teaching resource

Match That Fraction! – Number Line Activity

Updated: 25 Apr 2023

Match fractions with their corresponding locations on a number line with a set of fraction task cards.

Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Years: 3 - 5

Curriculum

VC2M3N03

Recognise and represent unit fractions including 1/2, 1/3, 1/4, 1/5, and 1/10 and their multiples in different ways; combine fractions with the same denominator to complete the whole <ul> <li>recognising that unit fractions represent equal parts of a whole; for example, one-third is one of 3 equal parts of a whole</li> <li>representing unit fractions and their multiples in different ways; for example, using a Think Board to represent three-quarters using a diagram, concrete materials, a situation and fraction notation</li> <li>cutting objects such as oranges, sandwiches or playdough into halves, quarters or fifths and reassembling them to demonstrate (for example, two-halves make a whole, four-quarters make a whole), counting the fractions as they go</li> <li>sharing collections of objects, such as icy pole sticks or counters, between 3, 4 and 5 people and connecting division with fractions; for example, sharing equally between 3 people gives 1/3 of the collection to each and sharing equally between 5 people gives 1/5 of the collection to each</li> </ul>
VC2M4N04

Count by multiples of quarters, halves and thirds, including mixed numerals; locate and represent these fractions as numbers on number lines <ul> <li>cutting objects such as oranges or sandwiches into quarters and counting by quarters to find the total number, and saying the counting sequence ‘one-quarter, two-quarters, three-quarters, four-quarters or one-whole, five-quarters or one-and-one-quarter, six-quarters or one-and-two-quarters … eight quarters or two-wholes ...’</li> <li>subdividing the sections between whole numbers on parallel number lines so that one shows halves, another shows quarters and one other shows thirds; and counting the fractions by jumping along the number lines, and noticing when the count is at the same position on the parallel lines</li> <li>converting mixed numerals into improper fractions and vice versa, and representing mixed numerals on a number line</li> <li>using a number line to represent and count in tenths, recognising that 10 tenths is equivalent to one</li> </ul>
VC2M5N03

Compare and order common unit fractions with the same and related denominators, including mixed numerals, applying knowledge of factors and multiples; represent these fractions on a number line <ul> <li>using pattern blocks to represent equivalent fractions; selecting one block or a combination of blocks to represent one whole, and making a design with shapes; and recording the fractions to justify the total</li> <li>creating a fraction wall from paper tape to model and compare a range of different fractions with related denominators, and using the model to play fraction wall games</li> <li>connecting a fraction wall model and a number line model of fractions to say how they are the same and how they are different; for example, explaining 1/4 on a fraction wall represents the area of one-quarter of the whole, while on the number line 1/4 is identified as a point that is one-quarter of the distance between zero and one</li> <li>using an understanding of factors and multiples as well as equivalence to recognise efficient methods for the location of fractions with related denominators on parallel number lines; for example, explaining on parallel number lines that 2/10 is located at the same position on a parallel number line as 1/5 because 1/5 is equivalent to 2/10</li> <li>converting between mixed numerals and improper fractions to assist with locating them on a number line</li> </ul>

teaching resource

Match That Fraction! – Number Line Activity

Updated: 25 Apr 2023

Match fractions with their corresponding locations on a number line with a set of fraction task cards.

Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Years: 3 - 5

Match fractions with their corresponding locations on a number line with a set of fraction task cards.

Teaching Fractions on a Number Line? We Can Help!

Are you looking for a maths centre activity for your students to practise identifying fractions on a number line? You will definitely want to add this one to your collection!

This printable matching activity is designed for students to use when practising their skills with identifying fractions on a number line diagram. It includes a total of eighteen pairs of cards and is perfect for your maths review stations!

Download and Print Your Fractions Activities

Print out the cards on cardstock and cut them out on the dotted lines. Store them in a resealable bag to be used again and again. This activity can be played independently or in pairs. Students shuffle the cards and either lay them face up or facedown in the middle of the playing area (depending on how challenging they would like it). Then, they try matching a fraction with its corresponding number line card. Once they have found a match, they can record their answer on the recording sheet, making for a great way to hold your students accountable.

This resource comes with a set of instructions, a set of 18 match-up pairs, a recording sheet, and an answer key.

This resource was created by Talia Buonopane, a Teach Starter Collaborator.

Curriculum

VC2M3N03

Recognise and represent unit fractions including 1/2, 1/3, 1/4, 1/5, and 1/10 and their multiples in different ways; combine fractions with the same denominator to complete the whole <ul> <li>recognising that unit fractions represent equal parts of a whole; for example, one-third is one of 3 equal parts of a whole</li> <li>representing unit fractions and their multiples in different ways; for example, using a Think Board to represent three-quarters using a diagram, concrete materials, a situation and fraction notation</li> <li>cutting objects such as oranges, sandwiches or playdough into halves, quarters or fifths and reassembling them to demonstrate (for example, two-halves make a whole, four-quarters make a whole), counting the fractions as they go</li> <li>sharing collections of objects, such as icy pole sticks or counters, between 3, 4 and 5 people and connecting division with fractions; for example, sharing equally between 3 people gives 1/3 of the collection to each and sharing equally between 5 people gives 1/5 of the collection to each</li> </ul>
VC2M4N04

Count by multiples of quarters, halves and thirds, including mixed numerals; locate and represent these fractions as numbers on number lines <ul> <li>cutting objects such as oranges or sandwiches into quarters and counting by quarters to find the total number, and saying the counting sequence ‘one-quarter, two-quarters, three-quarters, four-quarters or one-whole, five-quarters or one-and-one-quarter, six-quarters or one-and-two-quarters … eight quarters or two-wholes ...’</li> <li>subdividing the sections between whole numbers on parallel number lines so that one shows halves, another shows quarters and one other shows thirds; and counting the fractions by jumping along the number lines, and noticing when the count is at the same position on the parallel lines</li> <li>converting mixed numerals into improper fractions and vice versa, and representing mixed numerals on a number line</li> <li>using a number line to represent and count in tenths, recognising that 10 tenths is equivalent to one</li> </ul>
VC2M5N03

Compare and order common unit fractions with the same and related denominators, including mixed numerals, applying knowledge of factors and multiples; represent these fractions on a number line <ul> <li>using pattern blocks to represent equivalent fractions; selecting one block or a combination of blocks to represent one whole, and making a design with shapes; and recording the fractions to justify the total</li> <li>creating a fraction wall from paper tape to model and compare a range of different fractions with related denominators, and using the model to play fraction wall games</li> <li>connecting a fraction wall model and a number line model of fractions to say how they are the same and how they are different; for example, explaining 1/4 on a fraction wall represents the area of one-quarter of the whole, while on the number line 1/4 is identified as a point that is one-quarter of the distance between zero and one</li> <li>using an understanding of factors and multiples as well as equivalence to recognise efficient methods for the location of fractions with related denominators on parallel number lines; for example, explaining on parallel number lines that 2/10 is located at the same position on a parallel number line as 1/5 because 1/5 is equivalent to 2/10</li> <li>converting between mixed numerals and improper fractions to assist with locating them on a number line</li> </ul>

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