In previous lessons, students learned to partition number lines, and located and labeled fractions on the number line. Students deepen their understanding of fractions as they consider which fractions are equivalent to whole numbers, and relate that understanding to their knowledge of how many halves, thirds, and fourths are in one whole. They leverage their understanding of how many halves, thirds, and fourths are in one whole to locate whole numbers, such as 1 and 2, on the number line when given the location of a unit fraction.

Think about times when students were able to make connections to and build on the ideas of their peers during discussions today. What norms or routines allowed students to engage with other students’ ideas?