3.NF.2 Understand a fraction as a number on the line; represent fractions on a number line diagram.

Which is bigger 3 3 or 3 6 ? Explain how you know with a picture. This opening question will get students thinking about what a numerator and denominator represent. This also opens the door to talk about fractions that are bigger than one.

Use the number line below I I I I I I I 0 1 How big is each section? How do you know?

Represent 5 2 on a number line Can you draw 2 number lines representing 7 2 with different intervals?

Which of these fractions are whole numbers? 3 2 4 2 8 2 5 6 6 6 2,3,5