# Lesson 8

Fractions and Whole Numbers

### Lesson Purpose

The purpose of this lesson is for students to recognize fractions that are equivalent to whole numbers and, given the location of a unit fraction on the number line, to locate whole numbers.

### Lesson Narrative

In previous lessons, students learned to partition number lines and located and labeled fractions on the number line. Students deepen their understanding of fractions as they consider which fractions are equivalent to whole numbers and relate that understanding to their knowledge of how many halves, thirds, and fourths, are in one whole. They leverage their understanding of how many halves, thirds, and fourths, are in one whole to locate whole numbers, such as 1 and 2, on the number line when given the location of a unit fraction.

- Representation

- MLR1

### Learning Goals

Teacher Facing

- Locate whole numbers on the number line given the location of a unit fraction and express them as fractions.
- Recognize that whole numbers can be written as fractions.

### Student Facing

- Let’s work with fractions and whole numbers on the number line.

### Required Preparation

### CCSS Standards

Addressing

### Lesson Timeline

Warm-up | 10 min |

Activity 1 | 15 min |

Activity 2 | 20 min |

Lesson Synthesis | 10 min |

Cool-down | 5 min |

### Teacher Reflection Questions

Think about times when students were able to make connections to and build on the ideas of their peers during discussions today. What norms or routines allowed students to engage with other students’ ideas?

### Suggested Centers

- Secret Fraction (3), Stage 1: Building Non-Unit Fractions (Addressing)
- Number Line Scoot (2–3), Stage 2: Halves, Thirds and Fourths (Addressing)