• Groups of 2
• Give each student a straightedge.
• “Este diagrama de tiras de fracciones es como el de antes, pero con dos filas nuevas” // “Here is a diagram of fraction strips you saw before, with two new rows added.”
• “¿Cómo podemos mostrar décimos y doceavos en las dos filas? Piensen en silencio por un minuto” // “How can we show tenths and twelfths in the two rows? Think quietly for a minute.”
• 1 minute: quiet think time

• “Trabajen individualmente en las dos primeras preguntas. Después, discutan sus respuestas con su pareja” // “Work on the first two questions on your own. Afterward, discuss your responses with your partner.”
• “Usen una regla cuando dibujen su diagrama” // “Use a straightedge when drawing your diagram.”
• 5–6 minutes: independent work time
• 2–3 minutes: partner discussion
• Monitor for students who found the size of tenths and twelfths as noted in Student Responses. 
• Pause for a brief discussion. Select students who used different strategies to find tenths and twelfths to share.
• After each student shares, ask if others in the class did it the same way or if they have anything to add to the explanation.
• “Miren el diagrama que completaron. ¿Qué pueden decir sobre la relación entre  y ?” // “Look at your completed diagram. What can you say about the relationship between and ?” (There are two s in every . One fifth is twice one tenth. One fifth is the same size as 2 tenths.)
• “¿Qué pueden decir sobre la relación entre  y ?” // “What can you say about the relationship between and ?” (There are two s in every . One sixth is twice one twelfth. One sixth is the same size as 2 twelfths.)
• “Respondan la última pregunta en 2 minutos” // “Take 2 minutes to answer the last question.”
• 2 minutes: independent or group work time

• Groups of 2

MLR5 Co-craft Questions

• “Dejen sus libros cerrados” // “Keep your books closed.”
• Display only the four number lines without revealing the question(s).
• “Escriban una lista de preguntas matemáticas que se podrían hacer sobre estas rectas numéricas” // “Write a list of mathematical questions that could be asked about these number lines.”
• 2 minutes: independent work time
• 2–3 minutes: partner discussion
• Invite several students to share one question with the class. Record responses.
• “¿Qué tienen en común estas preguntas? ¿En qué son diferentes?” // “What do these questions have in common? How are they different?”
• Reveal the task (students open books), and invite additional connections.

• “Completen las primeras dos preguntas en 5 minutos” // “Take 5 minutes to complete the first two questions.” 
• 5 minutes: independent work time
• “En parejas, discutan su trabajo y pónganse de acuerdo en los valores que escribieron en las rectas numéricas. Asegúrense de poder explicar su razonamiento antes de pasar a la última pregunta” // “Discuss your work with a partner. Make sure you and your partner agree on the labels for the number lines and can explain how you know before moving on to the last question.”
• 2 minutes: partner discussion
• Monitor for students who use the tick marks for , , and on the given number lines to locate , , and .