Students created a number line with values from zero to two. Students included pictorial models of fractions (circles) and decimals. They also related percents to fractions as well as common fractional values with different denominators. Anything that is represented as a fractional value the students were welcome to include; some chose fractions of an hour, represented by the clocks, and parts of a dollar, represented by the coins. Fractional and decimal values were ordered and related as equivalent values. Looking at 1/2 on the number line, the representations include 50 cents (as 5 dimes, as 2 quarters, and as a half dollar), 4/8, 1/2, 5/10, 50%, 0.5, 3/6 and as half an hour. Elsewhere on the number line, values greater than one whole are included as improper fractions.

This activity enables students to understand that there are an infinite number of values between zero and one, and between any two whole numbers. It also helps them to appreciate that there are an infinite number of ways to express one fractional value like 1/2.

Note: The size of this number line is about five feet long.

Indicators:
6.4.1.3 recognize and name equivalent fractions.
6.4.2.2 compare and order fractions, including improper fractions and mixed numbers with like denominators.
6.4.2.3 identify and compare decimals to the hundredths using
numerals, pictures, and concrete objects.
6.4.7.2 identify and describe the relationship between fractions and decimals.
6.5.1.1 read, write, and represent interchangeably simple fractions, decimals, and percents using symbols, words, and models.
6.5.2.2 compare and order fractions in equivalent forms, including improper fractions and mixed numbers with like and unlike denominators.