A worksheet with 10 open number lines to use in a variety of ways in your lessons.

A page of 10 open number lines to use in a variety of way when teaching concepts such as place value, addition, subtraction, and multiplication strategies, skip counting, decimals, and fractions.

Print this worksheet for use in the classroom or project on your interactive board to model your lessons.

A word version is also available for you to alter to suit the needs of your lesson and students.

Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.

Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × ...

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...

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.

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.

Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/...

Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or

Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in...

Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.

Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., -(-3) = 3, and that 0 is its own opposite.

Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.

Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret -3 > -7 as a statement that -3 is located to the right of -7 on a number line oriented from left to right.

Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of -30 dollars, wri...

Write an inequality of the form x > c or x c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.

Represent
a number on a number line as being between two consecutive multiples of 10;
100; 1,000; or 10,000 and use words to describe relative size of numbers in
order to round whole numbers; and

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;

Determine the corresponding fraction greater
than zero and less than or equal to one with denominators of 2, 3, 4, 6, and
8 given a specified point on a number line;

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

Represent multiplication facts by using
a variety of approaches such as repeated addition, equal-sized groups, arrays,
area models, equal jumps on a number line, and skip counting;

Decompose a fraction in more than one way
into a sum of fractions with the same denominator using concrete and pictorial
models and recording results with symbolic representations;

Represent and solve addition and subtraction
of fractions with equal denominators using objects and pictorial models that
build to the number line and properties of operations;

Represent benchmark fractions and percents such as 1%, 10%, 25%, 33 1/3%, and multiples of these values using 10 by 10 grids, strip diagrams, number lines, and numbers;

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