**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

**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.

#### 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.

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