Making Number Lines

Years K - 6

This page would be more informative
with a photo from your classroom.
doug@blackdouglas.com.au

Summary

Children peg numbers to a piece of yarn and create a form of number line. Sounds simple - and it is - but the choosing appropriate number limits for the group results in rich mathematical conversation and further development of number sense. Suitable for threading. Integrate this activity with other number line activities such as Plug Lines, Move Around and Number Slider, which bridges the number line into place value. 		 

Materials

  • Length of yarn
  • 6 clothes pegs (or alternative) numbered 0 to 5 as a starting point, with many additions and variations to follow

Acknowledgement

This activity was contributed by Ulla Öberg, Lärarhögskolan, Malmö, Sweden.

I have used this many times in Sweden with small children in their first year of school. Recently I had a chance to see if Australian children engage with the activity in the same way. They do. I like very much the way the 'aha' moment builds on previous knowledge that comes from experiences outside school. Children are very clever when they come to school.

Really they are so clever that you may know children in your class who should begin with Variation 2 below.

Procedure

Ask one child to hold one end of the yarn. Peg 0 at that end. Hold the other end yourself. Peg 5 to your end.

Number Line 1
I have some other pegs in my pocket. What numbers do you think they are?
Always the children will say 1, 2, 3, & 4.
That's very good. I will give you the pegs and you have to show me a good place to pin them to the yarn.
There is plenty of talking and helping, but the pegs always finish up like this: 		 

Content

  • counting
  • decimal interpretation
  • mathematical conversation
  • number line - ordering, operations
  • numeral recognition
  • recording - written
  • visual and kinaesthetic representation of number
  • visual representation of fractions

Number Line 2
That is a very good way. Can you find a different way?
Again there is lots of activity and the pegs usually finish up like this:

Number Line 3

It is interesting that there is never any question about the order 0 through 5.

That is a another very good way. Can you do it for me even one more different way?
Now the concentration and discussion really intensifies. It takes time, but always the pegs are arranged in an equal spacing.

Number Line 4
Oh, that way is so interesting. Why did you do it like that?

Because it's fair.

Why do you say it is fair?

Because when we play games that is how we have to count. We aren't allowed to count fast to get up to the end because that's not fair for the people who are hiding.

Encourage children to make a journal entry with drawings and explanation of what was done today.

Variations

  1. Change the length of the yarn.
  2. Work in groups with each group having its own yarn and pegs.
  3. Use pegs which are NOT consecutive, such as 0, 2, 3, 7 and 13.
  4. Use a number line from somewhere else in the school, for example one of the lines painted on the playground.
  5. Use a number line that isn't straight, like the half circle in front of a basketball ring.
  6. Change the number range, eg: 0 to 200
  7. Use a number range that doesn't start at 0.
  8. Use a number range that includes negatives, eg: -2 to 4.
  9. Use any range and pegs that have fraction or decimal numbers attached.
  10. Complement the activity with Plug Lines.


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Calculating Changes ... is a division of ... Mathematics Centre