This question tests representing fractions a/b on number lines (CCSS.3.NF.2.b), specifically locating a/b by marking off a lengths of 1/b from 0, and recognizing that the endpoint locates the fraction a/b. To locate a fraction a/b on a number line, start at 0 and mark off (count) a lengths of 1/b. For example, to locate 3/4: divide the 0-1 interval into 4 equal parts (each is 1/4), then starting at 0, count three intervals—0 to 1/4 (first), 1/4 to 2/4 (second), 2/4 to 3/4 (third). The endpoint after three 1/4 intervals is 3/4. The distance from 0 to 3/4 is three-fourths of the whole. Counting: 0, 1/4 (one part), 2/4 (two parts), 3/4 (three parts). Each jump is 1/4, and three jumps reach 3/4. In this problem, the number line from 0 to 1 is divided into 4 equal parts, each of size 1/4. The 2nd tick mark represents 2/4. Choice A is correct because 2/4 is located at the second tick mark from 0 when 0-1 is divided into 4 equal parts, counting 0, 1/4, 2/4 shows the second position is 2/4. This demonstrates understanding that a/b is reached by counting a intervals of 1/b. Choice B is incorrect because it gives the unit fraction (1/4) instead of the full fraction (2/4). This error occurs when students don't complete the counting process. To help students place fractions on number lines: Use the 'marking off' language explicitly—'mark off 3 lengths of 1/4 from 0.' Have students count aloud: '0, one-fourth, two-fourths, three-fourths.' Draw arcs or arrows showing each jump of 1/b. Connect to addition: 3/4 = 1/4 + 1/4 + 1/4 (three one-fourths). Use manipulatives: fraction strips laid end-to-end. Practice with different fractions and denominators. Emphasize: numerator tells HOW MANY parts to count, denominator tells SIZE of each part. Watch for students who count from 1 instead of 0, or who confuse which number (numerator vs denominator) tells how many to count.

This question tests representing fractions $a/b$ on number lines (CCSS.3.NF.2.b), specifically locating $a/b$ by marking off $a$ lengths of $1/b$ from 0, and recognizing that the endpoint locates the fraction $a/b$. To locate a fraction $a/b$ on a number line, start at 0 and mark off (count) $a$ lengths of $1/b$. For example, to locate $3/4$: divide the 0-1 interval into 4 equal parts (each is $1/4$), then starting at 0, count three intervals—0 to $1/4$ (first), $1/4$ to $2/4$ (second), $2/4$ to $3/4$ (third). The endpoint after three $1/4$ intervals is $3/4$. The distance from 0 to $3/4$ is three-fourths of the whole. Counting: 0, $1/4$ (one part), $2/4$ (two parts), $3/4$ (three parts). Each jump is $1/4$, and three jumps reach $3/4$. In this problem, the number line from 0 to 1 is divided into 8 equal parts, each of size $1/8$. To find $5/8$, count 5 intervals from 0. Choice C is correct because marking off 5 lengths of $1/8$ from 0 lands at $5/8$, or counting 0, $1/8$, $2/8$, $3/8$, $4/8$, $5/8$ shows the fifth position is $5/8$. This demonstrates understanding that $a/b$ is reached by counting $a$ intervals of $1/b$. Choice B is incorrect because it selects the wrong tick mark position ($4/8$ instead of $5/8$). This error occurs when students miscount intervals. To help students place fractions on number lines: Use the 'marking off' language explicitly—'mark off 3 lengths of $1/4$ from 0.' Have students count aloud: '0, one-fourth, two-fourths, three-fourths.' Draw arcs or arrows showing each jump of $1/b$. Connect to addition: $3/4$ = $1/4$ + $1/4$ + $1/4$ (three one-fourths). Use manipulatives: fraction strips laid end-to-end. Practice with different fractions and denominators. Emphasize: numerator tells HOW MANY parts to count, denominator tells SIZE of each part. Watch for students who count from 1 instead of 0, or who confuse which number (numerator vs denominator) tells how many to count.

This question tests representing fractions a/b on number lines (CCSS.3.NF.2.b), specifically locating a/b by marking off a lengths of 1/b from 0, and recognizing that the endpoint locates the fraction a/b. To locate a fraction a/b on a number line, start at 0 and mark off (count) a lengths of 1/b. For example, to locate 3/4: divide the 0-1 interval into 4 equal parts (each is 1/4), then starting at 0, count three intervals—0 to 1/4 (first), 1/4 to 2/4 (second), 2/4 to 3/4 (third). The endpoint after three 1/4 intervals is 3/4. The distance from 0 to 3/4 is three-fourths of the whole. Counting: 0, 1/4 (one part), 2/4 (two parts), 3/4 (three parts). Each jump is 1/4, and three jumps reach 3/4. In this problem, the number line from 0 to 1 is divided into 6 equal parts, each of size 1/6. To find 4/6, count 4 intervals from 0. Choice B is correct because marking off 4 lengths of 1/6 from 0 lands at 4/6, or counting 0, 1/6, 2/6, 3/6, 4/6 shows the fourth position is 4/6. This demonstrates understanding that a/b is reached by counting a intervals of 1/b. Choice A is incorrect because it selects the wrong tick mark position (3/6 instead of 4/6). This error occurs when students miscount intervals. To help students place fractions on number lines: Use the 'marking off' language explicitly—'mark off 3 lengths of 1/4 from 0.' Have students count aloud: '0, one-fourth, two-fourths, three-fourths.' Draw arcs or arrows showing each jump of 1/b. Connect to addition: 3/4 = 1/4 + 1/4 + 1/4 (three one-fourths). Use manipulatives: fraction strips laid end-to-end. Practice with different fractions and denominators. Emphasize: numerator tells HOW MANY parts to count, denominator tells SIZE of each part. Watch for students who count from 1 instead of 0, or who confuse which number (numerator vs denominator) tells how many to count.

This question tests representing fractions $a/b$ on number lines (CCSS.3.NF.2.b), specifically locating $a/b$ by marking off $a$ lengths of $1/b$ from 0, and recognizing that the endpoint locates the fraction $a/b$. To locate a fraction $a/b$ on a number line, start at 0 and mark off (count) $a$ lengths of $1/b$. For example, to locate $3/4$: divide the 0-1 interval into 4 equal parts (each is $1/4$), then starting at 0, count three intervals—0 to $1/4$ (first), $1/4$ to $2/4$ (second), $2/4$ to $3/4$ (third). The endpoint after three $1/4$ intervals is $3/4$. The distance from 0 to $3/4$ is three-fourths of the whole. Counting: 0, $1/4$ (one part), $2/4$ (two parts), $3/4$ (three parts). Each jump is $1/4$, and three jumps reach $3/4$. In this problem, the number line from 0 to 1 is divided into 3 equal parts, each of size $1/3$. To find $2/3$, count 2 intervals from 0. Choice B is correct because $2/3$ is located at the 2nd tick mark from 0 when 0-1 is divided into 3 equal parts, or counting 0, $1/3$, $2/3$ shows the second position is $2/3$. This demonstrates understanding that $a/b$ is reached by counting $a$ intervals of $1/b$. Choice C is incorrect because it selects the wrong tick mark position (3rd instead of 2nd, which is $3/3$). This error occurs when students miscount intervals. To help students place fractions on number lines: Use the 'marking off' language explicitly—'mark off 3 lengths of $1/4$ from 0.' Have students count aloud: '0, one-fourth, two-fourths, three-fourths.' Draw arcs or arrows showing each jump of $1/b$. Connect to addition: $3/4$ = $1/4$ + $1/4$ + $1/4$ (three one-fourths). Use manipulatives: fraction strips laid end-to-end. Practice with different fractions and denominators. Emphasize: numerator tells HOW MANY parts to count, denominator tells SIZE of each part. Watch for students who count from 1 instead of 0, or who confuse which number (numerator vs denominator) tells how many to count.

This question tests representing fractions $a/b$ on number lines (CCSS.3.NF.2.b), specifically locating $a/b$ by marking off a lengths of $1/b$ from 0, and recognizing that the endpoint locates the fraction $a/b$. To locate a fraction $a/b$ on a number line, start at 0 and mark off (count) a lengths of $1/b$. For example, to locate $3/4$: divide the 0-1 interval into 4 equal parts (each is $1/4$), then starting at 0, count three intervals—0 to $1/4$ (first), $1/4$ to $2/4$ (second), $2/4$ to $3/4$ (third). The endpoint after three $1/4$ intervals is $3/4$. The distance from 0 to $3/4$ is three-fourths of the whole. Counting: 0, $1/4$ (one part), $2/4$ (two parts), $3/4$ (three parts). Each jump is $1/4$, and three jumps reach $3/4$. In this problem, the number line from 0 to 1 is divided into 8 equal parts, each of size $1/8$. To find $6/8$, count 6 intervals from 0. Choice B is correct because marking off 6 lengths of $1/8$ from 0 lands at $6/8$, or counting 0, $1/8$, $2/8$, $3/8$, $4/8$, $5/8$, $6/8$ shows the sixth position is $6/8$. This demonstrates understanding that $a/b$ is reached by counting a intervals of $1/b$. Choice D is incorrect because it reverses numerator and denominator ($8/6$ instead of $6/8$). This error occurs when students confuse numerator with denominator. To help students place fractions on number lines: Use the 'marking off' language explicitly—'mark off 3 lengths of $1/4$ from 0.' Have students count aloud: '0, one-fourth, two-fourths, three-fourths.' Draw arcs or arrows showing each jump of $1/b$. Connect to addition: $3/4$ = $1/4$ + $1/4$ + $1/4$ (three one-fourths). Use manipulatives: fraction strips laid end-to-end. Practice with different fractions and denominators. Emphasize: numerator tells HOW MANY parts to count, denominator tells SIZE of each part. Watch for students who count from 1 instead of 0, or who confuse which number (numerator vs denominator) tells how many to count.

This question tests representing fractions a/b on number lines (CCSS.3.NF.2.b), specifically locating a/b by marking off a lengths of 1/b from 0, and recognizing that the endpoint locates the fraction a/b. To locate a fraction a/b on a number line, start at 0 and mark off (count) a lengths of 1/b. For example, to locate 3/4: divide the 0-1 interval into 4 equal parts (each is 1/4), then starting at 0, count three intervals—0 to 1/4 (first), 1/4 to 2/4 (second), 2/4 to 3/4 (third). The endpoint after three 1/4 intervals is 3/4. The distance from 0 to 3/4 is three-fourths of the whole. Counting: 0, 1/4 (one part), 2/4 (two parts), 3/4 (three parts). Each jump is 1/4, and three jumps reach 3/4. In this problem, the number line from 0 to 1 is divided into 4 equal parts, each of size 1/4. The 3rd tick mark represents 3/4. Choice B is correct because 3/4 is located at the 3rd tick mark from 0 when 0-1 is divided into 4 equal parts, or counting 0, 1/4, 2/4, 3/4 shows the third position is 3/4. This demonstrates understanding that a/b is reached by counting a intervals of 1/b. Choice A is incorrect because it selects the wrong tick mark position (2nd instead of 3rd, which is 2/4). This error occurs when students miscount intervals. To help students place fractions on number lines: Use the 'marking off' language explicitly—'mark off 3 lengths of 1/4 from 0.' Have students count aloud: '0, one-fourth, two-fourths, three-fourths.' Draw arcs or arrows showing each jump of 1/b. Connect to addition: 3/4 = 1/4 + 1/4 + 1/4 (three one-fourths). Use manipulatives: fraction strips laid end-to-end. Practice with different fractions and denominators. Emphasize: numerator tells HOW MANY parts to count, denominator tells SIZE of each part. Watch for students who count from 1 instead of 0, or who confuse which number (numerator vs denominator) tells how many to count.

This question tests representing fractions a/b on number lines (CCSS.3.NF.2.b), specifically locating a/b by marking off a lengths of 1/b from 0, and recognizing that the endpoint locates the fraction a/b. To locate a fraction a/b on a number line, start at 0 and mark off (count) a lengths of 1/b. For example, to locate 5/8: divide the 0-1 interval into 8 equal parts (each is 1/8), then starting at 0, count five intervals. The distance from 0 to 5/8 is five-eighths of the whole. Counting: 0, 1/8, 2/8, 3/8, 4/8, 5/8. Each jump is 1/8, and five jumps reach 5/8. In this problem, we need to make 5 jumps of 1/8 from 0, which means counting 5 intervals of size 1/8. Choice B is correct because marking off 5 lengths of 1/8 from 0 lands at 5/8. This demonstrates understanding that a/b is reached by counting a intervals of 1/b. Choice C is incorrect because it reverses numerator and denominator (8/5), which occurs when students confuse which number tells how many to count versus the size of each part. To help students place fractions on number lines: Use the "marking off" language explicitly—"mark off 5 lengths of 1/8 from 0." Have students count aloud: "0, one-eighth, two-eighths, three-eighths, four-eighths, five-eighths." Practice with different fractions and denominators. Emphasize: numerator tells HOW MANY parts to count (5), denominator tells SIZE of each part (eighths).

This question tests representing fractions $a/b$ on number lines (CCSS.3.NF.2.b), specifically locating $a/b$ by marking off $a$ lengths of $1/b$ from 0, and recognizing that the endpoint locates the fraction $a/b$. To locate a fraction $a/b$ on a number line, start at 0 and mark off (count) $a$ lengths of $1/b$. For example, to locate $3/6$: divide the 0-1 interval into 6 equal parts (each is $1/6$), then starting at 0, count three intervals—0 to $1/6$ (first), $1/6$ to $2/6$ (second), $2/6$ to $3/6$ (third). The endpoint after three $1/6$ intervals is $3/6$. The distance from 0 to $3/6$ is three-sixths of the whole. Counting: 0, $1/6$ (one part), $2/6$ (two parts), $3/6$ (three parts). Each jump is $1/6$, and three jumps reach $3/6$. In this problem, the number line from 0 to 1 is divided into 6 equal parts, each of size $1/6$. To find $3/6$, count 3 intervals from 0. The point marked is 3 parts from 0, which is the third tick mark representing $3/6$. Choice D is correct because $3/6$ is located at the third tick mark from 0 when 0-1 is divided into 6 equal parts, or marking off 3 lengths of $1/6$ from 0 lands at $3/6$, or counting 0, $1/6$, $2/6$, $3/6$ shows the third position is $3/6$. This demonstrates understanding that $a/b$ is reached by counting $a$ intervals of $1/b$. Choice A is incorrect because it selects the unit fraction $1/6$ instead of the full fraction $3/6$, or it gives the position after only one interval. This error occurs when students don't complete the counting process or confuse the numerator with just one part. To help students place fractions on number lines: Use the 'marking off' language explicitly—'mark off 3 lengths of $1/6$ from 0.' Have students count aloud: '0, one-sixth, two-sixths, three-sixths.' Draw arcs or arrows showing each jump of $1/b$. Connect to addition: $3/6 = 1/6 + 1/6 + 1/6$ (three one-sixths). Use manipulatives: fraction strips laid end-to-end. Practice with different fractions and denominators. Emphasize: numerator tells HOW MANY parts to count, denominator tells SIZE of each part. Watch for students who count from 1 instead of 0, or who confuse which number (numerator vs denominator) tells how many to count.

This question tests representing fractions a/b on number lines (CCSS.3.NF.2.b), specifically locating a/b by marking off a lengths of 1/b from 0, and recognizing that the endpoint locates the fraction a/b. To locate a fraction a/b on a number line, start at 0 and mark off (count) a lengths of 1/b. For example, to locate 4/6: divide the 0-1 interval into 6 equal parts (each is 1/6), then starting at 0, count four intervals—0 to 1/6 (first), up to 4/6 (fourth). The endpoint after four 1/6 intervals is 4/6. The distance from 0 to 4/6 is four-sixths of the whole. Counting: 0, 1/6 (one part), 2/6 (two parts), 3/6 (three parts), 4/6 (four parts). Each jump is 1/6, and four jumps reach 4/6. In this problem, the number line from 0 to 1 is divided into 6 equal parts, each of size 1/6. To find 4/6, count 4 intervals from 0. The point marked is 4 parts from 0, which is the fourth tick mark representing 4/6. Choice B is correct because 4/6 is located at the fourth tick mark from 0 when 0-1 is divided into 6 equal parts, or marking off 4 lengths of 1/6 from 0 lands at 4/6, or counting 0, 1/6, 2/6, 3/6, 4/6 shows the fourth position is 4/6. This demonstrates understanding that a/b is reached by counting a intervals of 1/b. Choice A is incorrect because it selects the unit fraction 1/6 instead of the full fraction 4/6, or it gives the position after only one interval. This error occurs when students don't complete the counting process or confuse the numerator with just one part. To help students place fractions on number lines: Use the 'marking off' language explicitly—'mark off 4 lengths of 1/6 from 0.' Have students count aloud: '0, one-sixth, two-sixths, three-sixths, four-sixths.' Draw arcs or arrows showing each jump of 1/b. Connect to addition: 4/6 = 1/6 + 1/6 + 1/6 + 1/6 (four one-sixths). Use manipulatives: fraction strips laid end-to-end. Practice with different fractions and denominators. Emphasize: numerator tells HOW MANY parts to count, denominator tells SIZE of each part. Watch for students who count from 1 instead of 0, or who confuse which number (numerator vs denominator) tells how many to count.

This question tests representing fractions $a/b$ on number lines (CCSS.3.NF.2.b), specifically locating $a/b$ by marking off $a$ lengths of $1/b$ from 0, and recognizing that the endpoint locates the fraction $a/b$. To locate a fraction $a/b$ on a number line, start at 0 and mark off (count) $a$ lengths of $1/b$. For example, to locate $5/8$: divide the 0-1 interval into 8 equal parts (each is $1/8$), then starting at 0, count five intervals—0 to $1/8$ (first), up to $5/8$ (fifth). The endpoint after five $1/8$ intervals is $5/8$. The distance from 0 to $5/8$ is five-eighths of the whole. Counting: 0, $1/8$ (one part), $2/8$ (two parts), up to $5/8$ (five parts). Each jump is $1/8$, and five jumps reach $5/8$. In this problem, the number line from 0 to 1 is divided into 8 equal parts, each of size $1/8$. To find $5/8$, count 5 intervals from 0. The point marked is 5 parts from 0, which is the fifth tick mark representing $5/8$. Choice D is correct because $5/8$ is located at the fifth tick mark from 0 when 0-1 is divided into 8 equal parts, or marking off 5 lengths of $1/8$ from 0 lands at $5/8$, or counting 0, $1/8$, $2/8$, $3/8$, $4/8$, $5/8$ shows the fifth position is $5/8$. This demonstrates understanding that $a/b$ is reached by counting $a$ intervals of $1/b$. Choice A is incorrect because it selects the unit fraction $1/8$ instead of the full fraction $5/8$, or it gives the position after only one interval. This error occurs when students don't complete the counting process or confuse the numerator with just one part. To help students place fractions on number lines: Use the 'marking off' language explicitly—'mark off 5 lengths of $1/8$ from 0.' Have students count aloud: '0, one-eighth, two-eighths, up to five-eighths.' Draw arcs or arrows showing each jump of $1/b$. Connect to addition: $5/8$ = $1/8$ + $1/8$ + $1/8$ + $1/8$ + $1/8$ (five one-eighths). Use manipulatives: fraction strips laid end-to-end. Practice with different fractions and denominators. Emphasize: numerator tells HOW MANY parts to count, denominator tells SIZE of each part. Watch for students who count from 1 instead of 0, or who confuse which number (numerator vs denominator) tells how many to count.