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Fractions on a number line

REPRESENTATIONAL
Mathematics›Fractions|Ages 7—8|ID: mt_Kr3IyA6m-O

Recognise and use fractions as numbers: place unit fractions and non-unit fractions with small denominators on a number line

Mastery Evidence

  • Place 1/2, 1/4, 3/4 on a number line from 0 to 1
  • Identify that 1/3 lies between 0 and 1/2 on the number line
  • Understand that a fraction is a single number, not just 'part of a shape'

Assessment Prompt

“If you draw a number line from 0 to 1, can [child] mark where 1/4, 1/2, and 3/4 should go — without any extra help?”

Curriculum Standards1 alignment

Ma/KS2/Y3/F/3The national curriculum in England
Recognise fractions as numbers

recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators

Mathematics · Key Stage 2

Prerequisites2

Show full prerequisite tree
  • Fractions of amounts hard

    Placing fractions on number line requires knowing what fractions are

    • Finding halves and quarters (age 5+) hard

      Working with 1/4, 2/4, 3/4 extends from Y1 understanding of quarters

      • What Is a Half? hard

        Understanding quarters extends from understanding halves — both are equal parts but quarters requires dividing into 4

        • Division as equal sharing hard

          Finding a half requires equal sharing into 2 groups — a division concept

          • Subtraction as taking away or separating hard

            Division as equal sharing/grouping requires understanding subtraction as taking away/separating

            • How Many in Total? hard

              Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)

              • One-to-one counting hard

                Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

    • What Is a Half? hard

      Working with fractions extends from Y1 understanding of halves

      • Division as equal sharing hard

        Finding a half requires equal sharing into 2 groups — a division concept

        • Subtraction as taking away or separating hard

          Division as equal sharing/grouping requires understanding subtraction as taking away/separating

          • How Many in Total? hard

            Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)

            • One-to-one counting hard

              Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

    • Division as equal sharing soft

      Finding fractions of quantities uses equal sharing (division)

      • Subtraction as taking away or separating hard

        Division as equal sharing/grouping requires understanding subtraction as taking away/separating

        • How Many in Total? hard

          Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)

          • One-to-one counting hard

            Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

    • Fraction Notation hard

      Writing fractions like 1/3 and 3/4 requires knowing numerator and denominator

  • Tenths soft

    Counting in tenths supports placing fractions on a number line

    • Fractions of amounts hard

      Tenths extend fraction understanding from halves, thirds, quarters

      • Finding halves and quarters (age 5+) hard

        Working with 1/4, 2/4, 3/4 extends from Y1 understanding of quarters

        • What Is a Half? hard

          Understanding quarters extends from understanding halves — both are equal parts but quarters requires dividing into 4

          • Division as equal sharing hard

            Finding a half requires equal sharing into 2 groups — a division concept

            • Subtraction as taking away or separating hard

              Division as equal sharing/grouping requires understanding subtraction as taking away/separating

              • How Many in Total? hard

                Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)

                • One-to-one counting hard

                  Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

      • What Is a Half? hard

        Working with fractions extends from Y1 understanding of halves

        • Division as equal sharing hard

          Finding a half requires equal sharing into 2 groups — a division concept

          • Subtraction as taking away or separating hard

            Division as equal sharing/grouping requires understanding subtraction as taking away/separating

            • How Many in Total? hard

              Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)

              • One-to-one counting hard

                Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

      • Division as equal sharing soft

        Finding fractions of quantities uses equal sharing (division)

        • Subtraction as taking away or separating hard

          Division as equal sharing/grouping requires understanding subtraction as taking away/separating

          • How Many in Total? hard

            Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)

            • One-to-one counting hard

              Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

      • Fraction Notation hard

        Writing fractions like 1/3 and 3/4 requires knowing numerator and denominator

    • Counting in 2s soft

      Skip counting supports counting in tenths

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