NF.1.2.b

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

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.

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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 tool to see fractions and compare them.
Virtual Fraction Bars
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
Videos of Expert Instruction
Use Real Link and Title
Use Real Link and Title
Use Real Link and Title
Hook/Performance Tasks
Hook/Performance Tasks
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Students use a number line to locate fraction.
IM:  Location Fractions Less than One on the Number Line
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The purpose of this task is to assess whether students can locate fractions on a number line and plot where they should be placed by explaining their thinking.
IM:  Closest to 1/2
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The purpose of this task is to assess whether a student can construct a unit fraction on the number line given the unit interval.
IM:  Find 1 Starting from 5/3 Assessment Variation
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The purpose of this task is to assess whether students understand fractions as being built from unit fractions and whether they can accurately locate fractions on a number line.
IM:  Find One
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The purpose of this task is to see whether students are able to locate fractions on a number line.
IM:  Which is Closer to One
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This task assesses whether a student can construct a fraction greater than 1 on the number line given the unit interval.
IM:  Find 1/4 Starting from 1, Assessment Version
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The purpose of this task is to see how well students understand unit fractions as well as representing fractions on a number line.
IM:  Find 2/3
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This task requires students to represent a fraction on a number line.
IM:  Locationg  Fractions Greater than One on the Number Line
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This task asks students to work backwards from a given fraction to reconstruct the location of 1.
IM:  Find 7/4 Starting from 1, Assessment Variation
Problem Based Lessons
Problem Based Lessons
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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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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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Robert Kaplinsky: Students determine how far exits are on the freeway by having conversations.
How Far Apart Are The Freeway Exits?