Summarize this article:
Last updated on October 16, 2025
A portion of a whole can be expressed as a fraction. These fractions can be visually represented by plotting on a number line. Fractions are used to represent accurate measurements, such as ½ cup of flour. In this topic, you’ll learn about how to plot fractions on a number line.
Fractions are expressions that represent parts of a whole. A fraction has two parts, the numerator and the denominator. It is expressed in the form\(\frac{a}{b} \), where a is the numerator and b is the denominator and b ≠ 0. In other words, a fraction represents the portion occupied out of the whole.
To plot fractions on a number line, use the steps listed below:
For proper fractions:
For mixed fractions:
For improper fractions:
There are different ways to represent fractions on a number line based on their type:
To represent equivalent fractions on a number line, follow the steps below:
Represent proper fractions on a number line using the following steps:
Represent mixed fractions on a number line using the following steps:
Represent improper fractions on a number line using the following steps:
Fractions on a number line are a complex topic in mathematics. Therefore, some tips and tricks are mentioned below to help us master the topic.
Students often make mistakes when plotting fractions on a number line, which can lead to wrong representations. Identifying these errors will help in preventing them. Here are a few common mistakes along with tips to avoid them:
Fractions play an important role in our everyday life. Visualizing fractions on a number line helps us measure the accurate portion of a whole amount. Here, we will look at a few real-life examples of fractions:
Determine if 3/9 and 1/3 are equivalent fractions using a number line.
\(\frac{3}{9} \) and \(\frac{1}{3} \) are equivalent fractions.
To determine that \(\frac{3}{9} \) and \(\frac{1}{3} \) are equivalent fractions, we plot both fractions on different number lines.
Since both fractions are marked at the same point on the number line, we can conclude that \(\frac{3}{9} \) and \(\frac{1}{3} \) are equivalent fractions.
Represent 6/5 on a number line .
NA
To represent the given fraction, first identify its type:
6/5 is an improper fraction because the numerator (6) is greater than the denominator (5)
We now convert the given improper fraction into a mixed fraction:
6 ÷ 5 = 1, remainder 1.
So, \(\frac{6}{5} \)= \(1^1/_5 \)
A number line is given with 2 missing values labeled as A, B, C, D, and E. The number line is divided into equal parts, where each step represents 1/2. Find the missing values.
C and D are \(\frac{3}{2} \) and \(\frac{4}{2} \).
Each segment on the number line represents \(\frac{1}{2} \), so we add \(\frac{1}{2} \) step by step.
A = \(\frac{1}{2} \)
B = \(\frac{2}{2} \)
C = \(\frac{3}{2} \)
D = \(\frac{4}{2} \)
E = \(\frac{5}{2} \)
So, the values of points C and D are \(\frac{3}{2} \) and \(\frac{4}{2} \) respectively.
Represent 4/7 on a number line.
NA
We first identify the type of the given fraction:
If the numerator is smaller than the denominator, then it is a proper fraction.
Now, draw a horizontal number line from 0 to 1.
Divide the segment between 0 and 1 into 7 equal parts since the denominator is 7.
To mark \(\frac{4}{7} \):
Start from 0 and count 4 parts towards 1.
This point on the line represents \(\frac{4}{7} \).
Plot 9/4 on a number line.
NA
Identify the type of fraction
\(\frac{9}{4} \) is an improper fraction because the numerator is greater than denominator.
Convert it into a mixed number, \(\frac{9}{4} \) = 2\(\frac{1}{4} \)
So, it lies between 2 and 3 on the number line.
Draw a number line from 0 to 3 and mark each whole number: 0, 1, 2, 3.
Divide each whole-number segment into 4 equal parts since the denominator is 4.
Count the parts
From 0, \(\frac{1}{4} \), \(\frac{2}{4} \), \(\frac{3}{4}\), 1
From 1, \(\frac{5}{4} \), \(\frac{6}{4} \), \(\frac{7}{4} \), 2
From 2, \(\frac{9}{4} \)
Mark the point just one-fourth after 2 and label it \(\frac{9}{4} \).
Hiralee Lalitkumar Makwana has almost two years of teaching experience. She is a number ninja as she loves numbers. Her interest in numbers can be seen in the way she cracks math puzzles and hidden patterns.
: She loves to read number jokes and games.