# Lesson 13

Whole Numbers and Fractions

### Lesson Purpose

The purpose of this lesson is for students to recognize fractions that are equivalent to whole numbers and write whole numbers as fractions.

### Lesson Narrative

In previous lessons, students noticed fractions at the same location as whole numbers on the number line. In this lesson, students develop more fully the idea that whole numbers can be written as fractions and learn to recognize fractions that are equivalent to whole numbers. Students encounter and make sense of fractions with 1 for the denominator.

Students use their knowledge of parts and wholes and the patterns they observed on number lines to express the numbers 1, 2, and 3 as fractions, then extend the patterns they observed to express larger whole numbers as fractions.

- Engagement

- MLR8

### Learning Goals

Teacher Facing

- Express whole numbers as fractions.
- Recognize fractions that are equivalent to whole numbers.

### Student Facing

- Let’s find fractions and whole numbers that are equivalent.

### Required Preparation

### CCSS Standards

Addressing

### Lesson Timeline

Warm-up | 10 min |

Activity 1 | 20 min |

Activity 2 | 15 min |

Lesson Synthesis | 10 min |

Cool-down | 5 min |

### Teacher Reflection Questions

What question do you wish you had asked today? When and why should you have asked it?

### Suggested Centers

- Rolling for Fractions (3–5), Stage 1: Equivalent Fractions (Addressing)
- Number Line Scoot (2–3), Stage 3: Halves, Thirds, Fourths, Sixths and Eighths (Addressing)