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Join Benny in his school where he is investigating fractions on number lines. He gets some help from his friend Thania, and then shows his stuffed animal how to write 1/3 on the number line. While doing his homework later in the evening, Benny gets stuck on a problem about plotting a fraction on a number line that is greater than one, so he texts Thania to get some help.

Video aligns with the following Common Core Math Standards

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

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.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.

Video aligns with the following Math TEKS standards

Math TEK 2.3B: The student is expected to explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part

Math TEK 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.

Math TEK 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.

Math TEK 3.7A: The student is expected to represent fractions of halves, fourths, and eighths as distances from zero on a number line.