options: Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
problem_activity: Narrative
This optional activity gives students an additional opportunity to practice using number lines to decompose fractions into sums of other fractions and to record the decompositions as equations.
The fractions on the cards (shown here) contain no whole numbers or mixed numbers, but some students may use them to help them find the second addend (and to avoid counting tick marks on the number line). Some may also choose to label each number line with whole numbers beyond 1 to facilitate their reasoning and equation writing.
\(\frac{1}{3} \qquad \frac{2}{3} \qquad \frac{3}{3} \qquad \frac{4}{3} \qquad \frac{5}{3} \qquad \frac{6}{3} \qquad \frac{7}{3} \qquad \frac{8}{3}\)
Required Materials
Materials to Copy
Make Two Jumps
Required Preparation
Create a set of cards from the blackline master for each group of 2.
Launch
Groups of 2
Give each group a set of fraction cards from the blackline master.
Display the four number lines.
“What do you notice? What do you wonder?”
30 seconds: quiet think time
30 seconds: partner discussion
Activity
“Label each point on the number line with a fraction it represents.”
1–2 minutes: independent work time
“You will make two jumps on the number line to go from 0 to the point and write an equation to represent your moves.”
Explain how to use the cards and how to complete the task. Consider demonstrating with an example and allowing students to ask clarifying questions before they begin.
Monitor for students who:
use whole numbers and mixed numbers in their equations and those who don’t
label their number lines with whole numbers beyond 1
Student Facing
Here are four number lines, each with a point on it.
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For each number line, label the point. This is your target. Make two forward jumps to get from 0 to the target.
Pick a card from the set given to you. Use the fraction on it for your first jump. Draw the jump and label it with the fraction.
From there, draw the second jump to reach the target. What fraction do you need to add? Label the jump with the fraction.
Write an equation to represent the sum of your two fractions.
Student Response
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Activity Synthesis
Select previously identified students to share their responses to the first couple of diagrams (or more if time permits). Start with students who used no whole numbers or mixed numbers. Ask them to explain why they chose to write the numbers the way they did.
Consider discussing the merits and challenges (if any) of expressing the fractions as whole or mixed numbers.


correct_option_index: 2