Maths Frame Number Line. Daily 10 has maths questions on a range of maths concepts: There are two options, one with a number line and the other more difficult level, without one.
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You can pause at the end of each stage. Two markers with numbered boxes can be moved along the number line. Cut out the game cards and number signs for your number line.
Students Use The Frames To Count, Represent, Compare, And Compute With Numbers In A Particular Range.
For more addition and subtraction resources click here. An excellent teaching tool for use on an interactive whiteboard. Find the difference between two numbers by counting on from the smaller number to the larger number.the addition is shown as jumps on a number line.
Number Line Helps Students Visualise Number Sequences And Illustrate Strategies For Counting, Comparing Or The Four Operations.
The film is in four stages. Work quickly to get more time, build your score and climb up the leaderboard. Your browser does not support html5 canvas.
Two Markers With Numbered Boxes Can Be Moved Along The Number Line.
Customise the minimum and maximum values and how many partitions. Use masking tape to create a long line on the carpet or floor. You can pause at the end of each stage.
Count In Twos Set The Intervals To Twos.
Addition, subtraction, ordering, partitioning, digit values, rounding, multiplication, division, doubles, halves and fractions. Generate a number line and use the two markers with numbered boxes which can be moved along the number line. Number lines can be easily adapted with whole numbers, fractions, decimals, or negative numbers.
They Are Also A Great Tool For Those Students Who Need Support In Completing Word Problems And With Basic Adding And Subtracting.
Can be used to teach place value, approximation skills, and reading varying scales. Or use a blank number line, with or without tick marks. In the find a number game (red labels) you are asked to find, from 3 options, the direct number that the computer asks, or find the number in between two given numbers.
