Identify numbers on marked but unlabelled number lines | Maths

Starter quiz

Look at this number $3 {{2} \over {4}}$ We say it as three and two ______.
- 'quarters' ✓
Look at the part-part-whole model. What is the missing part?
- 1
- 4
- ${1} \over {4}$
- ${4} \over {1}$
- 9 ✓
$Look at the part-part-whole model. <Math>4 {{3} \over {5}}</Math> is composed of four wholes and three-<span class="blank">______</span>$

Look at the part-part-whole model. $4 {{3} \over {5}}$ is composed of four wholes and three-______
- 'fifths' ✓
Look at this number line. The missing number is ______
- '800' ✓
Look at this number line. What is the missing number?
- 3
- 5
- ${3} \over {5}$ ✓
- ${3} \over {4}$
Look at this number line. The interval between two consecutive whole numbers is divided into how many equal parts?
- '5' ✓

Exit quiz

Look at the number line. Which number is greater than one but close to one?
- ${3} \over {4}$
- $1{{1} \over {4}}$ ✓
- $1{{3} \over {4}}$
- $2{{1} \over {4}}$
Look at the number line and complete this sentence: Each interval between the integers on the line is divided into four equal parts. This allows us to count in __________.
- halves
- thirds
- quarters ✓
- fifths
$Look at the numberline. Where would <Math>1{{5} \over {6}}</Math> be positioned?$

Look at the numberline. Where would $1{{5} \over {6}}$ be positioned?
- A
- B
- C ✓
- D
Look at this number line. Match the letter to the number that it is representing.
- A
  
  ⇔
  
  ${3} \over {8}$ ✓
- B
  
  ⇔
  
  $1{{2} \over {8}}$ ✓
- C
  
  ⇔
  
  $1{{7} \over {8}}$ ✓
- D
  
  ⇔
  
  $2{{6} \over {8}}$ ✓
What volume of water is in the jug?
- $1{{1} \over {2}}$ litres
- $1{{1} \over {3}}$ litres
- $1{{1} \over {4}}$ litres ✓
- $1{{1} \over {5}}$ litres
What volume of water is in the jug?
- $1{{4} \over {10}}$ litres
- $1{{3} \over {5}}$ litres
- $1{{4} \over {4}}$ litres
- $1{{4} \over {5}}$ litres ✓

Worksheet

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Presentation

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Lesson Details

Key learning points

Within a mixed number, the whole number is the most significant part.
The whole number part of a mixed number can be used to decide which integers it will be placed between on a number line.
The fractional part of the mixed number can be used to establish exactly where it will be placed between these numbers.

Common misconception

Children may count the marks rather than the equal parts between integers thereby determining the unit that we are working with incorrectly.

Show that we need to count the equal parts in between the given integers, not the marks. You could model this with the same line with increasing parts.

Keywords

Mixed number - A mixed number is a whole number and a fraction combined.
Integer - An integer is a number that has no fractional part - they are whole numbers. This includes the counting numbers e.g, 1, 2, 3 and zero.