I have seen a few great and useful ideas for using number lines in your classroom.
I know this is an area I need to {and plan to}
step up on using this upcoming this year.
step up on using this upcoming this year.
I want to incorporate a number line into my daily calendar time
and into my math activities.
and into my math activities.
I want to use it to build on number sense,
number comparison,
and then stretch it into addition and subtraction.
number comparison,
and then stretch it into addition and subtraction.
Here is a cool idea.
Using a baggie with the gliding tab, write on a number line.
The gliding tab that closes the baggies is what the students use to move up and down the number line.
Using a baggie with the gliding tab, write on a number line.
The gliding tab that closes the baggies is what the students use to move up and down the number line.
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| http://mrstsfirstgradeclass-jill.blogspot.com/search/label/Math%20Tools |
I wonder if you can do this with the snack size baggies to make smaller number lines?
Then you could use them for multiple purposes.
Then you could use them for multiple purposes.
This same teacher also has another great number line idea!
This one takes a little more assembly,
but I know I have lots of pipe cleaners and beads around to make these number lines with.
This one takes a little more assembly,
but I know I have lots of pipe cleaners and beads around to make these number lines with.
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| http://mrstsfirstgradeclass-jill.blogspot.com/search/label/Math%20Tools |
I love the odd and even numbers shown an this can be
used naturally at calendar and during math!
used naturally at calendar and during math!
I also found this fun and colorful number line…
I like the idea of showing students vertical and horizontal number lines.
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| http://mrsbohatyskindergartenkingdom.blogspot.com/2013/01/math-tools.html |
This is something I MUST DO.
My friend Marsha has a GREAT idea to get kids involved in number lines…
because they actually move along these lines.
I think this would be an awesome way to introduce number lines whole group.
because they actually move along these lines.
I think this would be an awesome way to introduce number lines whole group.
{http://www.differentiatedkindergarten.com/2012/05/stomping-out-subtraction-and.html}I am also I visioning colorful chalk number lines outside
and using the tile floor in the hallways to make these number lines come a line?
and using the tile floor in the hallways to make these number lines come a line?
{Hmm… how can I do these number lines without making too big of a mess
and getting in trouble!?!}
and getting in trouble!?!}
Who wouldn’t LOVE to work with numbers!?!
Here is one I got from Dr. Jean’s site…
how about using shoe laces as number lines???
how about using shoe laces as number lines???
http://drjeanandfriends.blogspot.com/2013/06/oh-what-beautiful-morning.htmlWhat I love about this idea is the size!
You can use numbers higher than 10
AND you can use this to measure things.
The bead can mark the length for you!
Additionally… pretty easy storage and I bet they are durable.
You can use numbers higher than 10
AND you can use this to measure things.
The bead can mark the length for you!
Additionally… pretty easy storage and I bet they are durable.
Do you have any great number line ideas to share?
Love the baggie idea!
Jennifer
First Grade Blue SKies
Thanks for the visuals with the number line activities. I haven't used a vertical line in a long time. I linked your post up to my math mentor text today too.
Gwen
Learning With Mrs. Brinn
These are wonderful ideas!!!! Number lines are a big thing in common core for first grade. Can't wait to use some of these ides this year. Thanks!!!
I wish I could take the credit for the ideas, but I actually just compiled them when I was looking myself. How lucky we are to learn from each other!
"Jumping Frog Game"
~Where to purchase items: The Dollar Tree (comes with 9 plastic frogs)
http://www.dollartree.com/Jumping-Frogs-Games/p332891/index.pro
~ How to play: After introducing the life size number line and jumping to numbers to solve our addition problem, we used miniature number lines and the plastic frogs to jump on the number line and solve addition problems.
~Example Life Size Number Line: 2+3= __ ~ Jump 2 times to the number 2 then jump 3 more and land on 5. The child then says out loud, "2+3=5."
~Example Frog & Individual Number Line: I would say, "3+4= ___ " and write that on the board. Towards the beginning I would ask what's the first thing we do and so on. Toward the end I would just walk around and observe the children. I would let them whisper the answer to me, show it to me, or call on a student to write the answer and have the class check his/her work.
~ Why they loved it: Everyone had the chance to do it on their own and they were able to play with plastic frogs! The students also enjoyed helping out the other students at their tables who were having difficulty.
~Why I loved it: I was able to walk around and observe my students working easily. I could assess if they had a misconception of how to use a number line with addition.
Love your post! Great varied ideas. Never saw the Dr. Jean shoe lace… But I think the zip loc bag with the glider is pure brilliance. And I do think the snack bag will work. Such a great way to have everyone engaged! Can't wait to use it!
Happy Summer!
Sara
kinderaffe2ndgraders.blogspot.com
Hi Mary! I love reading your blog posts, they are always so full of wonderful ideas 🙂 one of my favourite games in maths is a comparing numbers with a paper plate number line. 2 kids race to collect the most 'apples' (scrunched up paper) and then we use our paper plate number line to compare the collections. Lots of fun! I have shared some photos on my own brand new teaching blog. I would love for you to have a peek 🙂
Nerida
http://teaching-outsideofthebox.blogspot.com.au/2015/11/number-sense-warm-ups.html
I n my special education classroom, use chalkboard crayons to draw a numberless line on the magnetic chalkboard. Then my students sequence and place magnetic number cards on the line. Today they skip counted by 5. Then I wrote a number that wasn’t a multiple of 5, and they placed a magnetic marker where that number belonged. For example, I said, “53,” and a child placed the marker between 50 and 55.