A number-line fractions worksheet for 3rd grade in three parts, built for Common Core 3.NF.2.a and 3.NF.2.b. Students read dots on lines cut into 3, 4, and 6 equal parts, reason about jumps of 1/8 and 1/5, and end with Pip the Grasshopper, who takes 3 equal hops from 0 and lands on 3/4. Each item asks for both the number of equal parts and the fraction, and the key shows why one more hop takes Pip to 4/4.
3.NF.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 O locates the number 1/b on the number line.”
Counting equal parts in questions 1 to 3 and naming the size of one part on the eighths line in question 4a.
3.NF.2.b
“Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from O. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.”
The 5 jumps to 5/8 in question 4b, the fifths blanks in question 6, and Pip's 3 hops of 1/4 in Part 3.
Three number lines from 0 to 1 carry a solid dot each, at the first mark of a thirds line, the third mark of a fourths line, and 5/6 on a sixths line. Students record the equal parts and the fraction for each.
Question 4 splits the interval into 8 lengths and asks for the size of one part and the jumps needed to reach 5/8. Question 5 is a halfway multiple choice, and question 6 fills three blanks on a fifths line, up to the 5 jumps that land on 5/5.
Pip the Grasshopper takes 3 equal hops from 0 and lands on 3/4. Students name the hop size and explain how many more hops reach 1 whole.
Direct instruction
Model question 1 by counting intervals aloud, not tick marks. The three lines in Part 1 use 3, 4, and 6 parts, so the miscounting habit surfaces fast.
Floor activity
Tape a line across the floor and act out Part 3 before anyone writes. One student is Pip, three hops to 3/4, then ask the class how many hops remain.
Pre-fraction-comparison
Set this before any comparing work. Students who can say why 5 jumps of 1/5 equal one whole (question 6) are ready for equivalence on the same lines.
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