### Comments

1. Awesome! Thanks so much for linking up…and what a GREAT lesson. I can tell that your students did some a-maze-ing thinking! 🙂 Lucky kiddos…

2. This is a GREAT lesson! Next year I am determined to do a better job teaching fractions. I bookmarked this page to remember this activity… and how could I not love something so gloriously purple! What a wonderful example of great teaching.

3. I love the sequence of this lesson and your integration of technology! I just messaged my team and asked our member that’s updating our math scope and sequence to add this link to our fractions unit. Thanks!
~Melissa

4. Loved your fraction number line

5. WOW!!!! that was amazing, I’m going to try that out as soon as we´ve started learning a bit about fractions! thanks sooooooo much for sharing 🙂 🙂

• You are so very welcome! Would love to hear how it turns out!

6. Julia Florea

How did your students figure out where to put the fractions since there were 120 line marks? How did you divide up the adding machine tape?

• The students made marks every 1 inch for a total of 120 inches. We foudn the number 120 as a common denominator. If they were finding halves, they divided 120 by 2 to see they had to make marks every 60 inches — 0, 60, 120. For thirds, they divided by 3 to make marks every 40 inches — 0, 40, 80, 120. Etc.

7. Amy Armstrong

OMG!!! I LOVE this!!!! I can’t wait to do this with my 6th graders!!!