In this task using a number line, students must partition the interval between 0 and 1 into eighths.

The purpose of this task is meant to reinforce students' understanding of rational numbers as points on the number line and to provide them with a visual way of understanding that the sum of a number and its additive inverse (usually called its "opposite") is zero.

This simple-looking problem reveals much about how well students understand unit fractions as well as representing fractions on a number line.

The purpose of this task is to provide students with a concrete experience they can relate to fraction multiplication. Perhaps more importantly, the task also purposefully relates length and locations of points on a number line, a common trouble spot for students. This task is meant for instruction and would be a useful as part of an introductory unit on fraction multiplication.

In this lesson, students explore how to represent multiplication and division situations on a number line. This is remixable to provide additional supports for all learners.

In this leson students explore decimals and make connections between multiple representations of the same decimals. 

This lesson module allows students to explore the meaning of inequalities. After this lesson, students should be able to understand that there are multiple solutions to an inequality. It contains a formative assessment matching activity at the end and a critical thinking closing activity.

When students plot irrational numbers on the number line, it helps reinforce the idea that they fit into a number system that includes the more familiar integer and rational numbers.

The purpose of this task is to present students with a context where they need to explain why two simple fractions are equivalent.

This purpose of this task is to help students understand the absolute value of a number as its distance from 0 on the number line. The context is not realistic, nor is meant to be; it is a thought experiment to help students focus on the relative position of numbers on the number line.

In this number line task students must treat the interval from 0 to 1 as a whole, partition the whole into the appropriate number of equal sized parts, and then locate the fraction(s).

The purpose of this task is to help solidify students' understanding of signed numbers as points on a number line and to understand the geometric interpretation of adding and subtracting signed numbers.

In this lesson, students will understand the concepts of place value and rounding using a variety of mathematical activities.

It is much easier to visualize division of fraction problems with contexts where the quantities involved are continuous. It makes sense to talk about a fraction of an hour. The context suggests a linear diagram, so this is a good opportunity for students to draw a number line or a double number line to solve the problem.

This lesson unit is intended to help teachers assess how well students are able to understand and use directed numbers in context. It is intended to help identify and aid students who have difficulties in ordering, comparing, adding, and subtracting positive and negative integers. Particular attention is paid to the use of negative numbers on number lines to explore the structures: starting temperature + change in temperature = final temperature final temperature Đ change in temperature = starting temperature final temperature Đ starting temperature = change in temperature.