Students are presented with the facts that dividing a number by itself yields 1 and dividing a number by 1 yields the original number (Facts and Definitions). Students use counters and plates to model division sentences such as 3 ÷ 3 and 3 ÷ 1, and they explore quotients for examples like 4 ÷ 4 and 4 ÷ 1 (Day 3 activities). The lesson asks students to compute division sentences and to reason from multiplication fact families (e.g., fact-family activities and division games).

Students label the whole strip as "1," "WHOLE," and "1/1" when making fraction strips and place the halves, fourths, and eighths below it to compare sizes. Students answer questions such as "How many halves does it take to make one whole? (2)" and "How many fourths are the same as one whole? (4)," showing that unit fractions can be combined to form a whole. Students use shading tools and fraction strips to show and compare fractions (e.g., showing 1/2, 1/12, 6/12) and to reason about equivalence of unit-fraction sums to one.

Students use an interactive pizza tool to set denominators (e.g., 8 and 12) and click pieces until the whole is shown, noting examples like 8/8 and 12/12 equal a whole. Students write and say equations such as 4/4 = 1 and use an apple partition to name 1/4, 2/4, 3/4, and 4/4 as the whole. Students complete matching activities that pair visual wholes with fractions (e.g., matching 4/4 and 1, and encountering examples such as 6/6).

Students write division as a fraction (for example rewriting 24 ÷ 4 as 24/4) and read fractions using both fraction language and division language (e.g., 1/2 as one divided into two groups). Students create equal groups with counters and state that all together they equal three-thirds which is the same as the whole group. The Shapes/Fraction/Division table has students express shaded parts as fractions and also as division statements (e.g., "3 divided into 5 groups").

Students represent fractions on number lines by partitioning the interval from 0 to 1 and marking off lengths of 1/b (skills and Activity 3). In Activity 3 students count up to 8/8 and the text explicitly equates 8/8 with 1 ("When she's gotten to 8/8 (or 1)"). The "Think About It!" item and matching activities have students recognize equivalent fractions (for example noting 4/8 and 5/10 are the same and matching 2/6 with 1/3).

Students are introduced to the idea that some fractions are equal to 1 because they have the same numerator and denominator (the lesson text explicitly states and models this idea). Students practice identifying and generating equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3) through coloring fraction charts, fraction strips, fraction circles, and domino/matching activities. Students draw and color rectangles divided into different numbers of equal parts to show that different fractions can represent the same quantity.

Students are asked to compare 1/3 and 3/3 and are expected to note that 3/3 is equal to 1 (one whole). The unit test includes item 11 asking "What is 4/4 equal to?" with answer 1, and activities ask students to find fractions equal to one-half and one-third on a fraction chart. The skills list and number-line activities ask students to represent fractions on a number line and place marks for fractions such as 3/5, 2/5, and 3/9.

Students use pattern blocks to decompose a hexagon into trapezoids, rhombuses, and triangles and count how many of each shape make one whole hexagon (e.g., 2 trapezoids = 1 hexagon, 3 rhombuses = 1 hexagon, 6 triangles = 1 hexagon). Students name parts as fractions of the hexagon (e.g., 1 trapezoid = 1/2, 2 trapezoids = 2/2, 1 rhombus = 1/3, 2 rhombuses = 2/3, 1 triangle = 1/6, 3 triangles = 3/6). Students are prompted to show physically that three rhombuses equal one hexagon by placing rhombuses over the hexagon or assembling a hexagon from rhombuses.

The skills list tells students to "express the area of each part as a unit fraction of the whole," and activities guide students to divide shapes into halves, fourths, and thirds and to name each part (one-half, one-third). Students use manipulatives (geoboard, laminated grid) to create a 6x6 square and a 2x6 rectangle and divide them into equal parts, naming the fractional parts. The unit test problems ask students to divide shapes into equal parts, shade specified numbers of parts, and write the fraction of the whole that is shaded (e.g., answers shown: 2/4, 2/5, 2/3).

Students label number-line marks with unit fractions and mixed numbers (1/4, 1/2, 3/4, 1 1/4, 1 1/2, 1 3/4) and measure straw lengths to the nearest half and quarter inch. Students place Xs on a horizontal scale that includes whole numbers and fractional marks and read and interpret line plots that use those fractional and mixed-number positions. Students answer questions that require counting data points at fractional and whole-number positions on the number line.

Students identify missing fractional values on a line plot and name the fractions 1/2, 2, and 2 1/2. Students place Xs above the appropriate numbers on the line plot to record data at 1/2, 1, 1 1/2, 2, 2 1/2, and 3 and count how many occurrences are at each value. Students read fraction labels on a graph (e.g., answers show A = 1/2, B = 1 1/4, C = 2) and answer questions about how many people spent 3 hours or more than 2 hours practicing guitar.