Students draw and label number lines with marks for whole hours and quarter-hour increments (e.g., :15, :30, :45) and locate times such as 3:30 by identifying the midpoint between 3:00 and 4:00. Students add arcs on the number line to show elapsed intervals (for example, drawing 1-hour arcs and a 30-minute arc to represent 2 hours 30 minutes). Students are asked to label quarter-minute marks and to use those equal subdivisions when solving problems (e.g., marking 12:00, 12:15, 12:30, 12:45, 1:00).

The lesson's Skills section explicitly states students should "understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b." In Activity 3 students place fraction strips on top of a whole strip starting at the left end, selecting strips (1/2, 1/4, 1/8) and adding them to build a whole, and answer questions such as "How much more of the strip do you need to cover to make one whole?" Activity 5 has students color and combine fraction pieces (e.g., two 1/4 pieces, three 1/6 pieces) to show that they equal 1/2, reinforcing the idea of a/b as a collection of a unit parts 1/b.

The Skills section explicitly instructs students to define the interval from 0 to 1 as the whole, partition it into b equal parts, represent 1/b and then mark off a lengths of 1/b from 0 to represent a/b, and recognize the endpoint locates a/b. The introduction questions direct students to count the total number of spaces (denominator) and count spaces to the marker (numerator). Activity 1 and the Student Activity Pages require students to match labeled points on number lines to fractions and to plot given fractions (e.g., 1/3, 2/6, 3/10). Activity 3 has students construct number lines (halves, eighths, twelfths), mark parts, and move to fractions called out in order and out of order, practicing locating fractions by counting increments from the start of the line.

Students are asked to draw a number line with 0 on the left and 1 on the right divided into five equal parts and to place a mark showing 3/5. The unit test includes number-line items (an image with two horizontal number lines) and specific tasks asking students to put a dot on 2/5 and on 3/9. The skills list explicitly states that students should "understand a fraction as a number on the number line; represent fractions on a number line diagram" and that they should "understand a fraction a/b as the quantity formed by a parts of size 1/b."

Students are asked to complete number-line representations on the "BINGO Card Spaces" pages, with instructions to place colored dots on number lines as needed to show fractions. Several Student Activity Pages explicitly include number-line diagrams paired with specific fractions for students to complete. Before playing, students are prompted to explain to others how number lines can be used to show fractions.

Students are asked to line the ruler up with the zero end of the number line and label the fractional marks between whole numbers (0, 1/4, 1/2, 3/4, and 1, and similarly between 1 and 2). Students measure straw pieces (lengths like 3 1/4, 4 1/2, 1 1/2, 2 3/4, 5 1/2) and place Xs above the corresponding marks on the number line to record those lengths. The Introduction and Activity 2 explicitly prompt students to identify the half-inch mark, count how many halves are in one inch, and write fractional labels below the number line before plotting data.

Students work with a horizontal line marked from 0 to 3 and identify and place fractional values (e.g., they note missing fractions 1/2, 2, and 2 1/2 and record Xs at 1/2, 1, 1 1/2, 2, 2 1/2, and 3). The unit test and activity pages ask students to read and label fractional positions (answers show items like A = 1/2, B = 1 1/4, C = 2 and questions about 3/4 hour), so students practice locating and reading fractions on line plots and scaled graphs.

In Activity 1, students are asked to write the fraction two-thirds as 2/3 and to draw a number line that "has three spaces" and to place a mark over the two-thirds point. The directions ask students to draw pictures (circle or square divided into three parts) and a number line to show two-thirds, and to mark the two-thirds point on that line. Students also are given whiteboard space for drawing a number line as they work on problems in the wrapping up section.