In previous lessons, students made sense of number lines partitioned into fractions. While this lesson focuses on partitioning and locating unit fractions within the interval from 0 to 1, the number lines in this lesson vary in length. This allows students to consider common misconceptions about partitioning the number line into fractional parts, such as partitioning the entire number line rather than each unit interval, such as from 0 to 1, 1 to 2, and so on, and counting tick marks rather than parts of the interval.

As students partition number lines in the rest of this unit, the most important things are that they are accurate in relatively locating fractions on the number line and that they understand the partitions should be equally spaced (MP6). It is not necessary that they locate fractions exactly or be overly concerned with making sure partitions are exactly the same size.

How did you see or hear students leverage their prior experiences with fractions to place fractions on the number line?