Download Number Line - Planet Maths

Number Line
Strand: Number
Strand unit: Counting
Curriculum Objectives
Adding on the number line by ‘counting on’.
Writing addition sums corresponding to ‘counting on the number line’ activities, totals to 10.
Revising number order 1–10.
Pages in the textbook: 99, 100, 101, 102, 103 and 115
Number Line
1 2 3 4
Number Line
3 4 5 6
Number Line
1 2 3 4
Add
4+1
5
Match each dog to the correct bone. Use the number line.
Draw
two
Draw the correct amount of spots on each rectangle.
Number Line
1 2 3 4
Count on the number line.
go on 3
Write the sum.
0 1
0 1
3 4 5 6 7 8 9 10
Start on 4. Go on 1 more.
Start on 3. Go on 2 more.
Start on 7. Go on 2 more.
Start on 3. Go on 3 more.
Start on 8. Go on 2 more.
Start on 4. Go on 1 more.
Start on 3. Go on 4 more.
Start on 5. Go on 3 more.
Start on 2. Go on 7 more.
Start on 2. Go on 2 more.
Start on 4. Go on 4 more.
Start on 6. Go on 4 more.
Start on 7. Go on 3 more.
Start on 3. Go on 6 more.
Start on 1. Go on 3 more.
Objectives
Objectives
Page 99
Number
Number
Analysis of number
xx
Adding on the number line by counting on.
X
99
Page 100
100
6
Strand
Strand Unit
Number
Analysis of number
go on 2
4
3 4 5 6 7 8 9 10
Start on 6. Go on 1 more.
Strand
Strand
Strand Unit
Strand Unit
1
Start
go on 1
3
4
3
5
5+3
0
3+3
Start
four
five
six
3+
10
Write the missing numerals.
3 4
0
0
Page 101
Number
Number
Analysis of number
xx
+8
4
1
X
101
6
Page 102
102
Strand
Strand Unit
Number
Analysis of number
Start
1
eight
nine
seven
5
3
go on 3
5
0
7
4
3
ten
Draw the correct amount of spots on each ladybird.
7
Strand
Strand
Strand Unit
Strand Unit
three
5+1
8
0
Adding on the number line by counting on.
two
4+4
5
4+1
0 1 2 3 4 5 6 7 8 9 10
one
6+4
Combining numbers totals to 10.
5
10
__ __ __ __
__ __ __
6
8
__ __ __
__ __ __ __ __
Page 103
Strand
Strand
Strand Unit
Strand Unit
Number
Number
Counting
xx
Counting objects totals to 10.
X
go on 1
4
6
8
7
Write the missing numerals.
0
8
5
103
7
0
1
5
7
Number
Number
Analysis of number
xx
5
9
9
Page 115
Strand
Strand
Strand Unit
Strand Unit
Objectives
Objectives
Write each sum.
0 1 2 3 4 5 6 7 8 9 10
Start on 4. Go on 1 more.
0 1 2 3 4 5 6 7 8 9 10
Start
Objectives
Objectives
3 4 5 6 7 8 9 10
6
3+3=6
Objectives
0 1
Start on 3. Go on 3 more.
Objectives
Objectives
3 4 5 6 7 8 9 10
5 3+ =5
Objectives
0 1
Start on 3. Go on 2 more.
Counting on the number line.
X
115
Let’s look back: What the Junior Infants programme covered
1. Count the number of objects in a set, 1–10
2. Combine sets of objects totals to 5 and state total record pictorially.
3. Add 1 more to a given set.
Maths skills used in this topic
Applying and problem-solving
Select appropriate materials and processes for mathematical tasks
Reasoning
Understand the nature of addition as a basic number operation
Implementing
Use of appropriate manipulatives to carry out tasks and procedures
Concrete materials
Double-sided ‘walk-on’ number line from 1–10 (one side with numerals filled in and the reverse
side blank), individual number lines, bears, cubes, counters, class number line with detachable
numbers
Vocabulary
Count forwards, count backwards, start on …, go on … more, Where are you now?,
put numbers in order, What is the missing number?
Linkage
Number: Addition, subtraction
All strands: Problem solving
115
Integration
Music: Counting beat and rhythm
SPHE: Sharing toys
Physical Education: Counting teams and keeping scores, counting pieces of equipment
Pre-page ideas
Page 99:
1. Invite a volunteer to stand outside the door while another child mixes up the numbers on
the class number line. The volunteer then returns and rearranges the numbers in the correct
sequence.
2. Remove all the numbers from the number line and place them face down on the table. Invite
volunteers to come up, select a number and replace it in the correct position.
Page 100:
Invite a volunteer to come up to the number line and select a number. Another volunteer suggests
an action and the child must do the action the chosen number of times while the rest of the class
count in unison.
Page 101:
Ask the class to stand in a circle and count from 1 to 10 in turn around the ring. After every few
numbers stop the counting and the last child to count must remove the number s/he called from
the number line. Repeat until all the numbers have been removed and then each child holding a
number must replace it in the correct position.
Page 102:
Hold up 2 sets of classroom items (not exceeding total 10), 1 set in either hand, and encourage
the children to formulate number sentences to match the sets displayed using acceptable language
alternatives. For example:
5 pencils and 3 pencils makes 8 pencils
5 and 3 makes 8 altogether
5 add 3 is the same as 8
5 and 3 is equal to 8
Page 103:
Mix up the numbers on the class number line. Invite a volunteer to rearrange the numbers in the
correct sequence.
Page 115:
1. Place the ‘walk-on’ number line on the floor at the top of the classroom and invite 2 volunteers
to demonstrate the following ‘counting on’ activities.
Sara is standing on number 6. Joe is standing on number 3. How many ‘steps’ must Joe take
in order to reach Sara?
Jack is standing on number 9 and Anna is standing on number 5. How many ‘steps’ must
Anna take in order to reach Jack?
Jim is on number 10 and Molly is on number 4. How many ‘steps’ must Molly take in order
to reach Jim?
Record each ‘problem’ as an addition sum on the blackboard:
3+3=6
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5+4=9
4 + 6 = 10
Lesson suggestions
1. Distribute individual number lines and 2 bears (Mother and Baby) to each child and tell the
class the following story.
One sunny day Mother Bear and Baby Bear were out walking in the countryside. They came
to a river but they could not see any bridge and the water was very dark and deep. As they
walked along the bank of the river, Mother Bear spotted 10 stepping stones crossing to the
other side. ‘Oh Baby Bear, look what I’ve found,’ she called out. ‘Follow closely behind me
and I’ll lead you safely across the river.’ But Baby Bear was not listening and soon he was
left behind. Mother Bear went right ahead crossing the stepping stones thinking he was just
beside her. Poor Baby Bear! Suddenly Mother Bear noticed what had happened and she
stopped and waited for him to catch up to her.
Can you help Baby Bear count how many steps he must take in order catch up to his mum
and cross to the other side safely? Use your number line to help.
Mother Bear is on step 7 and Baby Bear is on step 3. (Baby Bear must take 4 steps)
Mother Bear is on step 8 and Baby Bear is on step 5. (Baby Bear must take 3 steps)
Record each ‘problem’ as an addition sum on the blackboard:
3+4=7
5+3=8
2. Place the ‘walk-on’ number line on the floor at the top of the classroom with the ‘blank’ side
up and invite 2 volunteers to demonstrate the following ‘counting on’ exercises. (The other
children will require a clear view of both the number line and the 2 participants in order to
engage effectively in this activity.) Place the 2 volunteers randomly on 2 numbers, e.g. Pat is
on 2 and Sal is on 5. Ask the children to look at the number line and answer questions. For
example:
Which number is Pat standing on?
Which number is Sal on?
Ask Pat to jump along the number line until he reaches Sal while the class count his jumps in
unison.
Invite a child to record the activity as an addition sum on the blackboard.
2+3=5
Repeat this activity several times using different volunteers and numbers.
Number-line game:
Children use their individual number lines to play.
‘Froggie on the stepping stones looking for his mate
They have to hurry home to bed, it’s getting very late
If Froggie stands on number 4 and Freddie’s 3 ahead
Can you tell where Freddie is? Count on in your head.’
117
Repeat this rhyme several times substituting different ‘stepping stone numbers’ on each
occasion. Record the details outlined in each verse as an addition sum on the blackboard.
Emphasise the importance of placing a finger on the correct ‘starting number’ each time.
Variations:
Invite a volunteer to come up to the class number line to demonstrate Froggie’s jumps by
‘jumping along’ the walk-on number line.
Children play the game in pairs with 1 child calling the rhyme, the partner counting the
jumps and then both participants recording the corresponding addition sum.
Parental involvement
1. Simple problem solving involving complementary addition:
(a) If we have 4 buns and 6 people for tea, can we have 1 bun
each?
(b) How many more buns do we need to get?
Photocopiable templates
Add. Use the number line to help you.
Count on. Use the number line to help you.
5+3
2+4
4+3
5+5
4+5
Date: ___________________
Name: _______________________________________
Date: ___________________
Page 202: Number
© Folens Photocopiables
© Folens Photocopiables
Page 201: Number
Name: _______________________________________
3+3
202
201
Notes
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