Beyond One Walk
Extend unit fractions past one on a number line.
Preview the complete lesson
Eight core questions and a two-question exit ticket. Print one set per student.
c1. Write the fraction at the marked point.
c2. Write the fraction at the marked point.
c3. Write the fraction at the marked point.
c4. Write the fraction at the marked point.
c5. Write the fraction at the marked point.
c6. Write the fraction at the marked point.
c7. Write the fraction at the marked point.
c8. Write the fraction at the marked point.
e1. Label the marked point beyond one.
e2. What stays the same when you pass one?
Before the lesson
Recognize a whole and count equal parts.
Materials
- Pencil: 1 per student
- Plain paper sheets: 2 per student
- Projector: 1 per class (optional)
Activity
- Make a floor number line from 0 to 2 with four equal steps per unit.
- Walk five fourth-length steps from zero and record the landing point.
- Repeat with thirds and halves; check that each unit stays the same length.
45-minute teaching sequence
Look at the first model or task. What is the whole? What do you notice?
Make a floor number line from 0 to 2 with four equal steps per unit.
Walk five fourth-length steps from zero and record the landing point.
Repeat with thirds and halves; check that each unit stays the same length.
Choose core practice, or use the support prompts before moving to core. Use challenge prompts for explanation and transfer.
Label the marked point beyond one. What stays the same when you pass one?
Watch for this misconception
Changing the denominator after crossing one.
Keep the step size fixed and continue counting those steps.
Teacher answer key. Open responses include a rubric and one valid sample.
c1. Write the fraction at the marked point.
5 parts of size 1/4 represent 5/4.
c2. Write the fraction at the marked point.
6 parts of size 1/4 represent 6/4.
c3. Write the fraction at the marked point.
7 parts of size 1/4 represent 7/4.
c4. Write the fraction at the marked point.
3 parts of size 1/2 represent 3/2.
c5. Write the fraction at the marked point.
4 parts of size 1/3 represent 4/3.
c6. Write the fraction at the marked point.
5 parts of size 1/3 represent 5/3.
c7. Write the fraction at the marked point.
9 parts of size 1/6 represent 9/6.
c8. Write the fraction at the marked point.
10 parts of size 1/8 represent 10/8.
s1. Write the fraction at the marked point.
2 parts of size 1/2 represent 2/2.
s2. Write the fraction at the marked point.
3 parts of size 1/2 represent 3/2.
s3. Write the fraction at the marked point.
4 parts of size 1/4 represent 4/4.
s4. Write the fraction at the marked point.
5 parts of size 1/4 represent 5/4.
h1. Draw 5/4 using two same-sized strips.
Shade one full strip and one of four parts of a second strip.
- Identify the whole and use equal-sized parts where needed.
- Show a correct model or numerical relationship.
- Explain why the model supports your conclusion.
h2. Explain why 7/4 is between one and two.
One is 4/4 and two is 8/4; seven fourths lies between them.
- Identify the whole and use equal-sized parts where needed.
- Show a correct model or numerical relationship.
- Explain why the model supports your conclusion.
h3. Give two fraction names for 1 on your line.
2/2 and 4/4 are both at one.
- Identify the whole and use equal-sized parts where needed.
- Show a correct model or numerical relationship.
- Explain why the model supports your conclusion.
h4. A partner labels the fifth quarter step 1/5. Correct it.
The step size is 1/4, and five steps make 5/4.
- Identify the whole and use equal-sized parts where needed.
- Show a correct model or numerical relationship.
- Explain why the model supports your conclusion.
e1. Label the marked point beyond one.
Five fourths lie one fourth beyond one.
e2. What stays the same when you pass one?
Each unit keeps the same length and the same equal step size.
- Identify the whole and use equal-sized parts where needed.
- Show a correct model or numerical relationship.
- Explain why the model supports your conclusion.
Use the whole and equal-part prompts before moving to independent practice. Some items revisit the core concept with simpler models.
s1. Write the fraction at the marked point.
s2. Write the fraction at the marked point.
s3. Write the fraction at the marked point.
s4. Write the fraction at the marked point.
e1. Label the marked point beyond one.
e2. What stays the same when you pass one?
Explain, transfer, and critique. More than one valid response may satisfy the rubric.
h1. Draw 5/4 using two same-sized strips.
h2. Explain why 7/4 is between one and two.
h3. Give two fraction names for 1 on your line.
h4. A partner labels the fifth quarter step 1/5. Correct it.
e1. Label the marked point beyond one.
e2. What stays the same when you pass one?
Teaching notes & lesson sources
Designed for Grade 3. Extend unit fractions past one on a number line.
Version 1.0.0. Original, AI-assisted lesson content. Free local classroom use; public reuse terms have not yet been assigned.
These lessons have not yet been field-tested in classrooms. Use the exit ticket and student explanations to decide what to revisit.