Today, I had the chance to plan and teach with a 5th grade teacher and it was awesome! Last week, this class had just finished a bunch of 100s grid shading in thinking about fraction/percent equivalencies, so we picked up planning the lesson in Investigations with the fraction/percent equivalent strips. Instead of the 10-minute math activity, we thought it would be really interesting to do the clothesline number line to kick off the class period.

We chose fractions (and one percent I will talk about later) based on the fractions the students had been working with on the grids. We chose fractions based on different comparison strategies that could arise such as:

- Partitioning sections of the line
- Distance to benchmarks
- Equivalent Fractions
- Common Denominator
- Greater than, Less than or equal to a whole or 1/2

We settled upon the following cards:

**1/4**, **3/4**, **4/4**, **1/3**, **4/3**, **5/10**, **2/5**, **100%**, **3/8**, **1 5/8**, **1 7/8**, **4/5**, **11/6**, **1 6/10**, **1/10**, **9/8**, **12/8**, **2**

To start, I put the 0 toward the left of the line (when you are looking at it) and we practiced with a few whole numbers. One student volunteered to be first and I handed her a card with the number 7. As she walked up, looked around, walked up and down the line, looked at me like I was playing some type of trick on her, we immediately had the conversation about how knowing the highest numbered card would be super helpful. She settled on putting it toward the far right side and had a seat. I gave another student the 10 card. He put that at the far right and adjusted the 7 to be “about 2 cards away” from the 10, leaving a really long distance from 0-7 for them to think about. We had some students disagree so we talked about distance and adjusted the cards to be more reflective of distance. Since the conversation of half of the distance to 10 came up, I handed another student the 5 card and he placed it right in the middle. The discussion went back to the 7 and they decided that since 7.5 would be halfway between 5 and 10 that 7 had to be a little bit less than the halfway of 5 and 10.

Then, we moved into the fraction cards. We gave each pair of student two cards. In hindsight, for times sake, I would probably only do one card per pair. I gave them one minute to talk about everything they knew about the fractions they had and then we started. I asked for volunteers who thought their card would help us get started and called on a boy with the 1 7/8 card. He went up and stood all of the way to the right and said he couldn’t put his on. I asked why and he said that since the cards were all fractions the line could only go to 1 so his is more than one and can’t go on here. I asked if anyone in the class had a card that may help us out and a student with the 2 card raised her hand. She placed her card all of the way to the right, said “maybe it goes to two” and the other student placed it just to the left of it because, “it is only 1/8 from 2.” Awesome!

We went along with the rest of the cards and so many amazing conversations, agreements and disagreements happened along the way. There are a few things that stand out in my mind as some great reflections on the activity:

- A student had placed 5/10 halfway between 0 and 1. The next student placed 2/5 just to the left of the 5/10 because, “I know 2 and a half fifths is a half so that means that 2/5 has to be less than 5/10. It is a half of a fifth away.” The NEXT student volunteered and placed 3/8 overlapping just the edge of the 2/5 card on the left. I was expecting percentages to come out, since that was their most recent work with those fractions, however the student said they knew 3/8 was an 1/8 from a half and 2/5 was a 1/10 from a half and an 1/8 and 1/10 are close but an 1/8 is just a little bit further away. Awesome and definitely not what I expected!
- I wish I had not put the zero so far to the left. Looking back I am wondering if that instills misunderstandings when they begin their work with negative numbers on a number line similar to the original misconception that launched the activity with the 1 7/8.
- Oh, the 100% card….complete mistake on my part, although it may have been a great mistake to have! In the first class, the student with the 100% card came up and said, “I have 100% and that is 100/100 which is 1” and put it in the appropriate place on the line. Just as she did that, I started thinking how I never really thought about the distinct difference between percent in relation to area (like the grids they had been shading) and 100% when dealing with distance on a number line. No one seemed to notice and since I didn’t know exactly what to ask at that point because I was processing my own thoughts, I waited until another student placed 4/4 on top of it and erased it from my immediate view!
- I stayed for the next class and this time I was prepared for that card and now really looking around to see what students’ reactions were when it was placed. As soon as the student placed it at the 1 location, I heard some side whispers at the tables. I paused and asked what the problem was and they said, “100% is the whole thing.” The next student who volunteered had the 2 card, picked up the 100% card on the way to the right side and put the 2 down and the 100% on top. Lovely and just what I was thinking.

I have never had students reflect on the difference of talking about percentages with distance versus area because I had never thought about it! It definitely feels like an interesting convo to have and a great mistake that I am glad I made!!

I will be back in another 5th grade class tomorrow and will see what happens…it could make for a great journal writing!

-Kristin

Pingback: How Planning Mistakes Can Lead To Great Student Thinking…. | Math Minds

Pingback: Making Sense of Decimals in 5th Grade, Pt.2 – The K-6 Instructional Coach