Children\'s Mathematics

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Figure 8.13 Chart of races chosen for sports days

they need to; as a teaching tool; for the children to construct their own number line

(Carruthers, 1997a). Number lines are an essential part of helping children develop

visual mental images of numbers. If we want to help children with their under-

standing of the position of numbers then the importance of number lines cannot be

underestimated, and it is vital to have effective number lines. Through the year a

change and a growth of numbers on the line help the children focus on them. To

help children see the pattern of numbers it is vital to have number lines beyond 30.

When we look at numbers in the outside world they are not always horizontal: it

adds another dimension if you suddenly add a vertical number line, especially when

you are talking about scales.

As the year progresses, put up an empty number line where children can add their

own numbers (for example, see Chapter 9, pp. 164–6). Sometimes start with other

numbers such as 30 or 100. Children find it interesting to work out what comes next

and add it to the line. Negative numbers are also a source of interest and a challenge

for young children and may arise through an interest in the weather and tempera-

tures. To encourage the children to write their own number lines put strips of paper

in a pocket beside the number line. Once you have modelled the use of the number

line then the children can challenge other children by starting at different numbers

they have chosen. Children as they progress through their understanding will

choose to use the empty number line as a method of calculation.

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