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Interactive Number Line Tool: Number Line Hops (Foundation to Year 6)
F 1 2 3 4 5 6 Standard Membership Widgets Fractions & Decimals Number & Place Value 13 Pages

Interactive Number Line Tool: Number Line Hops (Foundation to Year 6)

This interactive number line for Foundation to Year 6 is Number Line Hops, an interactive PowerPoint tool by Teach This aligned to the Australian Curriculum. Students count forwards and backwards and locate whole numbers, tenths and integers on a number line. A menu offers five number lines: 0 to 10, 0 to 20, 0 to 100, tenths from 0 to 1, and negative 10 to 10. Joey the kangaroo hops each time the teacher taps a button, in steps of 1, 2, 10 or 0.1 depending on the line. Blue buttons hop forwards and pink buttons hop backwards. A How to use slide is included.

It opens in Microsoft PowerPoint on any interactive whiteboard, panel or projector, with no macros, no student logins and no student data collected. Ask the class to predict where Joey will land before each tap. One file covers counting on in Foundation through to negative numbers in Year 6.

Learning goals

  • We are learning to read, write and order numbers to 20 using concrete materials, connecting quantities, numerals and number names.
  • We are learning to read, write, name and order two-digit numbers to at least 120 using concrete materials, hundred charts and number lines.
  • We are learning to recognise and extend place value to tenths and hundredths use decimal notation to name and represent decimals.
  • We are learning to use, locate and represent integers on number lines, Cartesian planes, thermometers and in profit and loss.
  • We are learning to count forwards and backwards up to 20.
  • We are learning to compare and order numbers to 20 using words such as ‘more’, ‘less’, ‘same’ or ‘first’, ‘second’, ‘third’.
  • We are learning to read, write, model and represent numbers to 100 in different ways and on number lines.
  • We are learning to make connections between fractions and decimals to tenths and hundredths.
  • We are learning to investigate everyday situations that use integers, e.g. temperatures, and to locate and represent these numbers on a number line.

Curriculum alignment

MA2-3WM old Checks the accuracy of a statement and explains the reasoning used MA3-1WM old Describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions MA3-2WM old Selects and applies appropriate problem- solving strategies, including the use of digital technologies, in undertaking investigations MA3-3WM old Gives a valid reason for supporting one possible solution over another MA1-4NA old Applies place value, informally, to count, order, read and represent two- and three-digit numbers MA1-3WM old Supports conclusions by explaining or demonstrating how answers were obtained MA1-2WM old Uses objects, diagrams and technology to explore mathematical problems MA1-1WM old Describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols MA3-4NA old Orders, reads and represents integers of any size and describes properties of whole numbers MA2-1WM old Uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-7NA old Represents, models and compares commonly used fractions and decimals MAe-4NA old Counts to 30, and orders, reads and represents numbers in the range 0 to 20 MAe-3WM old Uses concrete materials and/or pictorial representations to support conclusions MAe-2WM old Uses objects, actions, technology and/or trial and error to explore mathematical problems MAe-1WM old Describes mathematical situations using everyday language, actions, materials and informal recordings MA2-AR-01 new Selects and uses mental and written strategies for addition and subtraction involving 2- and 3-digit numbers MA2-AR-02 new Completes number sentences involving addition and subtraction by finding missing values MA2-RN-01 new Applies an understanding of place value and the role of zero to represent numbers to at least tens of thousands MA2-RN-02 new Represents and compares decimals up to 2 decimal places using place value MA2-MR-01 new Represents and uses the structure of multiplicative relations to 10 × 10 to solve problems MA2-MR-02 new Completes number sentences involving multiplication and division by finding missing values MA1-RWN-01 new Applies an understanding of place value and the role of zero to read, write and order two- and three-digit numbers MA3-RN-01 new Applies an understanding of place value and the role of zero to represent the properties of numbers MA3-RN-02 new Compares and orders decimals up to 3 decimal places MA3-RN-03 new Determines percentages of quantities, and finds equivalent fractions and decimals for benchmark percentage values MAE-RWN-02 new Reads numerals and represents whole numbers to at least 20 MA3-MR-01 new Selects and applies appropriate strategies to solve multiplication and division problems MA3-MR-02 new Constructs and completes number sentences involving multiplicative relations, applying the order of operations to calculations MA3-GM-01 new Locates and describes points on a coordinate plane
VCMNA159 Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation VCMNA210 Investigate everyday situations that use integers. Locate and represent these numbers on a number line VCMNA087 Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line VCMNA072 Compare, order and make correspondences between collections, initially to 20, and explain reasoning VCMNA069 Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

Differentiation

Modifications

Stay on the 0 to 10 line and use only the +1 and -1 buttons until students are confident counting on and back. Give students a printed number line to point along while Joey hops on the board.

Extensions

Ask students to plan the fewest hops needed to reach a target number, such as 47 on the 0 to 100 line using +10 and +1. On the integer line, students can describe a temperature that rises and falls and show it with Joey's hops.

Teach it your way

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