Fractions on a Number Line Math Center Math Tiles

Rated 4.92 out of 5, based on 191 reviews

4.9 (191 ratings)

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Teacher Thrive

51.9k Followers

Grade Levels

3rd - 5th, Homeschool

Subjects

Fractions, Measurement, Problem Solving

Resource Type

Task Cards, Centers

Standards

CCSS3.NF.A.1

CCSS3.NF.A.2

CCSS3.NF.A.3

CCSS4.NF.A.1

CCSS4.NF.A.2

Formats Included

PDF
Google Apps™

Pages

35 pages

$8.99

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$8.99

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Includes Google Apps™

The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).

What educators are saying

I’ve used these tile tasks in small group, whole group and as a center. The students like the tiles and the activity is a great way to mix it up.

— Kelly F.

Rated 5 out of 5

This is a great test review with added rigor. It also is a great "finished early but need a challenge" file.

— Brittney G.

Rated 5 out of 5

Description

Standards

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Reviews

¹⁹¹

Q&A

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Description

Time to Tile: Fractions on a Number Line is a hands-on activity that takes students’ thinking beyond procedures and rote memorization. This engaging resource activates critical thinking and problem-solving skills, all while building a true understanding of the fractions. Students must place 10 number tiles (0-9) on the Time to Tile slide (Google Slides) in order to correctly label various fractions on a number line.

This resource is now provided in printable and digital formats (Google Slides).

This resource includes:

•30 different Time to Tile slides

•An “Answer Recording Sheet,” where students can record their answers so they can be corrected later. This allows the resource to be used as a perfect independent or center activity.

•Answer keys

✏️For more math tile activities, click here.

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Please read: This is a nonrefundable digital download. Please read the description carefully and examine the preview file before purchasing.

© Copyright 2018 M. Tallman. All rights reserved. Permission is granted to copy pages specifically designed for student or teacher use by the original purchaser or licensee. This is intended to be used by one teacher unless additional licenses have been purchased. The reproduction of any other part of this product is strictly prohibited. Copying any part of this product and placing it on the Internet in any form (even a personal/classroom website) is strictly forbidden. Doing so makes it possible for an Internet search to make the document available on the Internet, free of charge, and is a violation of the Digital Millennium Copyright Act (DMCA).

Total Pages

35 pages

Answer Key

Included

Teaching Duration

1 month

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Standards

to see state-specific standards (only available in the US).

CCSS3.NF.A.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.

CCSS3.NF.A.2

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

CCSS3.NF.A.3

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

CCSS4.NF.A.1

Explain why a fraction 𝘢/𝘣 is equivalent to a fraction (𝘯 × 𝘢)/(𝘯 × 𝘣) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

CCSS4.NF.A.2

Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

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