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:
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.