Number Line Problem: Identify the Value at Position 4/5

Q: How do I know what denominator to use for the fractions?

Count all the marked points on the number line, including 0 and 1. In this problem, there are 6 total points, which means the line is divided into 5 equal parts, so the denominator is 5.

Q: Why does the question mark represent 4/5 and not something else?

Start from 0 and count positions: first point is $ \frac{1}{5} $, second is $ \frac{2}{5} $, third is $ \frac{3}{5} $, fourth is $ \frac{4}{5} $, and the last point is $ \frac{5}{5} = 1 $.

Q: What if I get confused about which fraction goes where?

Use this pattern: the numerator tells you which position you're at (counting from 0), and the denominator tells you how many equal parts the whole line is divided into.

Q: How can I check if my answer makes sense?

Ask yourself: Is this fraction between 0 and 1? Since $ \frac{4}{5} = 0.8 $, it should be close to 1 but not quite there - which matches the position on the number line!

Q: Do all the spaces between points have to be exactly equal?

Yes! Number lines show equal intervals. Each space represents the same amount: $ \frac{1}{5} $ in this case. That's what makes it possible to identify the missing value.

Number Line Positioning with Unit Fractions

What number is missing (?) from the number line below?

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Step-by-step video solution

Watch the teacher solve the problem with clear explanations

00:00 Find the highlighted number

00:03 It seems the axis is divided into 5 segments

00:10 And each segment equals one fifth, let's count them

00:21 Let's see which segment is highlighted

00:26 And this is the solution to the question

Step-by-step written solution

Follow each step carefully to understand the complete solution

Understand the problem

What number is missing (?) from the number line below?

Step-by-step solution

Let's first count how many points, including the number 1, there are on the number line.

Since there are 5 in total, we'll define the 0 point as the following fraction:

$\frac{0}{5}$

We will also define 1 as the following fraction:

$\frac{5}{5}$

Now let's fill in each point on the number line to discover which number is represented by the question mark:

Final Answer

$\frac{4}{5}$

Key Points to Remember

Essential concepts to master this topic

Equal Intervals: Count total points to determine the denominator value
Sequential Counting: From 0/5 to 1/5, 2/5, 3/5, 4/5, then 5/5
Verification: Check that 4/5 is one position before 1 on the line ✓

Common Mistakes

Avoid these frequent errors

Miscounting the total number of intervals
Don't count just the spaces between points = wrong denominator! This makes all fractions incorrect. Always count all marked points including 0 and 1 to find the total divisions.

Practice Quiz

Test your knowledge with interactive questions

What are the missing numbers (?) on the numer line below?

FAQ

Everything you need to know about this question

How do I know what denominator to use for the fractions?

Count all the marked points on the number line, including 0 and 1. In this problem, there are 6 total points, which means the line is divided into 5 equal parts, so the denominator is 5.

Why does the question mark represent 4/5 and not something else?

Start from 0 and count positions: first point is $\frac{1}{5}$ , second is $\frac{2}{5}$ , third is $\frac{3}{5}$ , fourth is $\frac{4}{5}$ , and the last point is $\frac{5}{5} = 1$ .

What if I get confused about which fraction goes where?

Use this pattern: the numerator tells you which position you're at (counting from 0), and the denominator tells you how many equal parts the whole line is divided into.

How can I check if my answer makes sense?

Ask yourself: Is this fraction between 0 and 1? Since $\frac{4}{5} = 0.8$ , it should be close to 1 but not quite there - which matches the position on the number line!

Do all the spaces between points have to be exactly equal?

Yes! Number lines show equal intervals. Each space represents the same amount: $\frac{1}{5}$ in this case. That's what makes it possible to identify the missing value.

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