Fractions are generally introduced to students using the part--whole model. Yet the number line is another important representation which can be used to build fraction concepts (Australian Curriculum Assessment and Reporting Authority [ACARA], 2012). Number lines are recognised as key in students' number development not only of fractions, but whole numbers, decimals, and equivalence (Clarke, Roche & Mitchell, 2008). The ability to use fractions as numbers without concrete referents is critical for later mathematical development. However, because the focus on fractions as numbers makes the number line a more abstract representation, difficulties inherent with dealing with more abstract mathematics can surface. Considering the learning demands and conventions of number lines with which students need to become familiar, Wong (2009) investigated students' understanding of the number line model for fractions. First, the conventions of number lines, along with a task which can be used to gauge students' understanding, are presented. This is followed by a description of the strategies students used to identify fractions on a number line and a second task which assists teachers in identifying students' thinking and reasoning. Finally, a classroom activity designed to enhance students' understanding when identifying fractions is presented.