Rated 5 out of 5, based on 16 reviews
16 Ratings
Grade Levels
K - 2nd
Resource Type
Formats Included
  • PDF
8 pages
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This FREEBIE includes a Make it Yourself Number Line and Program ideas for teaching Number Line Jumping. This is a fantastic way to demonstrate to young Mathematicians how to use a Number Line! L.J. the Number LINE JUMPER is simply a pencil-top eraser with a smiley face on it. Use Him/Her to jump the Number Line and land on the correct answer!
Common Core Aligned

Number Line is in 2 parts and can be laminated to last longer. Make them for your classroom and/or send them home for students to practice with.

L.J.'s can be found at School Specialty. Plain eraser tops can be transformed into an L.J. by drawing a face on it!

Proven Results!
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 Unported License
Total Pages
8 pages
Answer Key
Teaching Duration
1 Year
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to see state-specific standards (only available in the US).
Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).


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