A learner interprets a number line as an ordered representation of whole numbers, using equally spaced tick marks and the counting sequence to determine an unknown number within familiar ranges such as 0–100. They reason forward or backward from known labels, attend to the interval between marks, and understand that a missing number has a fixed position rather than being guessed from nearby digits; fractional, negative, and substantially larger-number scales are not included.
Look at the tick marks on the number line. The marks are equally spaced, so each step shows the next whole number.
Example:
0 1 2 ? 4 5 6
|-----|-----|-----|-----|-----|-----|
So, the missing number is .
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