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.
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 × ...
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...
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.
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.
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.
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/...
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.
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
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...
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.
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.
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.
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.
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...
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.
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
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;
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;
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
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;
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;
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;
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;
Print a pack of open number lines to use in a variety of ways in your lessons.
Printable Open Number Lines = Versatile Mathematical Tool
Grab this download if you’re on the hunt for number-line resources! There’s no tool more versatile than a handy open number line when introducing students to a new mathematical concept. This printable worksheet includes a set of six open number lines that are ready and waiting for your students to use in their lessons.
This set of number lines would make an excellent addition to a maths toolkit. Simply insert the sheet into a clear sleeve or sheet protector and hand out dry-erase markers. Now your students have their very own reusable number lines to use when learning about
counting
addition
sequencing
comparing
subtraction
multiplication
and more!
Download and Print!
This resource is a one-click download! Click the download button to download the printable PDF resource file, print, and your new maths resource is ready to go!
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.
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 × ...
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...
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.
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.
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.
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/...
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.
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
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...
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.
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.
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.
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.
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...
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.
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
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;
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;
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
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;
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;
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;
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;
Represent solutions for one-variable, one-step equations and inequalities on number lines; and
Teach Starter Publishing
We create premium quality, downloadable teaching resources for primary/elementary school teachers that make classrooms buzz!
0 Comments
Write a review to help other teachers and parents like yourself. If you'd like to
request a change to this resource, or report an error, select the corresponding tab
above.
Would you like something changed or customised on this resource? While our team
makes every effort to complete change suggestions, we can't guarantee that every
change will be completed.
0 Comments
Write a review to help other teachers and parents like yourself. If you'd like to request a change to this resource, or report an error, select the corresponding tab above.