NF.1.2.a

Understand a fraction as a number on the number line; represent fractions on a number line diagram.

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 the number line.

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Formative Assessments
Formative Assessments
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Students are asked to locate five-eighths on a number line that has been anchored by zero and one, but that has not yet been scaled.
Five Eighths on the Number Line
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Students are asked to scale a number line from zero to one so that they can find the location of three-fourths.
Three Fourths on the Number Line
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Students are asked to use a number line that includes the location of zero and one-sixth to find the location of four-sixths.
Four Sixths on the Number Line
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Students are given four number line diagrams and asked to choose the one that correctly shows the location of one-third.
One Third on the Number Line
Virtual/Hands-on Manipulatives
Virtual/Hands-on Manipulatives
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CPALMS: This virtual manipulative allows individual students to work with fraction relationships.
Fraction Game
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CPALMS:This is an online interactive game for students that reviews ordering fractions and equivalent fractions.
Ordering Fraction Monkeys
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Students can use this virtual number line to compare fractions.
Virtual Number  Line
Assessment Questions
Assessment Questions
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Equation Editor
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Multiple Choice
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Equation Editor
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Gridded  Response
Videos of Expert Instruction
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Use Real Link and Title
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Hook/Performance Tasks
Hook/Performance Tasks
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Students treat the interval from 0 to 1 as a whole, partition the whole into the appropriate number of equal sized parts and then locate the fraction.
IM:  Locating Fractions Less Than One on the Number Line
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Students partition a number line into eighths as well as placing other fractions on the number line.
IM:  Closest to 1/2
 
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The purpose of this task is to assess whether students understand fractions as being built from unit fractions and accurately locate fractions on a number line.
IM:  Find 1
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IM:  Which is Closer to 1
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This task asks students to represent fractions on a number line.
IM:  Find 2/3
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Students create number lines to compare two fractions.
IM:  Locating Fractions Greater Than One on the Number Line
Problem Based Lessons
Problem Based Lessons
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This task asks students to understand a fraction as a number of the number line and to represent those fractions.
IM:  Find 1 Starting from 5/3, Assessment Variation
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Robert Kaplinsky: Students determine where freeway signs are located using a map.
Where Is The Freeway Sign Located?
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This task asks students to understand a fraction as a number on a number line and representing those fractions on a number line.
IM:  Find 1/4 Starting from 1, Assessment Version
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Robert Kaplinsky: This problem is a real-life application of being able to identify a fraction on a number line.
How Much Is One Third Of A Cup Of Butter?
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This task asks students to understand a fraction as a number on a number line and to represent those fractions on a number line.
IM:  Find 7/4 Starting from 1, Assessment Variation
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Robert Kaplinsky: Students determine how far apart exits are on a freeway by having conversations.
How Far Apart Are The Freeway Exits?