Understanding fractions remains problematic for many students. The use of the number line aids in this understanding, but requires students to recognise that a fraction represents the distance from zero to a dot or arrow marked on a number line which is a linear scale. This article continues the discussion from "Identifying Fractions on a Number Line" (Wong, 2013) (see EJ1093159) in which students' understanding of the key features of a number line (proportionality, scale, location of zero) and fractions as a quantity were explored. In this article, two questions which highlight students' strategies for locating fractions on a number line are presented, along with common student responses. The data were collected from three primary schools in the Sydney region. Students from Years 3 to 6 completed a pencil and paper assessment, the "Assessment of Fraction Understanding v2" (Wong, 2009), which measured their knowledge and understanding of fractions and equivalence. Based on their responses to the written assessment, the tasks were re-administered to students during one-on-one interviews.