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. 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 B is correct because the second tick after 0 is at 2/4 when 0-1 is divided into 4 equal parts. 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 (1/4 instead of 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 $6/8$: divide the $0-1$ interval into 8 equal parts (each is $1/8$), then starting at 0, count six intervals. The distance from 0 to $6/8$ is six-eighths of the whole. Counting: 0, $1/8$, $2/8$, $3/8$, $4/8$, $5/8$, $6/8$. In this problem, we need to mark off 6 lengths of $1/8$ from 0, which lands us at $6/8$. Choice C is correct because marking off 6 lengths of $1/8$ from 0 lands at $6/8$. This demonstrates understanding that $a/b$ is reached by counting a intervals of $1/b$. Choice B is incorrect because it reverses numerator and denominator ($8/6$), 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 6 lengths of $1/8$ from 0." Have students count aloud: "0, one-eighth, two-eighths...six-eighths." Use manipulatives: fraction strips laid end-to-end. Practice with different fractions and denominators.

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), 1/6 to 2/6 (second), 2/6 to 3/6 (third), 3/6 to 4/6 (fourth). The endpoint after four 1/6 intervals is 4/6. In this problem, we need to mark off 4 lengths of 1/6 from 0, which means the point marked is 4 parts from 0. 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. 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 (5/6 instead of 4/6), which occurs when students miscount intervals or count one too many. 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 1/6.

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. 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 B is correct because the second tick after 0 is at 2/4 when 0-1 is divided into 4 equal parts. 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 (1/4 instead of 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 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 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 making 2 jumps of 1/3 from 0 lands at 2/3, or counting 0, 1/3, 2/3 shows the endpoint is 2/3. This demonstrates understanding that a/b is reached by counting a intervals of 1/b. Choice A is incorrect because it gives the unit fraction (1/3) instead of the full fraction (2/3). 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. In this problem, the number line from 0 to 1 is divided into 8 equal parts, each of size 1/8. The 5th tick mark represents 5/8. Choice B is correct because the fifth tick after 0 is at 5/8 when 0-1 is divided into 8 equal parts. 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 (1/8 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. When the 0-1 interval is divided into 6 equal parts, each part is 1/6. To find the fraction at the 4th tick mark, count: 0 (start), 1/6 (first tick), 2/6 (second tick), 3/6 (third tick), 4/6 (fourth tick). In this problem, the number line from 0 to 1 is divided into 6 equal parts, each of size 1/6, and the 4th tick mark represents 4/6. Choice A is correct because the 4th tick mark from 0 when 0-1 is divided into 6 equal parts represents 4/6. This demonstrates understanding that a/b is reached by counting a intervals of 1/b. Choice B is incorrect because it reverses numerator and denominator (6/4), which occurs when students confuse which number tells position versus total parts. To help students place fractions on number lines: Have students count aloud from 0: "zero, one-sixth, two-sixths, three-sixths, four-sixths." Draw arcs or arrows showing each jump of 1/6. Connect to the meaning: 4/6 means 4 parts out of 6 total parts. 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 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.