- Relating number lines to fraction bars
- Relate number lines to fraction bars
- Fractions on a number line
- Fractions on number line widget
- Unit fractions on the number line
- Fractions on the number line
- Finding 1 on the number line
- Find 1 on the number line
- Fractions greater than 1 on the number line
- Fractions greater than 1 on the number line
Together, we'll explore how to represent fractions on a number line. We'll review dividing a whole, like a circle, into equal parts and selecting a fraction. Then, we'll apply this concept to a number line, dividing the interval between 0 and 1 into equal sections and labeling fractions. We'll emphasize that fractions are numbers that can be plotted on a number line, not just parts of shapes. Created by Sal Khan.
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- What happens if the numerator is at 0? like, 0/6? How do you put it in the number line?(13 votes)
- If the numerator of a fraction is 0, like
0/6, the fraction equals 0. So, on a number line, you'd place it right at the start, where the number 0 is.
If you were to draw out a shape to represent the fraction, none of the pieces would be shaded.(2 votes)
- how do you mark oversized fractions on a number line like 15/5(2 votes)
- Since we're working with fifths - 1/5 or one fifth part of one whole- (5/5 would be a whole or 1) we can write out a number line, say, up to 3 with each number being a whole. Like this < 0 - - - - 1 - - - - 2 - - - - 3 >. Then we can cut up each space between each whole into five equal parts. Each part is 1/5 of each one whole. If we count up the fifths, up to fifteen fifths or 15/5, we get up to 3 on the line. This makes sense if you think about fifteen fifths, or 15/5 being 15 divided by 5, which is of course 3. Or as having 15 slices of pie. If 5 slices make one pie, then 15 slices is enough to put together 3 whole pies.(22 votes)
- How will I put 1/2 on a number line?
Is it the same as 1/5?(3 votes)
- You put a fraction on the number line the same way you would put a whole number or decimal. 1/2 is the same as 0.5 which means it's gonna go halfway between 0 and 1.
1/5 is 0.2 so it goes between 0.1 and 0.3 and therefore not the same as 1/2(3 votes)
- I have a question, what if we were to create an interval between 0 to 1/5, what would be an example of splitting 1/5 into 5 equal parts on a number line? Essentially what are the numbers created by splitting 1/5 into 5 equal sections? Thank you! :D(2 votes)
- How does one name a fraction on a number line?(3 votes)
- if you are trying to put a fraction on a number line you would try to split the integer into equal parts. for example 2 1/4: go to the number line between 2 and 3. Cut the number line between 2 and 3 into 4 equal parts (because 4 is the denominator)...........2 1/4 will be at the first divider you created. im not sure this answers your question.......so let me know if its still difficult.(2 votes)
- Hi, I really don't understand why we have number lines. Can anyone answer my question?
Please and thank you.(2 votes)
- A number line is a useful way of visualizing numbers and operations on numbers.
You will encounter number lines in higher levels of math.
In algebra, a number line is used to graph solutions of equations and inequalities in one variable. A coordinate plane (with a number line used for each axis) is used for graphing solutions of equations and inequalities in two variables.
In statistics, number lines are often used to graph data visually (for example bar graphs, histograms, line graphs, line plots, box plots, and scatterplots).
Have a blessed, wonderful day!(1 vote)
- 1/3 has a definite position on the number line, but how can it be plotted as a decimal if 0.33333333 goes on forever? Is there a fundamental difference is plotting fractions vs. decimals on the number line?(1 vote)
- There is no fundamental difference between plotting fractions decimals on a number line because decimals are just one way of representing a fraction, so the number line is still be representing a fraction with the same proportion.(2 votes)
- Okay, so a fraction - no matter what the number on the bottom is - is always just the number 1? Is that why the narrator equates 5/5 and 8/8 as 1 in other videos?(1 vote)
- A fraction will always equal the number 1 when the numerator (the number on the top of the fraction) is the same as the denominator (the number on the bottom of the fraction). In the fraction 5/5, the numerator and denominator are both 5, so it is equal to 1. When the numerator and denominator are unequal however, the fraction will not equal 1. The fraction 3/4, for example, is equal to 0.75, not 1.(2 votes)
- wait, what if you can not fit it like this: 9/5 and have to fit it on a 0 <---> 5 number line??(1 vote)
We've already seen that if we take a whole, and in this example, the whole is this entire green circle. And if we were to split it into 5 equal sections-- 1, 2, 3, 4, 5. So we've split it into 5 equal sections-- and if we were to select 1 of those 5 equal sections. So let's say we select this section right over here, that we have selected 1/5 of the whole, 1 out of the 5 equal sections. We could do the exact same thing on a number line. Everything we've been doing so far has to deal with shapes, but we could do the exact same idea on a number line. So let me draw a number line here. So let me draw it pretty big so we get a sense of things. So it will go all the way to there. And let's say that this is 0, this is 1, and this is 2. And of course, we could keep going if we had more space to 3, 4, and on and on and on. And what I want to do, instead of taking a circle and dividing it into 5 equal sections, I want to take the section of our number line between 0 and 1 and divide it into 5 equal sections. So let me see if I can do this. So 1, 2, 3, 4, 5. That looks pretty good. I'm drawing it as exact as I can with my hand. But let's just assume these are 5 equal sections. So what would you think would be a good label for this number right over here? Well, it's the exact same idea. Between 0 and 1, I've traveled 1 out of the 5 equal sections towards 1. And actually, let me make it a little bit neater than that. We could make the equal sections look a little bit better. 1, 2, 3, 4, 5. And what we're thinking about is this. What should we call this number here? This number is clearly between 0 and 1. It's clearly closer to 0. And we've gone 1 out of the 5 equal sections towards 1. Well, it makes complete sense that, look, we had 5 equal sections here. And we've traveled 1 of them towards 1. So we should call this number right over here 1/5. So when we're talking about a fraction, 1/5, it's not just talking about, hey, what part of a pizza pie have I eaten or something like that. This is actually a number. This is a number. And we can actually plot it on the number line. Now you might say, OK, well, that's fair about 1/5. But what about all these other slashes? What numbers would we call that? Well, we can make the exact same idea. If up here, instead of shading in 1 out of the 5 equal sections, if I shaded in 2 of the 5 equal sections, then I wouldn't say this is 1/5 any more. I would say that this 2/5. And so if I go 2 of the equal sections towards 1, then I should call this number right over here 2/5. And I could keep going. This right over here should be 3, 3/5. This right over here, I've gone 1, 2, 3, 4 out of the 5 sections towards 1. So I could call this 4/5. And I could keep going. I could call this right over here-- I've traveled 5 out of the 5 equal sections towards 5, so I could call this right over here 5. Let me do it in that red color. I could call this right over here 5/5. You might say, wait, but 5/5, we've gotten to 1. And that's exactly right. If I were to shade in 5 things over here-- let me do that little bit cleaner. That's not the color I want to use. If I were to shade in 5 things over here, we've already seen that shading in 5 things-- let me make this a little bit neater-- if this is now 5 over 5 or 5/5, we've already seen that this is a whole. And over here, if we've traveled 5/5 of the way towards 1, we've gotten to the whole 1. 5/5 is the exact same thing as 1. It is equal to a whole.