How Can a Third Grader Identify Marks on a Number Line?

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Discussion Overview

The discussion revolves around how a third grader might identify the value represented by marks on a number line, particularly in relation to fractions. It explores the educational context of teaching fractions and the reasoning behind how a child might approach this concept.

Discussion Character

  • Conceptual clarification
  • Debate/contested
  • Homework-related

Main Points Raised

  • One participant suggests that a third grader could find what each mark represents by counting the number of marks between whole numbers, proposing that each mark represents 1/2 in a specific example.
  • Another participant questions the grade level at which fractions, particularly 1/2, are introduced, noting that the Common Core Standards introduce fractions in third grade, which supports the original question's context.
  • Contrarily, a different participant asserts that fractions are typically introduced in fifth grade unless in an advanced third grade class, prompting a request for how a third grader would respond to the question.
  • A later reply references the Common Core Standards in detail, explaining how fractions are taught and suggesting that if these concepts are understood, a third grader could indeed identify marks on a number line.
  • One participant humorously reflects on their own experience as a third grader, implying confusion about the question posed.

Areas of Agreement / Disagreement

Participants express differing views on when fractions are introduced in education, with some supporting the idea that third graders can understand the concept while others question this capability based on grade-level standards. The discussion remains unresolved regarding the appropriate grade for introducing fractions and the implications for understanding number lines.

Contextual Notes

There is a lack of consensus on the grade level at which fractions are introduced, and the discussion includes varying interpretations of educational standards. The assumptions about a third grader's understanding of fractions and number lines are not universally agreed upon.

mathdad
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Third Grade Math QuestionHow can you find what each mark represents on a number line? How does a 3rd grader answer that?

It is hard thinking like a third grader.

Here is my attempt:How can you find what each mark represents on a number line?

By counting the number of marks between each pair of whole numbers.

I drew a number line here. In this number line, there is one mark between each pair of whole numbers. Each mark must shows 1/2.

0--|--1--|--2--|--3--|--4--|-->

Is this an answer that a third grader would give?
 
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In what grade are fractions, and, in particular, 1/2, normally introduced?

Added: the "common core" introduces fractions in the third grade. So, yes, this is a reasonable third grade question.
 
HallsofIvy said:
In what grade are fractions, and, in particular, 1/2, normally introduced?

Added: the "common core" introduces fractions in the third grade. So, yes, this is a reasonable third grade question.

Fractions are normally introduced in 5th grade unless it is an advanced third grade class. How would you answer this question as a third grader?
 
A search reveals that as HallsofIvy stated, fractions are introduced to students in the third grade according to the Common Core Standards, where they are taught (among other things):

1. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

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

a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.​

If those points are taught and grasped by the student, I see no reason why a third grader couldn't understand what each mark on a number line represents. :)
 
RTCNTC said:
Fractions are normally introduced in 5th grade unless it is an advanced third grade class. How would you answer this question as a third grader?
Well, when I was a third grader I would have answered "Uh, what?"
 

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