Walk the Number Line for Research-Based Results!

Ruth Harbin MilesKim Sutton Associates

Creative Mathematics4001 West End RoadArcata, CA 955211-800-841-5193

www.creativemathematics.com

1 © 2017 Kim Sutton

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© 2017 Kim Sutton

Cold Call Questions Regarding Kim’s Number LineTeach Like a Champion-Doug Lemov

Primary Grades (K-2):

• What can you tell me about your class number line? (They should articulate it is a growth pattern.)

• What do the colored dots represent? (They are part of skip counting patterns. Counting in groups.)

• What number comes before ____ ? What number comes after _____ ?

• What multiples of ten is ______ between? What is _____ groups of ______ ?

• Pick a number. Ask students what they know about that number?(You should hear vocabulary like less than, greater than, skip counting, counting in groups, even/odd, between, before, after, multiples of, coins/bills etc.)

Upper Grades (3-6):

• What can you tell me about your class number line? How do you use it as a math tools? (They should articulate it is a growth pattern.)

• What do the colored dots represent? (They are factors, numbers are multiples.)

• Can you reduce the fraction _____? (Have them explain the common factors on number line.)

• Find a number with ___ , ___ , and ___ , as factors. How do you know? Tell me the other factors.

• Pick a number. Ask students what they know about that number?(You should hear vocabulary like less than, greater than, factors, multiples, even/odd, between, before, after, between what multiples, coins/bills, etc.)

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© 2015 Ron Brown

We’re Counting by TwoRon Brown

Math Concepts I and II

We’re counting by two, two, two,How about you, you, you?And you can count too, too, too,The even numbers throughand through.

Oh, two, two, two,How about you, you, you?And you can count too, too, too,The even numbers throughand through.

2 4 6 8 1012 14 1618 20 We’re counting bytwos!22 24 26 28 and30

We’re counting by twos!We’re counting by twos!

32 34 36 38 and40We’re counting by twos!We’re counting by twos!

42 44 46 48 and50We’re counting by twos!We’re counting by twos!

We’re counting by two, two, two,How about you, you, you?And you can count too, too, too,The even numbers throughand through.Let’s count by two!

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+ Building the Power of Groups

The first growth pattern that children meet iscounting numbers. A class number line is the mostimportant visual as a classroom tool. Early learnerswill work with counting forward and backward withcounting songs and activities. Some of Ron Brown’scounting songs include:• Do You Like to Count? (Math Concepts I & II)

• Let’s Count to 30 (Math, Math, Math)• The Counting Creatures (The Learning Ride)

To introduce the idea of multiples the teacher willuse objects that come in a constant of count to cre-ate a picture in the mind’s eye. To introduce multi-ples of two, I recommend playing the game called“The Stand Up Game.” One student stands up. Theteacher directs the activity by asking, “How manystudents are standing?” The relationship betweenthe number of students standing to the number ofeyes is made through the meaning of multiplicationin groups.As the game is played the teacher will add a red dotabove the multiples of two. Students will add a red

dot above the multiples of two on the Number LinePetite ( Number Line Workbook). Students canalso fill in the pattern stick for twos.

Introduce Cat Up a Tree by John and Ann Hassettto introduce counting in groups of or skip countingwith the students. Students should build a five stickas the story is being read. Yellow dots will be addedfor multiples of five on Kim’s Number Line. Otherbooks can introduce other skip counting patterns.

Math Tools:

• Kim’s Number Linewith colored dots

• Number Line Petite• pattern stick books• “magic finger of math”• transparent chips• double dice • pointer(s) for number line

Mathematical Vocabulary

multiplesfactorproductskip countinggrowth pattern

Math Literature

Cat Up a Treeby John and Ann Hassett(multiples of 5)

Arctic Fives Arriveby Elinor Pinczes (multiples of 5)

A High Fiving Gift for Momby Judy Bradbury (multiples of 5)

Reese’s pieces Count byFivesby Jerry Pallotta (multiples of 5)

The Cheerio Counting Bookby Barbara McGrath (multiples of 10)

Double Bubble Troubleby Judy Bradbury (multiples of 2)

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© 2017 Kim Sutton

A color-coded number line can be used as a larger visual tool for the classroom. Thisextends the skip counting. For primary students, the number line would start atzero and go to one hundred. For older students, the number line would start at zeroand go to one hundred forty four. The number line is color-coded so that all of themultiples of two would have the same colored dot above them. Each different multi-ple would have a different colored dot above it. The color patterns are:

2---red 7---neon orange3---green 8---neon green4---orange 9---black5---yellow 10---navy blue6---light blue 11---purple

12---gold star

Students will use the Number Line Petite Mat to do the same color-coding as the dotson the class number line. This tool will be amazing for simplifying fractions.

© 2010 Kim Sutton

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© 2017 Kim Sutton

Walk The Line

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© 2017 Kim Sutton

Walk The Line

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© 2015 Ron Brown

Count by ThreesRon Brown

Math Concepts I and II

Let’s count by threes.Let’s count by threes.Let’s count by threes.It’s as easy as it can be.

3 6 912 15 1821 24 2730

Counting by threes is somuch fun!

3 6 912 15 1821 24 2730

Counting by threes is somuch fun!

Let’s count by threes.

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© 2017 Kim Sutton

Walk The Line Potential

• practice counting forward and back

• teaching students to count on

• visual connections for counting in groups, skip counting and multiples

• alternative algorithms for regrouping

• alternative algorithm for subtraction across zeros

• making change

• rounding readiness

• elapsed time

• reducing/simplifying fractions

• equivalent fractions

• factoring numbers

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© 2017 Kim Sutton

Number Line LiteratureAlgebraic Thinking

Cristoldi, Kathryn. Even Steven and Odd Todd. Scholastic, 1996.

Franco, Betsy. Mathematickles! McElderry Books, 2003.

Holub, Joan. Riddle-iculous. Alber Whitman and Co., 2003.

Hong, Lily Toy. Two of Everything. Albert Whitman, 2003. (doubles, groups of)

Hopkins, Lee Bennett. Marvelous Math. Simon & Schuster, 1997. (poetry)

Kroll, Virginia. Equal Shmequal. Charlesbridge, 2005. (equivalent relationships)

Lee, Cora and O’Reilly, Gillian. The Great Number Rumble. Annick Press, 2007.

Lewis, J. Patrick. Arithmetickle. Harcourt, 2002.

Losi, Carol. The 512 Ants on Sullivan Street. Scholastic, 1997.

Murphy, Stuart. Earth Day Hooray! Harper Trophy, 2004. (place value)

Murphy, Stuart. More or Less. Harper Trophy, 2005. (comparing numbers)

Neuschwander, Cindy. Patterns in Peru. Henry Holt, 2007.

Phillips, Richard. Numbers-facts, figures and fiction. Cambridge, 1994.

Walton, Rick. How Many , How Many, How Many. Candlewick Press, 1993.

Skip Counting

Hassett, John and Ann. Cat Up A Tree. Houghton Mifflin Co., 1998. (fives)

McGrath, Barbara. The Cheerios Counting Book. Scholastic, 1998. (tens)

McGrath, Barbara. The m & m Count to One Hundred Book. Charlesbridge, 2003.

Murphy, Stuart J. Leaping Lizards. Harper Trophy, 2005. (groups of)

Murphy, Stuart. Spunky Monkeys on Parade. Harper Trophy, 2001. (2s, 3s, and 4s)

Murphy, Stuart. Tally O’Malley. Harper Trophy, 2005.

Pinczes, Elinor. Arctic Fives Arrive. Houghton Mifflin, Co., 1996. (fives)

Fractions, Decimals, Per Cents

Adler, David A. Working with Fractions. Holiday House, 2007.

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© 2017 Kim Sutton

Dodds, Dayle Ann. Full House. Candlewick Press, 2007.

Leedy, Loreen. Fraction Action. Holiday House, 1994.

McGrath, Barbara. Skittles Riddles Math. Charlesbridge, 2000.

Murphy, Stuart. Give Me Half! Harper Trophy, 2001. (understanding halves)

Murphy, Stuart. The Grizzly Gazette. Harper Trophy, 2003. (percentages)

Nagda, Ann Whitehead and Bickel, Cindy. Polar Bear Math. Henry Holt, 200.

Napoli, Donna Jo. The Wishing Club. Henry Holt, 2007.

Pallotta, Jerry. The Hershey’s Milk Chocolate Fractions Book. Scholastic, 1999.

Pallotta, Jerry. Apple Fraction Book. Scholastic, 2005.

Pallotta, Jerry. Twizzler Percentages Book. Scholastic, 2001.

Pilegard, Virginia Walton. The Warlord’s Puppeteers. Pelican Press, 2003.

Smith, David J. If the World Were a Village. Kids Can Press, 2002.

Multiplication and Division

Appelt, Kathi. Bats on Parade. Morrow, 1999. (multiplication)

Calvert, Pam. Multiplying Menace-The Revenge of Rumpelstiltskin. Charlesbridge, 2005.

Dodds, Dayle Ann. Minnie’s Diner. Candlewick Press, 2004. (multiplication)

Hutchins, Pat. The Doorbell Rang. Mulberry, 1986. (division)

Leedy, Loreen. 2 x 2 = BOO! Holiday House, 1995. (multiplication)

Nagda, Ann Whitehead. Cheetah Math. Henry Holt, 2007.

Neuschwander, Cindy. Amanda Bean's Amazing Dream. Scholastic Press, 1998.

Pallotta, Jerry. The Hershey’s Milk Chocolate Multiplication. Scholastic, 2002.

Pinczes, Elinor. A Remainder of One. Houghton Mifflin Co., 1995. (division)

Tang, Greg. The Best of Times. Scholastic Press, 2002.

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© 2017 Kim Sutton

“I Walk the Line”Johnny Cash

Rewritten by Several Wonderful Classes

I keep a close watch on this number lineI keep my eyes wide open all the time.I notice all the dots – they are a sign.The turn is mine, I’ll walk the line.

I find math very, very easy to be true.I find myself with facts when days are through.Yes, I’ll admit the digital root for you.The turn is mine, I’ll walk the line.

I keep my eyes peeled on our math.From addition to division is our path.I’d rather add instead of take a bath.The turn is mine, I’ll walk the line.

All the dots keep me on their side.My love for math I’ll never, ever hide.Digital root I’d even turn the time.The turn is mine, I’ll walk the line.

I keep a close watch on this number lineI keep my eyes wide open all the time.I notice all the dots – they are a sign.The turn is mine, I’ll walk the line.