In this video David rapidly explains all the concepts in 1D motion and also quickly solves a sample problem for each concept. Keep an eye on the side scroll see how far along you've made it in the review video. Created by David SantoPietro.

In this task using a number line, students must partition the interval between 0 and 1 into eighths.

This lesson compares rational number and orders them from least to greatest using the number line. [Developmental Math playlist: Lesson 132 of 196]

Using a one-dimensional number line to visualize and calculate distance and displacement. Created by Sal Khan.

The purpose of this task is meant to reinforce students' understanding of rational numbers as points on the number line and to provide them with a visual way of understanding that the sum of a number and its additive inverse (usually called its "opposite") is zero.

This short video and interactive assessment activity is designed to teach fifth graders about dividing decimals by decimals.

This simple-looking problem reveals much about how well students understand unit fractions as well as representing fractions on a number line.

The purpose of this task is to provide students with a concrete experience they can relate to fraction multiplication. Perhaps more importantly, the task also purposefully relates length and locations of points on a number line, a common trouble spot for students. This task is meant for instruction and would be a useful as part of an introductory unit on fraction multiplication.

Explore fractions while you help yourself to 1/3 of a chocolate cake and wash it down with 1/2 a glass of orange juice! Create your own fractions using fun interactive objects. Match shapes and numbers to earn stars in the fractions games. Challenge yourself on any level you like. Try to collect lots of stars!

Explore fractions while you help yourself to 1/3 of a chocolate cake and wash it down with 1/2 a glass of orange juice! Create your own fractions using fun interactive objects. Match shapes and numbers to earn stars in the fractions games. Challenge yourself on any level you like. Try to collect lots of stars!

In this task students are asked to label negative numbers on a numberline and then answer questions about which are greater or less than.

When students plot irrational numbers on the number line, it helps reinforce the idea that they fit into a number system that includes the more familiar integer and rational numbers.

The purpose of this task is to present students with a context where they need to explain why two simple fractions are equivalent.

This purpose of this task is to help students understand the absolute value of a number as its distance from 0 on the number line. The context is not realistic, nor is meant to be; it is a thought experiment to help students focus on the relative position of numbers on the number line.

In this number line task students must treat the interval from 0 to 1 as a whole, partition the whole into the appropriate number of equal sized parts, and then locate the fraction(s).

The purpose of this task is to help solidify students' understanding of signed numbers as points on a number line and to understand the geometric interpretation of adding and subtracting signed numbers.

This task guides students by asking the series of specific questions and lets them explore the concepts of probability as a fraction of outcomes, and using two-way tables of data. The emphasis is on developing their understanding of conditional probability. The task could lead to extended class discussions about the chances of events happening, and differences between unconditional and conditional probabilities. Special emphasis should be put on understanding what the sample space is for each question.

It is much easier to visualize division of fraction problems with contexts where the quantities involved are continuous. It makes sense to talk about a fraction of an hour. The context suggests a linear diagram, so this is a good opportunity for students to draw a number line or a double number line to solve the problem.