🍎 Enjoy our growing library of math videos at www.numberock.com 🍎 Q. Why do we learn about fractions on a number line? A. When we represent fractions on a number line, we can see in a visual way the size of a given fraction vs. another fraction, allowing us to deepen our understanding of the values that fractions represent. Number lines can also help us see how 1/4 is equal to 2/8, for example, by allowing us to see logical proof of how 2 intervals of 1/8th are the same as 1 interval of 1/4. As students expand their understanding of values beyond whole numbers, they can broaden their relationships to real world concepts of things like money, time and the mechanics of equitable sharing. Number lines as they relate to fractions can can act as an effective model to help students meaningfully understand what is happening in their environment when dealing with those real world concepts. Q. What grade levels does our Fractions on a Number Line Song target? A. 3rd Grade - 4th Grade Q. Where did you guys come from? A. Numberock is a project that I, Mr. Hehn, began as a 5th Grade math teacher of 7 years. It came together after years of experimenting with my lessons trying to figure out the best way to help my students retain the math concepts they were learning. Q. Does Numberock drive real results in the classroom? A. I knew I found the secret sauce when not only were my students retaining the concepts longer, they were singing the songs outside of the classroom during recess and at home with their parents during dinnertime. The songs were so catchy, my students couldn't get the math songs out of their head! During testing, I often found my students humming the melodies in order to jostle their memory of a rule or problem solving process. As we've all experienced, there is something about the power of music that allows us to retain information easier and for longer periods of time. Without getting into the finer details of multi-sensory learning and how it often helps the students who most need the help, the power of a catchy song is hard to deny. Q. I love these math songs. Where can I experience more of what NUMBEROCK has to offer? We have additional teaching resources that are always expanding over at www.numberock.com. For the low price of $4.95/month, premium members gain access to video-aligned activities like worksheets, printable posters/anchor charts, task cards, self-graded assessments, games, and more. Coming Soon: 1. Self-Graded Assessments | These will soon be available for every Common Core and TEKS standard from 2nd-6th Grade so you'll be able to track and monitor student progress while your students complete standards-aligned quizzes that are integrated with the NUMBEROCK video they just watched. 2. Number Notes | Were currently working on creating exercises where students will be able to take notes artistically on printable templates featuring characters from the videos. Research has shown that this will help to integrate their artistic side side of the student's brain with the mathematical side of their brain which helps with long-term memory retention. Our own research has shown us that teacher's who use start using these templates love them! It seems to be a natural fit as we move beyond our unique auditory learning tools into visual learning tools, that when used in concert, cater to the different types of learners that you teach everyday. Hope to see you at numberock.com! This video addresses the following Common Core Standards and TEKS Standards : Aligned with Common Core Standards 3.NF.A.2 | 3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram. 3.NF.A.2a | 3.NF.2a 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. 3.NF.A.2.b | 3.NF.2b 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. Aligned with TEKS Standards:: 3.3A The student is expected to represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines. 3.3B The student is expected to determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line. 3.7A The student is expected to represent fractions of halves, fourths, and eighths as distances from zero on a number line.

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