teaching resource

Blank Number Lines - Printable

Updated: 15 Apr 2024

Print a set of open number lines to help you teach a variety of math skills.

Non-Editable: PDF
Pages: 10 Pages
Grades: 1 - 6

Curriculum

CCSS.MATH.CONTENT.2.MD.B.6

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.
CCSS.MATH.CONTENT.3.OA.B.5

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 × ...
CCSS.MATH.CONTENT.3.NF.A.2

Understand a fraction as a number on the number line; represent fractions on a number line diagram.
CCSS.MATH.CONTENT.3.NF.A.2.A

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...
CCSS.MATH.CONTENT.3.NF.A.2.B

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.
CCSS.MATH.CONTENT.3.NF.A.3.A

Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
CCSS.MATH.CONTENT.3.NF.A.3.C

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.
CCSS.MATH.CONTENT.3.MD.A.1

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.
CCSS.MATH.CONTENT.4.NF.B.3.A

Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
CCSS.MATH.CONTENT.4.NF.B.3.B

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/...
CCSS.MATH.CONTENT.4.NF.C.6

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.
CCSS.MATH.CONTENT.4.NF.C.7

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
CCSS.MATH.CONTENT.4.MD.A.2

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...
CCSS.MATH.CONTENT.6.NS.C.6

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.
CCSS.MATH.CONTENT.6.NS.C.6.A

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.
CCSS.MATH.CONTENT.6.NS.C.6.C

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.
CCSS.MATH.CONTENT.6.NS.C.7.A

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.
CCSS.MATH.CONTENT.6.NS.C.7.C

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...
CCSS.MATH.CONTENT.6.EE.B.8

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.

Math 1.2(F)

Order whole numbers up to 120 using place value and open number lines; and
Math 2.2(E)

Locate the position of a given whole number on an open number line; and
Math 2.2(F)

Name the whole number that corresponds to a specific point on a number line.
Math 2.9(C)

Represent whole numbers as distances from any given location on a number line;
Math 3.2(C)

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
Math 3.3(A)

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;
Math 3.3(B)

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;
Math 3.3(F)

Represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines;
Math 3.3(G)

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
Math 3.4(E)

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;
Math 3.5(A)

Represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations;
Math 3.7(A)

Represent fractions of halves, fourths, and eighths as distances from zero on a number line;
Math 4.2(F)

Compare and order decimals using concrete and visual models to the hundredths;
Math 4.2(H)

Determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line.
Math 4.3(B)

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;
Math 4.3(E)

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;
Math 4.3(G)

Represent fractions and decimals to the tenths or hundredths as distances from zero on a number line.
Math 6.2(B)

Identify a number, its opposite, and its absolute value;
Math 6.2(C)

Locate, compare, and order integers and rational numbers using a number line;
Math 6.4(F)

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;
Math 6.9(B)

Represent solutions for one-variable, one-step equations and inequalities on number lines; and

teaching resource

Blank Number Lines - Printable

Updated: 15 Apr 2024

Print a set of open number lines to help you teach a variety of math skills.

Non-Editable: PDF
Pages: 10 Pages
Grades: 1 - 6

Print a set of open number lines to help you teach a variety of math skills.

Print a Pack of Blank Number Lines!

Are you looking for a versatile tool to support your math instruction? Look no further than the humble number line. While it may seem like a simple tool for counting and basic arithmetic, number lines can be used in a variety of creative ways to enhance students’ understanding of more advanced math concepts.

What Can You Teach on a Number Line?

You might think a number line is one of those basic tools that is really only used with primary-grade students for learning to count, add, and subtract. But it can be so much more! Here are a few more things you can do with a blank number line!

These blank number lines are perfect for showing students how to locate fractions on the number line, partition an open number line, compare and order fractions, and perform operations with fractions.
Just like fractions, the blank number line is a handy tool to help you teach students about decimals. Use the number line to locate, compare, order, and solve problems.
An extended blank number line can be used to teach negative numbers by showing students how to locate negative numbers on the number line and perform operations with negative numbers.
In upper grades, number lines are used to teach algebraic equations by showing students how to represent variables and solve equations using the number line.
The number line is also a great tool to help you teach patterns and sequences. With a number line, you can have your students identify and extend number patterns on the number line.

Download and Print Your Open Number Lines

This resource download includes a single-page group of six open number lines that are perfect for use in a variety of math lessons.

This resource prints as a landscape-formatted black-and-white PDF document. Simply click the download button, print your copies, and you’re ready to teach! You can make your number lines reusable by slipping them into a clear sleeve/sheet protector and having your students write on them with a dry-erase marker.

Curriculum

CCSS.MATH.CONTENT.2.MD.B.6

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.
CCSS.MATH.CONTENT.3.OA.B.5

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 × ...
CCSS.MATH.CONTENT.3.NF.A.2

Understand a fraction as a number on the number line; represent fractions on a number line diagram.
CCSS.MATH.CONTENT.3.NF.A.2.A

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...
CCSS.MATH.CONTENT.3.NF.A.2.B

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.
CCSS.MATH.CONTENT.3.NF.A.3.A

Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
CCSS.MATH.CONTENT.3.NF.A.3.C

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.
CCSS.MATH.CONTENT.3.MD.A.1

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.
CCSS.MATH.CONTENT.4.NF.B.3.A

Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
CCSS.MATH.CONTENT.4.NF.B.3.B

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/...
CCSS.MATH.CONTENT.4.NF.C.6

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.
CCSS.MATH.CONTENT.4.NF.C.7

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
CCSS.MATH.CONTENT.4.MD.A.2

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...
CCSS.MATH.CONTENT.6.NS.C.6

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.
CCSS.MATH.CONTENT.6.NS.C.6.A

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.
CCSS.MATH.CONTENT.6.NS.C.6.C

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.
CCSS.MATH.CONTENT.6.NS.C.7.A

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.
CCSS.MATH.CONTENT.6.NS.C.7.C

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...
CCSS.MATH.CONTENT.6.EE.B.8

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.

Math 1.2(F)

Order whole numbers up to 120 using place value and open number lines; and
Math 2.2(E)

Locate the position of a given whole number on an open number line; and
Math 2.2(F)

Name the whole number that corresponds to a specific point on a number line.
Math 2.9(C)

Represent whole numbers as distances from any given location on a number line;
Math 3.2(C)

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
Math 3.3(A)

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;
Math 3.3(B)

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;
Math 3.3(F)

Represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines;
Math 3.3(G)

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
Math 3.4(E)

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;
Math 3.5(A)

Represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations;
Math 3.7(A)

Represent fractions of halves, fourths, and eighths as distances from zero on a number line;
Math 4.2(F)

Compare and order decimals using concrete and visual models to the hundredths;
Math 4.2(H)

Determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line.
Math 4.3(B)

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;
Math 4.3(E)

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;
Math 4.3(G)

Represent fractions and decimals to the tenths or hundredths as distances from zero on a number line.
Math 6.2(B)

Identify a number, its opposite, and its absolute value;
Math 6.2(C)

Locate, compare, and order integers and rational numbers using a number line;
Math 6.4(F)

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;
Math 6.9(B)

Represent solutions for one-variable, one-step equations and inequalities on number lines; and

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