Hi guys!  Today's video is going to be about fractions on a number line, and
for some reason this one tends to kind of give the kiddos a little bit of a hard time.
But I think it really boils down to if they are
actually labeling the number line and labeling the number line correctly,
and by that I mean,
how are they counting the
intervals
or the ticks on the number line. Are they just looking at one, two, three and saying that there are three intervals.
So this number line is cut into three pieces.
Or are they actually doing the jumps and by jumps,
what I tell my kiddos is from interval to interval. So from one interval to the next one would be one jump, and
from the second interval to the next interval, would be your second jump.
Therefore, this number line is actually split into two equal parts.
So your denominator would be 2, so if I were to label my first
here it would be zero halves
because I'm starting with zero.
This would be one half because I took my one jump, and this would be two halves,
or one whole because that would be my second jump.
So, therefore, if the children were asked to label the fraction point A represents on the number line, they would write one half.
Let's look at it on a different number line.
Again it's labeled from zero to one, so we're going to start with zero and count one jump,
two jumps,
three jumps and four jumps.
Which tells us that my denominator is going to be 4 because our number line is cut into four equal parts.
So this would be 0 fourths, this would be 1/4,
2/4,
3/4 and
4/4 or a whole.
So again if they were asked to
create or represent the fraction of point B,
It would be 3/4.
Let's look at it on a different number line. So for this one,
it's actually labeled from 1 to 2, so it's no longer from 0 to .
But we do the same exact strategy that we did up here.
So we start from 1, so from 1 interval to the next is
1, 2,
and last 3. So this tells us that our denominator will be 3.
But because I'm starting here,
I'm at one and zero thirds because I have not done any jumping yet.  Once I do my first jump,
I'm now at 1 and 1/3,
1 and 2/3 and 1 and 3/3 or 2 wholes.
So again the fraction that represents C, would be 1 and 1/3.
Last, let's try it on one more number line
just to kind of get an idea of how it works. So again this number line is from 1 to 2,
but we do the same strategy.  So one jump,
two jumps,
3 jumps,
four jumps,
five jumps and last six jumps.  So now our denominator would be 6.
So we start at 1 and 0/6,
1 and 1/6,
1 and 2/6,
1 and 3/6,
1 and 4/6,
1 and 5/6,
1 and 6/6 or 2.
Our point D is at the fraction 1 and 4/6.
So as long as the children
label from the very beginning to the very end of the number line, and they first count their jumps, there shouldn't be any issues
with trying to figure out what fraction a certain point on a number line represents.
you
