A number line showing halves, fifths, and tenths between 0 and 2.
Print and laminate the pages of the fractions number line. Join them together to display in your classroom.
teaching resource
Fractions Number Line - Halves, Fifths, and Tenths
PDF
| 4
pages
| Grades:
3 - 6
Curriculum
CCSS.MATH.CONTENT.3.NF.A.2
Understand a fraction as a number on the number line; represent fractions on a number line diagram.
CCSS.MATH.CONTENT.3.NF.A.2.A
Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on t...
CCSS.MATH.CONTENT.3.NF.A.2.B
Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
CCSS.MATH.CONTENT.3.NF.A.3.A
Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
CCSS.MATH.CONTENT.3.NF.A.3.C
Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
CCSS.MATH.CONTENT.4.NF.A.2
Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions ref...
Math 3.3(A)
Represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines;
Math 3.3(F)
Represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines;
Math 3.3(G)
Explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model; and
Math 4.3(C)
Determine if two given fractions are equivalent using a variety of methods;
Math 4.3(G)
Represent fractions and decimals to the tenths or hundredths as distances from zero on a number line.
Author
Stephanie (Teach Starter)
Designed by Karen (Teach Starter)
Teach Starter Publishing
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