In this number line task students must treat the interval from 0 ...

In this number line task students must treat the interval from 0 to 1 as a whole, partition the whole into the appropriate number of equal sized parts, and then locate the fraction(s).

In this video segment from Cyberchase, the CyberSquad must locate a crystal ...

In this video segment from Cyberchase, the CyberSquad must locate a crystal with the highest fraction of orange color. ***Access to Teacher's Domain content now requires free login to PBS Learning Media.

In this video segment from Cyberchase, Jackie and Inez figure out how ...

In this video segment from Cyberchase, Jackie and Inez figure out how to break an Electro-Root into 2/5, one of the ingredients for the antidote to Motherboardë_í__ virus. ***Access to Teacher's Domain content now requires free login to PBS Learning Media.

In this video segment from Cyberchase, Matt and Digit divide up the ...

In this video segment from Cyberchase, Matt and Digit divide up the healing stone and discover equivalent fractions. ***Access to Teacher's Domain content now requires free login to PBS Learning Media.

In this interactive activity adapted from Anneberg Learner’s Teaching Math Grades 3–5, ...

In this interactive activity adapted from Anneberg Learner’s Teaching Math Grades 3–5, compare fractions on number lines to determine which class of students wins bubble-gum-blowing contests.

This is a task from the Illustrative Mathematics website that is one ...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: The number line below shows two numbers, 0 and $\frac53$. Where is 1 on this number line? http://www.youtube.com/watch?v=wAXRjMUgiu4...

This is a task from the Illustrative Mathematics website that is one ...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: The number line below shows two numbers, 0 and 1. Where is $\frac14$ on this number line? http://www.youtube.com/watch?v=HJ0LDgxVGfU...

In this 35-day Grade 3 module, students extend and deepen second grade ...

In this 35-day Grade 3 module, students extend and deepen second grade practice with "equal shares" to understanding fractions as equal partitions of a whole. Their knowledge becomes more formal as they work with area models and the number line.

Navigate the number line while diving amidst shipwrecks and sunken ruins. Will ...

Navigate the number line while diving amidst shipwrecks and sunken ruins. Will you find a pearl, or an old boot? Watch out for the electric eel! Pearl Diver teaches properties of numbers, how to plot numbers, how to visualize quantity on the number line, how to order numbers, and how to use the number line as a visual model for mathematical operations.

In this interactive activity adapted for grades 3–5 from Annenberg Learner’s Teaching ...

In this interactive activity adapted for grades 3–5 from Annenberg Learner’s Teaching Math Grades 6–8, use virtual Cuisenaire® Rods to represent fractions and to perform operations with fractions.

This is a task from the Illustrative Mathematics website that is one ...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: The number line below shows two numbers, 0 and 1. Where is $\frac74$ on this number line? http://www.youtube.com/watch?v=TEzH_PbHZIw...

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