Year 3/4 Bulletin
Learning area: Fractions
Learning Intention: To explore fractions on a number line.
For our current maths unit, the 3/4 students are exploring fractions. We began by learning that fractions are equal parts of a whole, practiced using mathematical language to describe fractional notation, and identified different parts of fractions including denominators and numerators. After increasing our confidence with the functions and features of fractions, we then moved on to placing fractions on a number line.
Fluency
Fluency at Armadale Primary takes place at the beginning of each session. Students hone a particular skill for 3-4 minutes before the whole class instruction begins. Presently, students are exploring multiplicative thinking and fluency with times tables. These skills directly help students when exploring equivalent fractions.
Whole
To explore locating fractions on a number line, students first viewed a number line on the whiteboard which began at 0 and ended in 1, representing one whole. Students then wrote a fraction on a Post-it note and placed their fraction in its appropriate place on the number line. Once all students positioned their fraction, the class identified those which were correctly located. For those in the incorrect place, we discussed where it belonged, exploring ideas such as measuring equal parts, equivalence and comparison, while referring to our anchor chart.
Anchor chart
Small/Independent Task
Students practiced placing prescribed fractions on number lines, using various strategies including calculating the equal parts in each whole, and counting in halves, thirds, quarters, and tenths.
Complexity was then added with students rolling one or two dice to determine a new denominator. They then divided their number line up into the appropriate number of equal parts, and labelled the number line with all relevant fractions. As an extension task, students again rolled dice to establish their denominator, but this time extended their number line past one.
Small/independent task
Whole
To conclude our lesson, students were given the opportunity to place another fraction on our co-created number line, identifying where it belonged on the continuum.
Continuing the learning at home
- Fraction Walk: Take a walk around your home or neighbourhood and talk about how far you’ve travelled as a fraction of the whole walk. For example, “We’re halfway to the park,” or “We’ve gone 1/4 of the block.”
- Create a Fraction Number Line Together: Using a ruler and a strip of paper, draw a number line from 0 to 1. Choose a denominator (like 2, 4, or 8) and divide the line into equal parts. Label each fraction together, and discuss what each represents. Try extending the line past 1 to show improper fractions too!
- Cooking with Fractions: Involve your child in cooking, especially recipes using cups or spoons (e.g. 1/2 cup, 1/4 teaspoon). Ask them to show where these amounts would go on a number line, or how many 1/4 cups are in 1 cup.
- Dice Roll Challenge: At home, roll one die to generate a denominator. Draw a number line and divide it into that many equal parts. Label each part. For an extra challenge, roll two dice and try to label a number line up to 2.
Allira, Richard, Nellie
Year 3/4 Team
Allira.Zeneli@education.vic.gov.au