The lesson explicitly teaches unit fractions and states that students should "understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts." Students use physical fraction strips to lay out pieces from largest to smallest and to make a whole by placing fraction strips starting at the left end of a whole strip. Activities also have students show fractions with tools (circle geoboard, pizza) and identify one part of b equal parts (e.g., 1/2, 1/6, 1/10) in multiple contexts.

The lesson's Skills list explicitly states representing 1/b by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. In Activity 3 students draw number lines divided into two, eight, and optionally twelve parts (by halving repeatedly) and move to positions called 1/8, 2/8, 3/8, etc. In Activity 1 and the matching/plotting tasks students count spaces, match labeled points to fractions, and place colored dots at fractions such as 1/3, 2/6, and 3/10 on number lines.

The Skills section explicitly tells students to "Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts" and to "represent fractions on a number line diagram." Students are instructed to draw a number line with 0 on the left and 1 on the right, divide it into five equal parts, and place a mark for 3/5, which shows partitioning the interval from 0 to 1 into b equal parts. Unit Test items ask students to put a dot on 2/5 and 3/9 on number lines and include number-line images where students must locate given fractions.

The activity includes "BINGO Card Spaces" that present number-line diagrams for specific fractions (e.g., rows showing 2/5, 1/5, etc.) and instruct students to complete incomplete number lines by placing colored dots. Step 3 explicitly tells students to complete number lines as part of preparing the card spaces, and Step 7 asks students to explain to others how number lines can be used to show fractions. Students cut out and place these completed number-line representations on their game cards during Step 4.

Students are asked to line up the ruler with the 0-inch mark and to show one inch, to point to the half-inch and quarter-inch marks, and to recognize that two quarters make a half. In Activity 2 students label the marks between 0 and 1 with 1/2, 1/4, and 3/4 and then locate those fractional measures on the number line before plotting measured straw lengths. The introduction also has students align the left end of each line with zero inches on the ruler, reinforcing the interval from 0 to 1 as the whole.

Students work with a horizontal number line marked from 0 to 3 (including fractional ticks such as 1 and 1 1/2) on the Growth Line Plot and are asked to identify missing fractions (1/2, 2, 2 1/2) and to record data by placing Xs at 1/2, 1, 1 1/2, 2, 2 1/2, and 3. The Unit 8 Test and a student activity include questions that require reading fractional positions (e.g., identifying A as 1/2, B as 1 1/4, C as 2) and interpreting a graph with 0.5-hour increments, so students practice locating unit and non-unit fractions on a number line.

Students are asked to write two-thirds as 2/3 and to draw a number line with three spaces and place a mark at the two-thirds point, which has them partition a line into equal parts and locate a fraction on it. Students work with single-unit fractions in activities that ask them to order 1/2, 1/3, and 1/4 and to identify fractions equal to one-half and one-third on a fraction chart. Students draw pictures (circles/squares) and use grids to show and compare fractional parts, reinforcing the idea of equal-sized parts.