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Where's the number?


Midway through Kindergarten
At the expected standard Mackenzie   Bobby   Sascha   Flynn   Marley   Kendall  
Below the expected standard Drew   Xiang   Eden   Ricky  

Description of activity

Students are provided with a strip of cardboard that represents a number line, with 0 written at one end and 10 written at the other. They use a peg as a marker to indicate the location of particular numbers on the number line. Students then use stamps, stickers, numerals or other markings to indicate where particular numbers are located on the number line. They then explain the process used.

The suggested time allocation for this activity is 30 minutes.

Extension

The activity can be extended using a 0 to 20 number line.

Foundation Statement strands

The following strands are covered in this activity:

Working Mathematically, Number

Suggested materials

Number line strips, worksheet, pegs

Prior learning

Students have used concrete materials to explore mathematical problems. They have practised counting, ordering, reading and representing numbers from 0 to 20.

Outcomes

Whole Numbers (NES1.1)
Counts to 30, and orders, reads and represents numbers in the range 0 to 20
Applying Strategies (WMES1.2)
Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems
Communicating (WMES1.3)
Describes mathematical situations using everyday language, actions, materials, and informal recordings
Reasoning (WMES1.4)
Uses concrete materials and/or pictorial representations to support conclusions

Criteria for assessing learning

Students will be assessed on their ability to:

  • indicate the location of numbers on a number line
  • record the location of numbers on a number line
  • explain the process that they have used to locate numbers on a number line.
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