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The Number Line
The Number Line
The number line is referenced across class levels in the Primary Mathematics Curriculum (1999). Pupils may relate the number line to washing lines, thermometers, playground games and markings in their environment. Teachers may find presenting the number line in various ways useful e.g. in horizontal and vertical formats.
The following activities can be adapted for use with junior and senior classes while facilitating collaborative work in pairs or pods.
Junior Activities
Junior Activities
Human number line
Stand behind the number one/two before/after than 12
Anna swap places with the person who is standing on 1 after 8
Invite pupils to give instructions to each other so that they have an opportunity to use the language in context.
Pupils draw their own number line - pupils can use the number line to show a given range of numbers e.g. 6 -14/89 -112. Skip counting could also be presented on the number line e.g. 4s starting at 6.
Work on addition/subtraction by using the number line. Monitor how pupils complete these sums. E.g. 2+7
Do they begin on the higher number?
Do they count from 7 as 8, 9 or count from 7 as 1, 2 (counting the number of jumps they take)?
When pupils are using the number line, do they count the jumps (standing on 7 and jump 1, jump 2) or do they call out the number that they land on each time (standing on 7, jump to 8, jump to 9)?
Strike it Out and Number Lines in Disguise can be adapted for the outdoor number line.
Senior Activities
Senior Activities
Pupils create a number line to represent a chosen range of numbers e.g. 247 to 291. Encourage pupils to think about what intervals they will use for their number line.
Pupils draw a number line according to a specific multiple e.g. from 49 to 98, marking out the intervals of 7.
Pupils compare and order fractions with appropriate denominators and position on the number line. The number lines that pupils create can be vertical/horizontal and/or ascending/descending. For example, pupils could create a horizontal number line ascending in eighths from 3 to 5.
Are intervals spaced equally?
Do pupils use equivalent fractions?
This activity could also be completed with decimals.
Pupils mark positive and negative numbers on a number line. Consider using a real-life context for exploring directed numbers e.g. golf, measuring temperatures etc. Sea Level could also be used when exploring directed numbers using an outdoor number line.
Add simple positive and negative numbers by walking the number line.
Place Value Targets
Place Value Targets
This outdoor activity focuses on place value and estimating. This can be easily adapted according to the range of numbers your class are working with or by using decimals. Pupils throw beanbags to the appropriate box/basin/yard marking to reach a target number.
Label boxes/basins or create yard markings outlining the places of value relevant to your pupils.
Example:
In 3rd/4th class pupils work with thousands, hundreds, tens and units. Pupils roll a dice four times and use these numbers to generate their target number - e.g. 2341. Pupils then throw their bean bags into the basins/boxes/yard markings to represent 2341.
*A 9 sided dice works well for this activity. Online versions are available. One such dice and spinner interactive can be found here.
Suggested Questions:
How many beanbags will you need to make your target number?
Can you think of another way to reach your target number?
If the tens box is removed from the game, can you still reach your target number? How?
Pupils could record a summary of the activity in their maths journal when they return to the classroom. They could record any strategy that they devised during the game that might help them the next time they play.
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