The purpose of this Choral Count is for students to practice counting by and to notice patterns in the count. These understandings help students develop fluency and will be helpful later in this lesson when students will locate fractions on the number line, using their knowledge of unit fractions. Save the recorded count to compare to a count in an upcoming lesson.

• “¿En qué se parece contar de fracción en fracción a contar de número entero en número entero? ¿En qué es diferente?” // “How is counting by fractions the same as counting by whole numbers? How is it different?” (The top of the fraction is just like counting by whole numbers, going up by 1. The bottom of the fraction is different because it doesn’t change.)
• Consider asking:
  • “¿Alguien puede describir el patrón con otras palabras?” // “Who can restate the pattern in different words?”
  • “¿Alguien quiere agregar otra observación sobre por qué ocurre ese patrón aquí?” // “Does anyone want to add an observation on why that pattern is happening here?”
  • “¿Están de acuerdo o en desacuerdo? ¿Por qué?” // “Do you agree or disagree? Why?”
• “Es útil hablar de la parte de arriba de la fracción y de la parte de abajo de la fracción. Tenemos nombres para esas partes. La parte de abajo de una fracción se llama el denominador. Nos dice en cuántas partes iguales está partida la unidad. La parte de arriba de una fracción se llama el numerador. Nos dice cuántas de esas partes iguales están descritas. Busquen lugares en la lección de hoy en los que esa terminología les puede ayudar a explicar su razonamiento” // “This is a place where it’s helpful to talk about the top part of the fraction and the bottom part of the fraction. We have words for those parts. The bottom part of a fraction is called the denominator. It tells how many equal parts into which the whole is partitioned. The top part of a fraction is called the numerator. It tells how many of the equal parts are being described. Look for places in today's lesson where that terminology might help you explain your reasoning.”
• Display the terms “denominador” // “denominator” and “numerador” // “numerator” along with their definitions, and keep them displayed throughout the lesson.

The purpose of this activity is for students to practice identifying fractional intervals along a number line. This is Stage 2 of the center activity, Number Line Scoot. This activity encourages students to count by the number of intervals (the numerator). Students have to land exactly on the last tick mark, which represents 4, to encourage them to move along different number lines. While this activity does not focus on equivalence, it gives students exposure to this idea before they work more formally with it in the next section. In the Activity Synthesis, students relate counting on a number line marked in whole numbers to their number lines marked in fractional intervals.

It may be helpful to play a few rounds with the whole class to be sure students are clear on the rules of the game. Keep the number line gameboards for center use.

The purpose of this activity is for students to locate a variety of fractions on the number line. Students locate on each number line fractions less than 1 and greater than 1, with the same denominator. The Activity Synthesis focuses on counting the number of unit fractions in a fraction to locate it on a number line and on how to determine whether a fraction is less than 1 or greater than 1. As they locate the fractions on the number lines, students strengthen their understanding of the meanings of the numerator and the denominator of a fraction (MP6).

The purpose of this activity is for students to determine how a number line is partitioned and what fraction is marked on it, with only 0, 1, and 2 labeled. Students partition, locate, and mark, but don’t label, a fraction on a number line, and then trade with a partner to determine the fraction their partner has marked. Remind students to mark but not label their partitions and their fraction, so that their partner has only 0, 1, and 2 to use to determine what fraction is on their number line.