# INVESTIGATION

Draw a number line between zero and 1.

Place **halves, quarters and eighths** on the number line.

What fractions are in the same place on the number line?

How can you explain how you know these fractions are equivalent using:

- a
**fraction wall,** - the relationship between the numerator and denominator, and
- their common place on the number line?

**Reflection: Why are equivalent fractions in the same place on a number line?**

Draw a number line between zero and 1.

Place **fifths and tenths** on the number line.

What fractions are in the same place on the number line?

How can you explain how you know these fractions are equivalent using:

- a
**fraction wall**, - the relationship between the numerator and denominator, and
- their common place on the number line?

**Reflection: Why are equivalent fractions in the same place on a number line?**

Draw a number line between zero and 1.

Place **thirds and sixths** on the number line.

What fractions are in the same place on the number line?

How can you explain how you know these fractions are equivalent using:

- a
**fraction wall**, - the relationship between the numerator and denominator, and
- their common place on the number line?

**Reflection: Why are equivalent fractions in the same place on a number line?**

Draw a number line between zero and 1.

Place **halves, quarters and eighths, fifths and tenths, thirds, sixths and twelfths** on the number line.

What fractions are in the same place on the number line?

How can you explain how you know these fractions are equivalent using:

- a
**fraction wall**, - the relationship between the numerator and denominator, and
- their common place on the number line?

**Reflection: Why are equivalent fractions in the same place on a number line?**

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