FractionLinePlotPacket

Teacher Directions

Common Core Standards
5.MD.2 Make a line plot to display a data set of measurements in fractions of a
unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems
involving information presented in line plots.

1.Introduce fraction line plots by providing your students with the informational
pages for plotting fractions on a line. Have them complete the student
practice page – you can have them do this individually, as a class, or allow them
to work in groups.

2.Introduce plotting fractions that require finding equivalent fractions by
providing your students with the informational page, then have them complete
the student practice page.

3.For more practice, or for an assessment, have them complete the final
student practice page.

4.For additional practice in centers, have them complete the fraction line plot
task cards. You can do this in several way:
1.Put each task card activity at a group and have them work in small groups to answer the
questions on each card. They can rotate groups when they are finished.

2.Do a different task card set each day with a small group while other students work on a
different activity.

3.Each set of task cards contains a different level of difficulty – separate your students
based on their level of understanding to differentiate the activity for them.

Task Card Directions

There are four sets of task cards included and they range in level of difficulty.
Each task card set includes a problem, a line plot to be completed, student
recording sheet, and 8 task cards. Have students first fill out the line plot, then
have them take turns or work together on each task card problem. They may
show their work on the back of their paper and fill in answers on the recording
sheet at the bottom of the page.

Blue: plotting in fifths without equivalents - *least difficult*
Green: plotting in sixths with only one set of equivalents - *slightly more difficult*
Red: plotting in eights with one set of equivalents - *more difficult*
Yellow: plotting in twelfths with three sets of equivalents - *most difficult*

**Answer Keys included**

© 2014 Terry’s Teaching Tidbits

How to Plot Fractions on a Line

1.Label your line plot by counting how many spaces there are between
the beginning marker and the last marker. This number will be the
denominator of the fraction on each mark. It represents there
being 6 parts in the whole.

0

1

2/6

3/6

4/6

5/6

1/6

For example: The line plot above has six spaces from
beginning to end, so the line plot marks are measured in
sixths. Since the line plot starts at 0, the first mark after
will be 1/6, then 2/6, and so on until you get to the end mark
of one whole.

2.Take a list of fractions (like the one below). For each fraction, put
an “x” above the mark on the line plot for that fraction and
continue through the list until you have plotted each listed
fraction. When you finish, be sure to double check that you have
the same amount of “x”s as you have fractions.

2/6, 3/6, 1/6, 1/6, 5/6, 3/6, 4/6, 1/6, 2/6, 1/6, 4/6, 3/6, 5/6, 2/6

0

1

2/6

3/6

4/6

5/6

1/6

X
X
X

X
X
X
X

X
X
X

X
X

X
X

© 2014 Terry’s Teaching Tidbits

0

1

1

23456

Interpreting the Information in the Line

Plot and Answering Questions

What is the total length of all the fractions that are 3/6?

*To find out the length of one of the fraction markers, take that mark’s fraction (for example
3/6) and add it together as many times as there is an “x” plotted on it. 3/6 + 3/6 + 3/6 = 9/6 (or 1
1/2). OR you can multiply the fraction 3/6 by 3, since there are three of them plotted on the line.
3/6 x 3 = 3/6 x 3/1 = 9/6 (or 1 1/2)

Fractions that are plotted on a line can represent many different measurable items.
These may include the weights of several different types of stones or marbles, or even
the lengths of multiple grains of rice or pieces of string. Since these items are within a
larger group, you may be asked to find information regarding total weights and lengths
of one fractional group within the set, or the total of the entire set.

What is the total of all the fractions on the line plot?

*To find this out, find the total of each fraction mark first, like you did in the previous question.
This helps you to find out the length of all the rice combined

1/6 + 1/6 + 1/6 + 1/6 = 4/6
2/6 + 2/6 + 2/6 = 6/6
3/6 + 3/6 + 3/6= 9/6
4/6 + 4/6 = 8/6
5/6 + 5/6 = 10/6

1/6 x 4/1 = 4/6
2/6 x 3/1 = 6/6
3/6 x 3/1 = 9/6
4/6 x 2/1 = 20/6
5/6 x 2/1 = 10/6

1/6 x 4
2/6 x 3
3/6 x 3
4/6 x 2
5/6 x 2

0

1

2/6

3/6

4/6

5/6

1/6

X
X
X

X
X
X
X

X
X
X

X
X

X
X

The types of questions you may be asked to answer about a line plot are listed below.
Use the line plot below (the same one from the previous page) to see how to answer
the following questions. The line plot represents the lengths of several grains of rice in
centimeters.

How many of the measurable items were 3/6?

*To find this out, simply count how many “x”s there are above the 3/6 mark. There are 3 grains of
rice that measure 3/6 cm (or 1/2) cm.

Length of rice (cm)

Finally, add all of the totals together and convert your answer to a mixed number:
4/6 + 6/6 + 9/6 + 20/6 + 10/6 = 49/6 or 8 1/6 cm

How many items were measured?

*To find this out, simply count how many “x”s there are in the fraction line plot. For example, how
many pieces of rice were measured? There are 14 “x”s in the line plot, each representing a grain of
rice, so there are 14 pieces of rice.

© 2014 Terry’s Teaching Tidbits

The following list of fractions represents the lengths of blades of a

group of grass blades in inches. Label the line plot, plot the fractions on

the line, and answer the questions.

1/5, 4/5, 4/5, 2/5, 3/5, 1/5, 2/5, 4/5, 5/5

1.How many blades of grass were measured? __________ blades

2.What is the total length of all the blades of grass? __________________ in..

3. How many blades of grass were 2/5 in? _______ blades

4.How many blades of grass were 4/5 in? _______ blades

5.What is the length of all the blades of grass that were 1/5 of an inch long?

________________ in..

6.What is the total length of all the blades of grass that were 3/5 of an inch

long? ____________________ in..

7.Were there more blades of grass that were 3/5 in long or 4/5 in long?

_______________ in. How many more? _______ blades

Student Practice:
Blades of Grass

Name: ______________________________

Date: ________________

_______________________________

Title

© 2014 Terry’s Teaching Tidbits

The following list of fractions represents the lengths of blades of a

group of grass blades in inches. Label the line plot, plot the fractions on

the line, and answer the questions.

1/5, 4/5, 4/5, 2/5, 3/5, 1/5, 2/5, 4/5, 5/5

1.How many blades of grass were measured? __________ blades

2.What is the total length of all the blades of grass? __________________ in..

3. How many blades of grass were 2/5 in? _______ blades

4.How many blades of grass were 4/5 in? _______ blades

5.What is the length of all the blades of grass that were 1/5 of an inch long?

________ in..

6.What is the total length of all the blades of grass that were 3/5 of an inch

long? ____________________ in..

7.Were there more blades of grass that were 3/5 in long or 4/5 in long?

________________ in. How many more? _______ blades

Student Practice:
Blades of Grass

ANSWER KEY

_______________________________

Title

© 2014 Terry’s Teaching Tidbits

X
X

X
X

X

X
X
X

X

Length of Blade of Grass (in.)

9

26/5 or 5 1/5

2

3

2/5

12/5 or 2 2/5

4/5

2

3 ?
4 8
x2

x2
=

How to Plot Fractions on a Line

Using Equivalent Fractions

1.Label your line plot by counting how many spaces there are between the beginning
marker and the last marker. This number will be the denominator of the fraction
on each mark. It represents there being 8 parts in the whole.

For example: The line plot above has eight spaces from beginning to end,
so the line plot marks are measured in eighths. Since the line plot starts
at 0, the first mark after will be 1/8, then 2/8, and so on until you get to
the end mark of one whole.

2.Take a list of fractions (like the one below). For each fraction, put an “x” above
the mark on the line plot for that fraction and continue through the list until
you have plotted each listed fraction. When you finish, be sure to double check
that you have the same amount of “x”s as you have fractions.

3/4, 1/2, 3/8, 5/8, 1/4, 1/2, 7/8, 3/8, 3/4, 5/8 1/4, 1/4, 3/4, 3/8

Since this list of fractions is not all measured in eighths, you need to convert your line
plot to include each measurement in an equivalent fraction so that every mark is
measured in eighths and then plot your fractions.

0

1

2/8

3/8

4/8

5/8

1/8

0

1

6/8

7/8

2/8
1/4

3/8

4/8
2/4
1/2

5/8

1/8

0

1

6/8
3/4

7/8

To find equivalent fractions, put the fraction you are given
next to a fraction in eighths with the numerator missing. For
example, 3/4 = ?/8 In order to find the missing numerator,
you must figure out what you multiply the denominator, 4,
by to get the denominator of 8. You will then multiply the
numerator, 3, by this same number in order to find the
missing numerator.

3 ?
4 8
=

3 ?
4 8 x2
=

© 2014 Terry’s Teaching Tidbits

1

2

3

4

5

6

7

8

Directions: Use the line plot below (from the previous page). Plot the fractions and
answer the questions.

This list of fractions below represents the mass of a small bag of nuts (in grams).

3/4, 1/2, 3/8, 5/8, 1/4, 1/2, 7/8, 3/8, 3/4, 5/8 1/4, 1/4, 3/4, 3/8

2/8
1/4

3/8

4/8
2/4
1/2

5/8

1/8

0

1

6/8
3/4

7/8

Mass of nuts (g)

1.How many nuts are being measured? _________ nuts

2.If you were to weigh all of the nuts together, what would their

total mass be? _____________________ g.

3. How many nuts had a mass of 1/4 g? _______ nuts

4.How many nuts had a mass of 1/2 g? _______ nuts

5.What was the total mass of all the 5/8 g nuts? __________________ g..

6.What was the total mass of all the 3/4 g nuts? __________________ g..

7.Were there more nuts that were 3/8 g or 7/8 g? ________ g.

How many more? _______ nuts

8. How many nuts had a mass of more than 1/2 g? ________ nuts

Student Practice with Equivalents

© 2014 Terry’s Teaching Tidbits

Name: ______________________________

Date: ________________

Directions: Use the line plot below (from the previous page). Plot the fractions and
answer the questions.

This list of fractions below represents the mass of a small bag of nuts (in grams).

3/4, 1/2, 3/8, 5/8, 1/4, 1/2, 7/8, 3/8, 3/4, 5/8 1/4, 1/4, 3/4, 3/8

2/8
1/4

3/8

4/8
2/4
1/2

5/8

1/8

0

1

6/8
3/4

7/8

Mass of nuts (g)

1.How many nuts are being measured? _________ nuts

2.If you were to weigh all of the nuts together, what would their total

mass be? _________________________ g.

3. How many nuts had a mass of 1/4 g? _______ nuts

4.How many nuts had a mass of 1/2 g? _______ nuts

5.What was the total mass of all the 5/8 g nuts? ______________________ g..

6.What was the total mass of all the 3/4 g nuts? ______________________ g..

7.Were there more nuts that were 3/8 g or 7/8 g? _______ g.

How many more? _______ nuts

8. How many nuts had a mass of more than 1/2 g? ________ nuts

Student Practice with Equivalents

© 2014 Terry’s Teaching Tidbits

ANSWER KEY

X
X

X
X

X

X
X
X

X
X
X

X
X
X

14

58/8 or 7 2/8 or 7 1/4

3

2

10/8 or 1 2/8 or 1 1/4

18/8 or 2 2/8 or 2 1/4

3/8

2

6

The following list of fractions represents the distance that a group of

students have to walk to get to school (in miles). Label the line plot, plot the

fractions on the line, and answer the questions.

3/4, 1/2, 5/12, 5/6, 1/2, 2/3, 1/3, 2/3, 1/12, 2/3, 5/6, 3/4, 1/2, 2/3, 1/12, 1/6

1.How many students are in the group? __________ students

2.What is the total distance that all of the students walk to get to school?

_____________________ mi..

3. How many students walk 5/6 of a mile? _______ students

4.How many students walk 1/2 a mile? _______ students

5.What is the total distance of all the students who walk 2/3 of a mile?

_____________________ mi..

6.What is the total distance of all the students who walk 3/4 of a mile to

school? ________________________ mi..

7.Were there more students who walked 1/3 of a mile or 2/3 of a mile?

_____________ mi.

How many more? _______ students

Student Practice: Walking

Name: ______________________________

Date: ________________

© 2014 Terry’s Teaching Tidbits

_______________________________

Title

The following list of fractions represents the distance that a group of

students have to walk to get to school (in miles). Label the line plot, plot the

fractions on the line, and answer the questions.

3/4, 1/2, 5/12, 5/6, 1/2, 2/3, 1/3, 2/3, 1/12, 2/3, 5/6, 3/4, 1/2, 2/3, 1/12, 1/6

1.How many students are in the group? __________ students

2.What is the total distance that all of the students walk to get to school?

______________________ mi..

3. How many students walk 5/6 of a mile? _______ students

4.How many students walk 1/2 a mile? _______ students

5.What is the total distance of all the students who walk 2/3 of a mile?

__________________________________ mi.

6.What is the total distance of all the students who walk 3/4 of a mile to

school? ___________________________ mi..

7.Were there more students who walked 1/3 of a mile or 2/3 of a mile?

_____________ mi.

How many more? _______ students

Student Practice: Walking

ANSWER KEY

© 2014 Terry’s Teaching Tidbits

_______________________________

Title

4/12
2/6
1/3

1/12

2/12
1/6

3/12
1/4

5/12

6/12
3/6
1/2

7/12

11/12

8/12
4/6
2/3

9/12
3/4

10/12

5/6

X
X

X
X

X

X
X
X

X
X
X
X

X

X

X
X

Distance Walked (mi)

16

101/12 or 8 5/12 mi

2

2

32/12 or 2 8/12 mi or 2 2/3

18/12 or 1 6/12 mi or 1 1/2

2/3

3

Heather is making friendship bracelets for some of her closest friends. The following list of

fractions represents the lengths of each piece of string she has to make the bracelets (in feet).

Plot each fraction on the line plot below. Be sure to label the line plot with a title, as well as the

fractions. Once your line plot is complete, solve the problems on the task cards using your

fraction line plot.

3/5, 2/5, 4/5, 3/5, 1/5, 2/5, 3/5, 2/5, 4/5, 3/5

Line Plot Task Cards: Blue

Name: ______________________________

Date: ________________

_______________________________

Title

Task Card Recording Sheet

1.

2.

3.

4.

5.

6.

7.

8.

© 2014 Terry’s Teaching Tidbits

Heather is making friendship bracelets for some of her closest friends. The following list of

fractions represents the lengths of each piece of string she has to make the bracelets (in feet).

Plot each fraction on the line plot below. Be sure to label the line plot with a title, as well as the

fractions. Once your line plot is complete, solve the problems on the task cards using your

fraction line plot.

3/5, 2/5, 4/5, 3/5, 1/5, 2/5, 3/5, 2/5, 4/5, 3/5

Line Plot Task Cards: Blue Answer Key

_______________________________

Title

Task Card Recording Sheet: Answer Key

1.

2.

3.

4.

5.

6.

7.

8.

© 2014 Terry’s Teaching Tidbits

X
X

X
X
X

X
X
X
X

X

1/5

Length of String (ft.)

10 pieces of string

2/5

3/5

4/5

6 pieces of string

12/5 ft. or 2 2/5 ft.

3 pieces of string

6/5 ft. or 1 1/5 ft.

4/5 ft.

1 more piece
27/5 ft. or 5 2/5 ft.

2 pieces of string

How many pieces of
string does Heather
have?

How many pieces of
string are 3/5 ft. or
longer?

How many pieces of
string are 2/5 ft. long?

How many pieces of
string are 4/5 ft. long?

What is the total length
of all of the pieces of
string that are 2/5 ft.
long?

What is the total length
of all of the pieces of
string that are 3/5 ft.
long?

Are there more pieces
of string that are 4/5
ft. or 1/5 ft. long? How
many more?

What is the combined
length of all of the
pieces of string?

Jen collected some seashells while she was at the beach. The following list of fractions

represents the mass of each seashell (in grams). Plot each fraction on the line plot below. Be

sure to label the line plot with a title, as well as the fractions. Once your line plot is complete,

solve the problems on the task cards using your fraction line plot.

2/3, 5/6, 1/2, 1/6, 1/3, 1/2, 2/3, 1/6, 2/3, 5/6, 1/2,

Line Plot Task Cards: Green

Name: ______________________________

Date: ________________

_______________________________

Title

Task Card Recording Sheet

1.

2.

3.

4.

5.

6.

7.

8.

© 2014 Terry’s Teaching Tidbits

Jen collected some seashells while she was at the beach. The following list of fractions

represents the mass of each seashell (in grams). Plot each fraction on the line plot below. Be

sure to label the line plot with a title, as well as the fractions. Once your line plot is complete,

solve the problems on the task cards using your fraction line plot.

2/3, 5/6, 1/2, 1/6, 1/3, 1/2, 2/3, 1/6, 2/3, 5/6, 1/2,

Line Plot Task Cards: Green Answer Key

_______________________________

Title

Task Card Recording Sheet: Answer Key

1.

2.

3.

4.

5.

6.

7.

8.

© 2014 Terry’s Teaching Tidbits

X
X

X
X
X

X

1/6
2/6
1/3

4/6
2/3

5/6

Seashell Mass (g.)

11 seashells

3/6
1/2

X
X

X
X
X

3 seashells

2 seashells

3 seashells

2/6 g. or 1/3 g.

2/3 g.

2 more seashells

10/6 g. or 1 4/6 g. or 1 2/3 g.

35/6 g. or 5 5/6 g.

How many seashells
did Jen collect?

How many seashells
have a mass of 1/3 g.
or less?

How many seashells
have a mass of 2/3 g.?

How many seashells
have a mass of 1/6 g.?

What is the total mass
of all of the seashells
that have a mass of
1/6 g.?

What is the total mass
of all of the seashells
that have a mass of
5/6 g.?

Are there more
seashells that have a
mass of 1/3 g. or 2/3 g.?
How many more?

What is the combined
mass of all of the
seashells?

Anna went shopping at the grocery store to get various types of deli meat for her children’s

lunches. The following list of fractions represents the mass of each type of deli meat (in

pounds). Plot each fraction on the line plot below. Be sure to label the line plot with a title, as well

as the fractions. Once your line plot is complete, solve the problems on the task cards using

your fraction line plot.

3/4, 1/2, 3/4, 3/8, 1/2, 1/8, 3/4, 5/8, 1/4, 1/4,

Line Plot Task Cards: Red

Name: ______________________________

Date: ________________

_______________________________

Title

Task Card Recording Sheet

1.

2.

3.

4.

5.

6.

7.

8.

© 2014 Terry’s Teaching Tidbits

Anna went shopping at the grocery store to get various types of deli meat for her children’s

lunches. The following list of fractions represents the mass of each type of deli meat (in

pounds). Plot each fraction on the line plot below. Be sure to label the line plot with a title, as well

as the fractions. Once your line plot is complete, solve the problems on the task cards using

your fraction line plot.

3/4, 1/2, 3/4, 3/8, 1/2, 1/8, 3/4, 5/8, 1/4, 1/4,

Line Plot Task Cards: Red Answer Key

_______________________________

Title

Task Card Recording Sheet: Answer Key

1.

2.

3.

4.

5.

6.

7.

8.

© 2014 Terry’s Teaching Tidbits

1/8

2/8
1/4

6/8
3/4

7/8

4/8
1/2

3/8

5/8

Deli Meat Mass (lbs.)

X
X

X
X
X

X

10 types

X
X

X

X

6 types

1 type

3 types

8/8 lb. or 1 pound

5/8 lb.

3/4 lb.
1 more
39/8 lbs. or 4 7/8 lbs.

How many types of
deli meet did Anna
buy?

How many types of
deli meat weigh 1/2 lb.
or more?

How many types of
deli meat weigh 3/4 lb.?

How many types of
deli meat weigh 5/8 lb.?

What is the total weight
of all of the types of
deli meat that weigh 1/2
lb.?

What is the total weight
of all of the types of
deli meat that weigh
5/8 lb.?

Are there more types
of meat that weigh 1/4
lb. or 3/4 lb.? How
many more?

What is the combined
weight of all of the
types of deli meat?

Christina gave each of her students a piece of clay to use for a project. The following list of

fractions represents the weight of each student’s clay in pounds. Plot each fraction on the line

plot below. Be sure to label the line plot with a title, as well as the fractions. Once your line plot is

complete, solve the problems on the task cards using your fraction line plot.

1/4, 1/2, 5/12, 7/12, 3/4, 11/12, 3/4, 5/6, 5/6, 11/12, 3/4, 11/12

Line Plot Task Cards: Yellow

Name: ______________________________

Date: ________________

_______________________________

Title

Task Card Recording Sheet

1.

2.

3.

4.

5.

6.

7.

8.

© 2014 Terry’s Teaching Tidbits

Christina gave each of her students a piece of clay to use for a project. The following list of

fractions represents the weight of each student’s clay in pounds. Plot each fraction on the line

plot below. Be sure to label the line plot with a title, as well as the fractions. Once your line plot is

complete, solve the problems on the task cards using your fraction line plot.

1/4, 1/2, 5/12, 7/12, 3/4, 11/12, 3/4, 5/6, 5/6, 11/12, 3/4, 11/12

Line Plot Task Cards: Yellow Answer Key

_______________________________

Title

Task Card Recording Sheet: Answer Key

1.

2.

3.

4.

5.

6.

7.

8.

© 2014 Terry’s Teaching Tidbits

4/12
2/6
1/3

1/12

2/12
1/6

3/12
1/4

5/12

6/12
3/6
1/2

7/12

11/12

8/12
4/6
2/3

9/12
3/4

10/12

5/6

Weight of Clay (lbs.)

X
X

X
X
X

X

12 students

X

X

X

X
X
X

8 students

2 students

1 student

1/4 lb.

3/4 lb.
1 more

33/12 lbs. or 2 9/12 lbs.

or 2 3/4 lbs.

101/12 lbs. or 8 5/12 lbs.

How many students did
Christina give clay to?

How many students’
clay weighed 3/4 lb. or
more?

How many students’
clay weighed 1/2 lb.?

How many students’
clay weighed 5/6 lb.?

What is the total weight
of all the students’ clay
that was 1/4 lb.?

What is the total weight
of all the students’ clay
that was 11/12 lb.?

Are there more students
who had 5/6 lb. of clay
or 3/4 lb. of clay? How
many more?

What is the combined
weight of all of the
students’ clay?