Fractions on a Number Line

```Fractions on a Number Line
Focus: Locate and name fractions on a number line.
Students will understand where a fraction falls on the number line between 0 and
1. Students will determine how to divide a number line into equal parts to
represent given fractions.
Materials:
sentence strips, (4-6 per student)
Or adding machine tape (4-6 per student cut in the same
length)
Activity: Activate student’s prior knowledge about numbers on the number line.
Discuss what a fraction is; a part of a whole or a part of a set. Students should
understand that a whole is equal to 1, (one whole) or that a set is (1 whole set).
Review what students know about fractions in relationship to the denominator
and the numerator. Ask students to visualize
3
. Students should be able to
4
describe the given fraction. For example, if you ask students to explain what
3
4
is, they should be able to explain that it is a whole divided into four equal parts
with three parts shaded. Or that it is a set of 4 fruit, where 3 are apples and one
is a banana. Repeat this activity with
2 6
3
,
and in order for students to keep a
3 8
6
visual of the fraction in mind.
Students have made fraction sets by folding sheets of paper and labeling equal
parts. Today students will use a number line to name fractions. Students will use
sentence strips to represent a number line. Students will fold the strips into equal
parts. Students will then label the fractions on the number line.
Give each student 4-6 sentence strips. Ask students where a fraction would land
on a number line. Will the fractions be greater than 1? Less than 1? Greater than
0? Once it is determined that fractions are greater than 0 and less than 1, have
students label the number lines on the sentence strips with a 0 at one end and a
1 at the other end.
Ask students to explain how they would show
1
on the sentence strip? Students
2
should be able to share that it is directly in the middle and that folding the whole
sentence strip in half will give them 2 equal parts. They should understand that
the fold is exactly half. Have students label
1
on the fold.
2
2 equal
parts
Ask students how would we divide our sentence strip into fourths? Once students
understand that folding for equal parts will give them the points on the number
line have students begin labeling their fraction number lines. Have students make
number lines that show thirds, sixths and eighths.
Once students have completed their fractions on the number lines ask them the
following questions.




1
fall on the number line? Closer to 0, ½ or 1?
8
3
3
Where does
fall on the number line? What is another name for ?
6
6
7
1
Is
closer to
or 1?
8
2
Where does
If my number line is divided into 4 equal parts and represents fourths, how
many points are on the number line between 0 and 1? (there are three, the
points are at

1 2
3
,
and ).
4 4
4
If my number line is divided into 3 equal parts and represents thirds, how
many points are on the number line between 0 and 1? (there are two, the
points are at
1
2
and ).
3
3
Additional Practice: Texas Student Activity Book pg. 39 and Fractions on a
Name: __________________________________ Date: _______________
Fractions on a Number Line Additional Practice
1. Look at the number line.
1
3
4
5
Circle the number
0 on the number line that is NOT shown correctly.
1
8
8
8
2. Look at the number
line. 8
0 equal parts the number line is divided into between
1
Determine how many
0 and
1 and label the fractions on the number line.
3. Look at the number line.
G
0
1
2
3
4
Label the points on the number line that are not labeled. What fraction is at
point G?
4. Look at the number line.
B
5
Label point B on the number line.
6
6
1
4
6
1
2
6
3
4
7
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