# 5th Grade - Place Numbers On The Number Line

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 Grade Level: 5th Skill: Fractions, Percentages and Decimals Topic: Place Numbers on the Number Line Goal: Identify and represent on a number line decimals, fractions, mixed numbers, and positive and negative integers. Skill Description: Students must be able to plot the following things on a number line: positive and negative numbers, decimals, fractions, mixed numbers and a few percents.

## Building Blocks/Prerequisites

### Sample Problems

 (1) Where will 1.24 be on a number line? (a) between 1.1 and 1.2 (b) between 1.2 and 1.3 (c) between 0.1 and 1.0 (d) between .24 and 1.2 (2) Where will -6 be on a number line? (a) between 0 and 6 (b) between 0 and -5 (c) between -5 and -8 (d) between -5 and -3 (3) Where is 50% on a number line? (a) half point of any number line (b) the first point on a number line (c) the little line at the end of a number line (d) there is no 50% on a number line (4) Where will 2/5 be on a number line? (a) between 0 and -1 (b) between 1 and 1.25 (c) between 2 and 5 (d) between 1/5 and 4/5 (5) Where will 7 and 1/4 be on a number line? (a) between 6 and 7 (b) between 7 and 7.5 (c) between 7.5 and 8 (d) between 7 and 1/4

### Learning Tips

 (1) Kinesthetic learners enjoy jumping around on a kid-sized number line. Draw a number line with chalk on your driveway or sidewalk and then call out a number and tell your child to stand on it. You can also call out (-7)-3 and have him solve the problem and show you the answer by standing on the correct number. (2) Up until this unit, all the number lines your child has worked with in school have begun on the left with zero. Some children need explicit teaching that the new number line not only extends to the right, but now also extends to the left. (3) When using a number line with mixed numbers, always change your mixed numbers into improper fractions. It is easier to see the correct place to put the number. (4) Always, always, always count the pieces that the number line is divided into. Each number line on the state test is cut into different sizes and many students forget to count the spaces, counting the line breaks instead. Of course, they always come up one number short. You count the spaces BETWEEN the lines, not the lines themselves. (5) The State test in the spring is hard for many reasons, including this standard. What the test often does is combine mixed numbers, decimals and fractions onto one number line. The question might ask you to label the number line with the following numbers: .75, .33, 1/5 and 3 2/3. Since the numbers are all written in different forms, the best plan for your child is to change all the numbers so they are the same (usually fractions work best) and then label appropriately.

### Online Resources

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### Extra Help Problems

 (1) Put these numbers in order from greatest to least: 1.387, 1.873, 1.738, 1.783 (2) Put these numbers in order from greatest to least: .467, .476, .453, .536 (3) Put these numbers in order from greatest to least: 3/10, 2/5, 7/10, 12/20 (4) Put these numbers in order from greatest to least: 4 ½, 6 ¾, 9 ¼ , 4 4/12 (5) Put these numbers in order from greatest to least: -7, -5, -9,-12, 2, 5 (6) Put these numbers in order from least to greatest: -4, -9, 3, -2, 7, 13 (7) Put these numbers in order from least to greatest: 1/5, 1/3, 1/12, 1, 1/9, 1/4 (8) Put these numbers in order from least to greatest: 2 1/5, 2 2/8, 2 7/9, 2 ½ (9) Put these numbers in order from least to greatest: .937, .739, .97, .9 (10) Put these numbers in order from least to greatest: 6.43, 6.34, 3.46, 6.4 (11) Answer questions 11-15 using the number line below. Decimals What is the value of R? (12) What is the value of F? (13) What is the value of K? (14) What would -8 be? (15) Put a dot where -2 would be (16) Put a dot where 4 ½ would be

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