## Monday, November 11, 2013

### Transitioning to the Number Line

Last week my grade level met with one of our local math gurus who is helping lead our district towards better math practices.  He was making the point that we want our mathematicians to move towards using more efficient models, like the number line, when solving problems.  I totally agree, although in the past few years my efforts at getting there have felt a little clumsy.  I asked him this question.  "So my kids know what a number line is.  They know how it functions with ordered numbers and appropriate spacing.  How do I now transition them to using one as a tool?"  It seemed like a question I should know the answer to, but I honestly wasn't sure.  I'm glad I asked, because his reply led to this post.  The following is what he told me to try.

* Give the kids a problem in context.
* Give them a closed number line.  (Eventually move to an open number line.)
* Ask them to use the number line to solve the problem.  (He actually used the word "force."  By providing them with the number line, they're forced to play along.  My favorite part is that you don't show them how.)
* Choose a few solutions that exemplify appropriate possibilities and reproduce them on the board.
* Ask questions about what the mathematicians were doing, pressing towards those strategies you hope to see more of.

So today I jumped in with both feet and asked my mathematicians to blindly do the same.  I was very impressed.  By the way, I didn't show the kids' actual papers, so no one knew whose was whose.

Problem: Amaya found 6 maple leaves.  Bradley found 7.  How many maple leaves did they find altogether?

They were able to tell me that this mathematician hopped 6 and then 7 more.

This is the one that really excited me.  One of our mathematicians explained that this person made big hops of 6 and then 7 more.  The author piped up and told us that it was more efficient that way.  Oh yeah!

The following is proof that not everyone knew how to use a number line.  In fact, most didn't, but I expected that.  The good news it that it only takes one or two to make the lesson worthwhile.

Guess what we'll be doing again tomorrow, with a different contextual problem of course.  My plan is to do a few of these every week.  (It only took about 10 minutes.)  I don't think it will take long before most of them can maneuver on the number line fairly well.  I'm already envisioning how I can press them further and further to more sophisticated strategies each time.

1. Love Tammy ! I too struggle sometimes and feel like I'm not using and or explaining things properly.

1. Renee, that feeling I know well!

2. Love the kid who just copied all the numbers from the bottom to the top! It is great that you are letting them construct their own knowledge about the number line. You have a bunch of kids who have already gotten it figured out and can explain things to other kids. This is a great example of never saying anything a kid can say.

1. Tara, I really do enjoy letting them figure this out and simply being that guide who nudges and allows them to teach each other.

3. Can you come teach math at our school? Love reading about the methods you are using and the thinking you are getting your students to do!
Lori
Conversations in Literacy

1. Lori, I have way too much to learn to go on the road. :)

4. This will fit in so well with our subtraction mini-lesson tomorrow! I just found a stack of laminated number lines from the teacher who taught in the room before me. I do like the concept of "forcing" them to try different strategies. They will never know which one works best for them if they don't try it!
Jenny

1. Jenny, cool! I'm glad this fits well with where you're at. :)