First of all...if you have followed me for long, you know I love number lines--especially number lines that think "outside the box"--even number lines can be rote and low level--so we want to watch for that!
The other day I gave my students this one...it had the 0 and the 2 marked--and asked student to identify what number they felt that "dot" was showing. My first step is always to ask them to THINK before they even pick up their pencil. While they think, I remind them to consider what they know and can tell from just looking at it. I really think slowing them down before they start writing can lead to deeper understanding and reduce careless errors. Plus--for those students who ARE slower processors...not having to watch 20 other students get to work feverishly while they sit is SO refreshing and validating for them. After some think time, they were off!
You must all come to consensus about what fraction you will assign your dot. When you are all in agreement (and this took SOME debate in some groups!), you will mark it on the white copy and start explaining your thinking. When you present, I will call on whoever I want so make sure everyone is accountable for the information and explanation.
(or something to that effect)
For this particular problem, we had some debate. About half the groups believed the dot to be at 3/4 while the other groups had a variety of answers. One by one, they presented their solution and defended their logic. Along the way, there were a few "a-ha's"...and a few stubborn souls who stood their ground despite very good arguments from others!
1. Think time
2. Independent time
3. Partner/consensus time
4. Whole group sharing and debating time
Watch how engaged your students will be...and let me know how it goes!
I also have two other number line resources and a bundle of all three...see what you think! I use them ALL year long.
Want to pin this post for later? Here you go! And watch for several more fraction posts coming soon!
Looking for an entire fraction UNIT to get students thinking and talking? Check this one out!
(the number lines are not a part of this resource)