The purpose of this activity is for students to make a line plot and answer questions about the data collected. The numbers that students plot come from spinning a spinner twice and adding the fractions on the spinner. The denominators are chosen so that 8 can be used as a common denominator. Students observe and think about patterns and then discuss them during the Activity Synthesis.

• Ask previously identified students to share their thinking.
• “Did anyone record a 1? What did you spin?” (I got on both spins.)
• “Is there any other way to get 1 as a sum?” (No, I would need to add to, to , and to , and none of those is possible.)
• “What is the greatest number you recorded?” (, )
• “Is it possible to get more than ?” (No, the biggest number is , and two of those is .)
• “Name a fraction that would have made the game more challenging if it were on the number mat. Why would this have made the game more challenging?” (, , or any other fraction with a denominator that is not a factor or a multiple of 8. It would be more challenging because we could not use 8 as a common denominator to easily add the fractions.)

The purpose of this activity is for students to use measurement data to make a line plot, and then to solve problems about the data presented in the line plot (MP2). The line plot is blank, so students will choose which whole numbers to label and which fractions to label in between. They will use their understanding of equivalent fractions (halves, quarters, and eighths) to accurately make the line plot. Jada’s statement about the eggs that weigh  ounces is interesting because it uses two fractions referring to different quantities: is a fraction of the eggs and is their weight in ounces. The focus of the Activity Synthesis is on how students reason about Jada’s statement. As students reason through Jada’s statement, they critique the reasoning of others (MP3).

• Ask previously selected students to share their response to Jada's statement.
• “How did you know how many eggs Jada weighed?” (I could count the measurements or the marks on the graph.)
• “How did you decide if her statement was correct?” (I found of 12 and then counted the number of eggs that weighed ounces. Both were 3, so Jada is correct.)
• If students do not write an equation matching Jada’s response, consider displaying the equations  and . 
• “How do these equations represent Jada’s reasoning?” (Both show that of the 12 egg measurements is 3 eggs. One equation uses multiplication and the other equation uses division.)