Representing fractional values on a number line is a very abstract concept which is difficult for many third graders. Students in Ms. Kim's and Ms. Gale's class use cuisenaire rods first to define a whole, and then to determine fractional parts of that whole. Cuisenaire rods are ideal for this type of activity because the whole is constantly changing. In the example on the top left, the student has used the blue, brown, dark green and yellow rods to represent the whole. After determining the fractional values of the wholes they have selected, the students then make a fraction number line. Students are encouraged to start with zero, and then to mark the fractional values after each rod (on the lines, not in the spaces). Pictorial models, like the ones shown here, make the concept of the fraction number line more accessible to third graders.

Indicators

1.3.4.1 plot points to represent whole numbers and fractions with denominators of 2,3, and 4 on a number line.

6.3.1.2 represent fractions and mixed numbers using numerals and a variety of models.