### This comes from the Common Core

*Develop understanding of fractions as numbers.*

*1. ……*

*2. Understand a fraction as a number on the number line; represent*

*fractions on a number line diagram.*

*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 0 locates the number 1/b on the number line.*

*b. Represent a fraction a/b on a number line diagram by marking off*

*a lengths 1/b from 0. …….*

### ….but how do you do it ?????

The mystery is solved…….

Here is the line, with 0 and 1 marked. /You chose it already !

Here is a numbered line, any size, equally spaced, at intervals of one unit.

It only has to start from zero.

Now construct the line from point 5 to the “fraction” line at point 1, and a parallel line from point 1 on the numbered line.

The point of intersection of the parallel line and the “fraction” line is then 1/5 of the distance from 0 to 1 on the “fraction” line.

1/5, 2/5, 3/5, 4/5 and 1 are equally spaced on the fraction line.

L cannot be moved in the static picture.