Session 4 - Describe Fractions and Place Fractions on a Number Line

Directions for Giving the Task:

1. Ask for each student to give a temperature check. You can ask them how confident they are that they can identify fractions and correctly shade fraction parts. Students will show their thumbs depending on how they are feeling.  
2. A thumb down means they do not understand what is going on.  A thumb to the side means the student is starting to get an understanding of the topic.  Lastly, the thumbs up means that the student feels good about the content and can teach it to the class. 
3. If there are a lot of down or sideways thumbs, pause and prompt with a few of these questions:  1) Are you stuck with the picture representation of a fraction? 2) Are you stuck on the number line representation of a fraction?  3) Are you stuck on naming fractions as a number?  As students identify where they are stuck, reiterate an example of each from the toolkit.
4. Look around the room you are in and find an example of a line in the area that you are in. Ask the student(s) to point to various “fraction lengths” on that line.
   1. Example: show the line from the bottom of the door frame to the top of the door frame and ask, “Where would ½ of the door be?”  “Where would ⅔ of the door be?”
   2. Example: show the thickness of a book and ask, “Where would ¼ of the book be?”