Students label and place halves, thirds, fourths, sixths and eighths on number lines, go past 1, and find fractions that share a point.
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Students name and place fractions on number lines, starting with a worked example that splits 0 to 1 into fourths and shows 4/4 at the same point as 1. They fill in missing fractions, mark fractions such as 2/3 and 5/8, and on page 2 work on lines that run to 2 and 3, with whole numbers above and fractions below. A trail problem with a post at every eighth of the way asks how far a walker at post 5 has gone. The key adds a whole-class floor number line activity.
The key's warning: a sixths line has 7 tick marks but 6 spaces. Students who count tick marks write sevenths, so have them count the spaces between 0 and 1.
On the past-1 lines, have students say the fractions aloud from 0: one third, two thirds, three thirds, four thirds. Hearing three thirds land on the 1 shows why 4/3 comes after it.
Ways to adjust the number line work for different students.
Each one is checked against the official document. Where the resource covers only part of a standard, the note says so.
Students label missing fractions on number lines split into halves, thirds, fourths, sixths and eighths, mark given fractions, and find which post on a trail sits at three fourths of a mile. Fifths and tenths are not used, and students do not explain the top and bottom numbers in words.
Students count by thirds, fourths and halves past 1 on number lines up to 3. They count only to 3, not to 10.
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