Student Fractions and the Number Line
Learning
Centre
Why are fractions important?
Because not everything is represented as a whole number and when the quantity of something falls
between two whole numbers it becomes a fraction.
We can use a number line model to illustrate fraction order for values between 0 and 1.
We divide the length into
two equal-size pieces and
label the point where the
1
segment is divided as
2
We can also label the
2
halfway point as
4
We further divide each of
those halves in half and label
1 3
these points and
4 4
These two number lines
extend the fraction
relationships to eighths
and sixteenths.
We can bring the
number lines above
together into a single 1 1 3 1 5 3 7 1 9 5 11 3 13 7 15
0 1
number line. 16 8 16 4 16 8 16 2 16 8 16 4 16 8 16
In this number line, we have broken one-whole into halves, fourths,
eighths, and sixteenths. The points on this number line are labeled in
simplest terms but the number lines above show their equivalent
We can use number fractions. Equivalent fractions means that 3/4 is the same as 6/8, which
lines like this to compare is the same as 12/16. This is highlighted on the number line chart.
fraction values. When
comparing numbers the
lower values are to the
1 1 3 1 5 3 7 1 9 5 11 3 13 7 15
left and higher values to 0 1
the right. 16 8 16 4 16 8 16 2 16 8 16 4 16 8 16
1 1 5 3
We can see that < and < . We could have compared all four of the fractions by writing them
16 4 8 4
1 4 10 12 1
as equivalent fractions using common denominator. Since < < < , we can see that
16 16 16 16 16
1 5 3
< < < . By converting fraction values to fractions with common denominators we are able to
4 8 4
easily compare their relative sizes.
http://www.learn-with-math games.com/fraction-number-line.html and picture derived from www.stuckongluecrafts.com
Fractions and number lines 5/13 © SLC Page 1 of 2
When we multiply two whole numbers we obtain a whole number as the result. But when we divide two
whole numbers, the result in most cases will not be a whole number.
It may not be possible to have a whole number of equal shares, e.g. dividing 10 apples among 3 people -
each person may receive 3 whole apples but there will be one apple left over.
Where do the other types of fractions belong on the number line?
5
means the same as 5 ÷ 2 but 2 goes into 5 twice with one left over. Another way of expressing this is:
2
5 4 +1 4 1 1
= = + = 2 + , or 2 12 (half way between 2 and 3)
2 2 2 2 2
27
means the same as 27 ÷ 8 , but 8 goes into 27 three times with three left over. Another way of
8
expressing this is:
27 8 × 3 + 3 24 3 3
= = + = 3 + , or 3 83 (more than 3 but less than 4)
8 8 8 8 8
7
means the same as 7 ÷ 16 , which cannot reduce any further.
16
So, on the number line these fractions lie between the points marked as representing whole numbers:
1 1 3 1 1 3 1 1 3 1 1 3
1 1 1 1 2 2 2 2 3 3 3 3
0 2 4 2 4 4 2 4 4 2 4 4
4 4
7 5 1 27 3
=2 =3
2 2 8 8
16
STUDENT LEARNING CENTRE
REGISTRY BUILDING ANNEXE
TEL: 61-8-8201 2518
E-MAIL:
[email protected] INTERNET: http://www.flinders.edu.au/SLC
POSTAL: PO BOX 2100, ADELAIDE, SA 5001
Fractions and number lines 5/13 © SLC Page 2 of 2
