. After finishing the work, they present their ‘maps’. Based on them, they revise information about the number line.

Example of a map students should make:

[Illustration 1]

Procedurem6f71b5f98370ddb6_1528446435040_0Procedure

Task

Students work individually, using computers. Their task is to read the coordinates of points which are natural numbersnatural numbersnatural numbers.

[Geogebra Applet]

Task

Students revise the way in which we describe part of the whole using fractions. They mark given fractions on the stripes of paper prepared by the teacher.

[Illustration 2]

Task

Students write down what fraction has been marked on the strip.

[Illustration 3]

Task

Students divide the unit segmentunit segmentunit segment on the number line into five equal partsequal partsequal parts and mark the fraction 3/5 on it.

[Illustration 4]

Conclusionm6f71b5f98370ddb6_1527752263647_0Conclusion

To read the coordinate of the point, described with a fraction, we need to check into how many parts the unit segments were divided and how many marked parts are between the point and 0.m6f71b5f98370ddb6_1527752263647_0To read the coordinate of the point, described with a fraction, we need to check into how many parts the unit segments were divided and how many marked parts are between the point and 0.

Task

Students draw the number line on a checked piece of paper, with the unit segmentunit segmentunit segment divided into 10 equal partsequal partsequal parts.

Then they mark points corresponding to the following fractions: 1/2,3/10,2/5 .

Task

Students read fractions corresponding to the points marked on the drawing.

[Illustration 5]

An extra task

Task

Students read what fractions correspond to the points marked on the drawing.

[Illustration 6]

Lesson summarym6f71b5f98370ddb6_1528450119332_0Lesson summary

Students do the revision exercises. Then together they sum‑up the classes, by formulating the conclusions to memorise.

- The number line is a line with marked turn, zero pointpointpoint and units.

- The length of one unit segmentunit segmentunit segment is 1.

- To read the coordinate of the pointpointpoint, described with a fraction, we need to check into how many parts the unitunitunit segments were divided and how many marked parts are between the pointpointpoint and 0.

Selected words and expressions used in the lesson plan

equal partsequal partsequal parts

natural numbersnatural numbersnatural numbers

pointpointpoint

unitunitunit

unit segmentunit segmentunit segment