Lesson 2

This warm-up prompts students to compare four images. It gives students a reason to use language precisely. It gives the teacher an opportunity to hear how students use terminology and talk about characteristics of the items in comparison to one another. During the synthesis, ask students to explain the meaning of any terminology they use, such as tick marks, labels, unit fractions, whole numbers, and length.

• Groups of 2
• Display the image.
• “Escojan una que sea diferente. Prepárense para compartir por qué es diferente” // “Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
• 1 minute: quiet think time

• “Discutan con su pareja cómo pensaron” // “Discuss your thinking with your partner.”
• 2–3 minutes: partner discussion
• Share and record responses.

• “Encontremos al menos una razón por la que cada una es diferente” // “Let’s find at least one reason why each one doesn’t belong.”

The purpose of this activity is for students to use their fraction reasoning skills to practice locating fractions on a number line. Students should be in groups, but the groups should stay small enough that every member will have a chance to share their ideas. Be sure to space groups so that each has their own area to work in. Students write the fractions on their tape. Students will use the number line they create in the next activity.

As they place the different numbers students think about the meaning of the numerator and denominator in the fractions and how whole numbers can be written as fractions (MP7).

• Each group of 3-4 students needs a roll of tape and a marker.

• Groups of 3–4
• “Hoy van a hacer una recta numérica con su grupo y van a ubicar fracciones en ella. Prepárense para compartir sus métodos con la clase” // “Today you are going to work with your group to create a number line and place fractions on it. Be prepared to share your methods with the class.”
• Give each group a roll of tape and a marker.

• 10–15 minutes: small-group work time
• Monitor for methods that groups use to locate the points, such as:
  • starting with benchmark numbers, such as unit fractions or whole numbers
  • considering whether fractions are larger or smaller than 1
  • considering whether fractions are equivalent to whole numbers
  • comparing fractions with the same numerator or denominator

• Have each group share a method they used or a fraction they placed, based on what you noticed during the activity. Encourage groups to use their number lines when demonstrating their reasoning.
• Consider asking:
  • “¿Algún grupo usó una estrategia similar?” // “Did any groups use a similar strategy?”
  • “¿Algún grupo ubicó esa fracción de otra forma?” // “Did any groups place that fraction in a different way?”
  • “¿Cuáles fracciones fueron más fáciles de ubicar?” // “Which fractions were easier to locate?”
  • “¿Cuáles fracciones fueron más complicadas de ubicar?” // “Which fractions were harder to locate?”
• Keep number lines displayed for the next activity.

• Groups of 3–4
• “Ahora, con su grupo, van a escribir afirmaciones de comparación basándose en su recta numérica” // “Now you are going to work with your group to write comparison statements based on your number line.”

• 8–10 minutes: small-group work time
• Monitor for a variety of student-generated statements of each type to share during the synthesis.

• Have each group share at least one comparison statement they came up with and their reasoning. Be sure to share at least one statement that uses each symbol.