This lesson is optional because it does not address any new mathematical content standards. This lesson does provide students with an opportunity to apply precursor skills of mathematical modeling (MP4).

In previous lessons, students partitioned number lines, located and labeled fractions on the number line, and interpreted fractions on the number line as lengths from 0 in length-measurement contexts. In this lesson, students apply their understanding and skills with fractions to plan a fun run and describe the locations of stations relative to the starting line. Students first use what they know about fractions on a number line to interpret a map of a 3-mile race course that is linear. Then students plan their own race by interpreting maps of race courses that are not linear and making decisions about what stations to include and where to place them. In the Lesson Synthesis, students reflect on the choices they made and how they used what they know about fractions to plan and describe their race.

As students worked together today, where did you see evidence of the mathematical community established over the course of the school year? How did students use their community norms to navigate any challenges that arose while making sense of and creating their plan for the fun run?