Equally partition area, linear and set models
Desktop Fractions
Description Students will estimate and mark fractional amounts using the edge of their desks as a linear measure and the top surface as an area measure. This task is best used after a solid understanding of number line has been established. 

Mathematics This task helps students connect linear models (number lines  which are recommended as an effective early model for building fractions understanding; see Unit A, Walk the Line), to area models (in this case, rectangular). Students locate fractions between 0 and 1 along the edge of their tables, and then extend that same fractional amount to cover an area of the desk top. It is important to think flexibly about different representations of the same fractions  not only equivalent fractions. In this case, also different models representing the same fractional quantity. 

Curriculum Connections Students will:


Instructional sequence
Variation: Leave 0, 1, and
1
2


Highlights of student thinking Students may:

Key questions


Materials Cut sticky notes into narrow strips (approx. 1 cm wide) or use stripstyle sticky notes. Write the following numbers, one per sticky:
