Exploring Grade 5 Module 3 Lesson 2 Concepts

What is the primary goal of using number lines to teach fractions?

• To prepare for algebra

• To memorize the rules of fractions

• To build number sense and understanding

• To simplify mathematical calculations

Tags

CCSS.3.NF.A.1

CCSS.3.NF.A.2B

How many intervals are created between 0 and 1 if the denominator is 9?

• 7 intervals

• 10 intervals

• 9 intervals

• 8 intervals

Tags

CCSS.3.NF.A.1

CCSS.3.NF.A.2B

How many lines are needed to create five intervals on a number line?

• Four lines

• Five lines

• Three lines

• Six lines

Tags

CCSS.2.MD.B.6

What does the expression 4/9 + 1/9 equal when visualized on a number line?

• 4/9

• 5/9

• 9/9

• 1/9

Tags

CCSS.4.NF.B.3A

What does the operation 2 times 3/5 represent on a number line?

• Adding 3/5 twice

• Dividing 3/5 by 2

• Multiplying 3/5 by 2

• Subtracting 3/5 twice

Tags

CCSS.4.NF.B.4A

CCSS.4.NF.B.4B

How can 6/11 be expressed as the sum of equal fractional parts?

• 11 times 1/6

• 2 times 3/11

• 6 times 1/11

• 3 times 2/11

Tags

CCSS.4.NF.B.4A

CCSS.4.NF.B.4B

What is the sum of 3 xi + 3 xi expressed as a multiplication?

• 3 times 2 xi

• 2 times 3 xi

• 6 times 1 xi

• 1 times 6 xi

Tags

CCSS.6.NS.B.4

How is the fraction 9/4 divided into equal parts?

• 4 parts of 2/4 each

• 2 parts of 4.5/4 each

• 9 parts of 1/4 each

• 3 parts of 3/4 each

Tags

CCSS.5.NF.B.3

What is the equivalent mixed number for 7/5 when represented on a number line?

• 1 and 1/5

• 1 and 2/5

• 1 and 3/5

• 2 and 1/5

Tags

CCSS.3.NF.A.3C

What is the result of 3 times 3/4 on a number line?

• 8/4 or 2

• 6/4 or 1 and 1/2

• 12/4 or 3

• 9/4 or 2 and 1/4

Tags

CCSS.4.NF.B.4A

CCSS.4.NF.B.4B