Everything You Need to Know About Kim's Number Line

Everything You Need to Know
About Kim’s Number Line
presented
by
Kim Sutton
Creative Mathematics
4001 West End Road
Arcata, CA 95521
1-800-841-5193
www.creativemathematics.com
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© 2009 Kim Sutton

General Math Tools
• Response Board
• Chalk and Eraser
• Magic Finger of Mathematics
• Pattern Blocks (Ellison)
Language Tools
• Math Dictionary (Making Math
Books with Children)
• Word Wallet
Time Tools
• Analog Clock
• Digital Clock
Number and Algebra Tools
• Number Line Petite
(Number Line Workbook)
• Place Value Pocket
+ ___ sets of digit cards
(Place Value with Pizzaz)
• Base Ten Blocks
(5 mesh plastic canvas)
• Operational Dominoes
• My Basic Facts Booklet
(Free PDF Files)
• My T-Table Booklet
(Number Line Workbook)
• My Multiples Booklet
(Number Line Workbook)
• Hundreds Chart 0-99 (cardstock)
• Transparent Chips + Container
• Dynamic Dice
• Fraction Flip Book
• Pattern Stick Book on ring
(Number Line Workbook)
• Place Value Odometer
(Place Value with Pizzazz)
Tool Kit
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• Playing Cards
Geometry & Measurement Tools
• Circle Sizer
• Tangrams
• Angle Maker
• Shape Maker
• Mirrors (3)
• Pattern Blocks
• Circle Protractor
• Tape Measure
Data Tools
• Spinner faces
• Paper Clips (spinners)
• Coffee Filters
• My Graph Book
(Making Math Books
with Children)
Kim’s Helpful Hints
I have used the concept of a math tool kit in my classroom
for many years. Each student has a math tool
kit filled with the physical tools it takes to solve mathematical
problems.
The students will store these items in a gallon size ziplock
baggie. To avoid disorganization within the students’
desks, press a strip of magnetic adhesive on
outside of baggie. If the inside of the desks are metal,
students can stick their math tool kit on the desks so
that part of the tool kit is always visible. Some teachers
prefer to have the math tool kits hanging on the
outside of the desks.
Younger students can embrace the concept of a math
tool kit with smaller bags and fewer objects. The tools
may also be stored at a table, in a basket, or on a pegboard.
The intent of the math tool kits is to give students
experience with the physical tools that
accompany problem solving situations in mathematics.
© 2009 Kim Sutton
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© 2009 Kim Sutton
Notes
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Let’s Count to 30
Ron Brown
Math Math Math
Thirty, 30, let’s count to 30.
Thirty, 30, let’s count to 30.
1 2 3 4 5 6 7
8 9 10 11 12
13 14 15
We’re half way home to 30.
16 17 18 19
20 21 22
23 24 25 26
27 28 29 30
Thirty, 30, let’s count to 30.
4
Thirty, 30!
© 2009 Kim Sutton
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© 2009 Kim Sutton
Let’s Count by Fives!
If you want to have some
fun
Sing along with me
Come on let’s count by
fives.
If you want to have some
fun
And be as happy as can
be
Sing along and count by
fives.
Ron Brown
Math Concepts I and II
5 10 15 20
25 30 35 40
45 50 55 60
65 70 75 80
85 90 95 100
(If you want to have
some fun
Sing along with me
You can count by fives!)

10’s Lift Off!
Ron Brown
Math Concepts I and II
Command Center to launch
We have lift off at 100.
10 20 30 40 50
60 70 80 90 100
Lift off!
Houston, we have a slight
problem.
We forgot our toothbrushes.
100 90 80 70 60
50 40 30 20 10
0
Lift off at 100.
10 20 30 40 50
60 70 80 90 100
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© 2009 Kim Sutton
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© 2009 Kim Sutton
We’re Counting by Two
We’re counting by two, two, two,
How about you, you, you?
And you can count too, too, too,
The even numbers through
and through.
Oh, two, two, two,
How about you, you, you?
And you can count too, too, too,
The even numbers through
and through.
2 4 6 8 10
12 14 16
18 20 We’re counting by
twos!
22 24 26 28 and
30
Ron Brown
Math Concepts I and II
We’re counting by twos!
We’re counting by twos!
32 34 36 38 and
40
We’re counting by twos!
We’re counting by twos!
42 44 46 48 and
50
We’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 through
and through.
Let’s count by two!

Number Line Petite to 30
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© 2009 Kim Sutton
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© 2009 Kim Sutton

Basic
Number Properties
Checklist
My number is ____________
? even
? odd
? multiple of 2
? multiple of 5
? multiple of 10
? single digit
? two digits
? three digits
? (less than) _____
? (greater than) _____
digital root _________
My number is between
_______ and _______ .
Closer to _______ .
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Challenge
Number Properties
Checklist
My number is ____________
? even
? odd
? 2 as a factor
? 3 as a factor
? 4 as a factor
? 5 as a factor
? 6 as a factor
? 7 as a factor
? 8 as a factor
? 9 as a factor
? 10 as a factor
? 11 as a factor
? 12 as a factor
? prime number
? composite number
digital root _________
My number is between
_______ and ________ .
Closer to _______ .
© 2009 Kim Sutton
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© 2009 Kim Sutton
Number I
Rolled
Rounding by Rolling
Closer to
1. _________ _________ or _________
2. _________ _________ or _________
3. _________ _________ or _________
4. _________ _________ or _________
5. _________ _________ or _________
6. _________ _________ or _________
7. _________ _________ or _________
8. _________ _________ or _________
9. _________ _________ or _________
10._________ _________ or _________

Math Tools:
• Kim’s Number Line
with colored dots
• Number Line Petite
• pattern stick books
• “magic finger of math”
• transparent chips
• double dice
• pointer(s) for number line
Mathematical Vocabulary
multiples
factor
product
skip counting
growth pattern
Math Literature
Cat Up a Tree
by John and Ann Hassett
(multiples of 5)
Arctic Fives Arrive
by Elinor Pinczes
(multiples of 5)
A High Fiving Gift for Mom
by Judy Bradbury
(multiples of 5)
Reese’s pieces Count by Fives
by Jerry Pallotta
(multiples of 5)
The Cheerio Counting Book
by Barbara McGrath
(multiples of 10)
Double Bubble Trouble
by Judy Bradbury
(multiples of 2)
Building the Power of Groups
The first growth pattern that children meet is
counting numbers. A class number line is the most
important visual as a classroom tool. Early learners
will work with counting forward and backward with
counting songs and activities. Some of Ron Brown’s
counting 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 will
use objects that come in a constant of count to create
a picture in the mind’s eye. To introduce multiples
of two, I recommend playing the game called
“The Stand Up Game.” One student stands up. The
teacher directs the activity by asking, “How many
students are standing?” The relationship between
the number of students standing to the number of
eyes is made through the meaning of multiplication
in groups.
As the game is played the teacher will add a red dot
above the multiples of two. Students will add a red
dot above the multiples of two on the Number Line
Petite (Number Line Workbook). Students can
also fill in the pattern stick for twos.
Introduce Cat Up a Tree by John and Ann Hassett
to introduce counting in groups of or skip counting
with the students. Students should build a five stick
as the story is being read. Yellow dots will be added
for multiples of five on Kim’s Number Line. Other
books can introduce other skip counting patterns.
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© 2009 Kim Sutton
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Students should construct the pattern stick books for the skip counting patterns.
Kindergarten and first graders should have 1, 2, 5, and 10 sticks. Second graders
should have 1, 2, 3, 5, and 10 sticks. Students in third through sixth grades should
have 1-12 sticks.
The pattern sticks will help imprint the multiples through choral chanting. This is
an auditory form of skip counting. The teacher will model directing the group
through the skip counting of one multiple. The students will touch the pattern stick
with the “magic finger of mathematics” as they say and see the patterns of skip
counting.
A color-coded number line can be used as a larger visual tool for the classroom. This
extends the skip counting. For primary students, the number line would start at
zero and go to one hundred. For older students, the number line would start at zero
and go to one hundred forty four. The number line is color-coded so that all of the
multiples of two would have the same colored dot above them. Each different multiple
would have a different colored dot above it. The color patterns are:
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© 2009 Kim Sutton
2---red 7---neon orange
3---green 8---neon green
4---orange 9---black
5---yellow 10---navy blue
6---light blue 11---purple
12---gold star
The “Pattern Stick Game” is a simple game to play for the “over and over” practice with
the meaning of multiplication and decisionmaking regarding addition and the diffference
between.
Each player needs a designated pattern stick (2-12), double dice, transparent chips
and a partner. Players will take turns. The first player will roll the double dice. The
player can deside to add or compute the difference between the numbers on the two
dice. That answer is inserted into the meaning statement for multiplication, “_____
groups of _____ = _____ .” The player must state that complete equation. The product
will be covered up. The objective is to be the first to cover the complete stick.
Let’s say the teacher wants play to take place on the “two stick.” For example, a player
might roll a three and a four. Those two numbers can be added or the difference between
can be computed. If the three and four are added, the player would say, “Seven groups of
two equal fourteen.” The fourteen would be covered. If the fourteen is covered, the player
would say, “The difference between three and four is one, one group of two is two.” This
game should be played often.

Velcro for Kim’s Number Line
Positive Number Line
72 for 2s
38 for 3s
36 for 4s
29 for 5s
24 for 6s
21 for 7s
Total Velcro Coins if color-coding through 12s is 295.
(I did round up to allow for mistakes!)
Remember that primary (K-1 does 2s, 5s, 10s and 2nd
does 2s, 3s, 5s, 10s)
Negative Number Line
25 for 2s
17 for 3s
13 for 4s
10 for 5s
9 for 6s
8 for 7s
18 for 8s
16 for 9s
15 for 10s
14 for 11s
12 for 12s
7 for 8s
6 for 9s
5 for 10s
5 for 11s
4 for 12s
Total Velcro Coins if color-coding through 12s is 109.
(I did round up to allow for mistakes!)
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© 2009 Kim Sutton
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Pattern Sticks
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© 2009 Kim Sutton

Walk The Line
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© 2009 Kim Sutton
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© 2009 Kim Sutton
Walk The Line

Pattern Block Fractions
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© 2009 Kim Sutton
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Name Date
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© 2009 Kim Sutton
= =
= =
= =

Count by Threes
Ron 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 9 12
15 18 21
24 27 30
Counting by threes is so
much fun!
3 6 9 12
15 18 21
24 27 30
Counting by threes is so
much fun!
Let’s count by threes.
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© 2009 Kim Sutton
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Math Tools:
• gameboard
• marker for each player
• spinner with paper clip
• scorecard
• Kim’s Color-Coded
Number Line
• The Lazy Way of
Determining Factors Tool
Mathematical Intent:
This game will reinforce
properties of numbers
using multiples. Students
should work at the appropriate
level for their understanding.
Level 1 is
practice for multiples of
two, five, ten. Level 2 is
practice for two, three,
five, and ten. Level 3 is
practice for 2-12.
Mathematical Vocabulary:
skip counting
multiples of
factors
products
The Game of Number Trails
Number Trails is a game for practice of the properties
of numbers using multiples or factors.
There are three levels of the game. The Primary
set of gameboards are designed for practice of the
multiples of twos, fives, and tens. The Intermediate
set of gameboards are designed for practice
of the factors of two, three, five, and ten. The
Upper set of gameboards are designed for practice
of the factors 2-12.
Each player will need a scorecard and a spinner
with a paper clip. Two to four players can play on
one gameboard or each player can play on a
gameboard. (Many students like having a cute
gameboard of their own.) Each partner would
need their own distinctive marker. The spinner
will determine the number of spaces moved for
that turn. Order of play is to be determined. Each
player will spin and move that many spaces. An
assessment of the number is made for all the multiples.
Tally marks are made next to each appropriate
multiple. For example, if a player is
playing on a Primary gameboard and lands on
“42” then that player would make a tally
next to the two on the scorecard. At the
end of the game, students are to total
the scores. Points can be given for
each different multiple. For example,
multiples of two are
worth two points, multiples of
five are five points, etc. This
adds a multiplication element
to the game.
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The Number Trail Scoring
Tool can be used for the
analysis of each number on
the trail. The Primary version
is used to determine or
© 2009 Kim Sutton

eliminate multiples of two, five, and ten. The Intermediate version will determine
or eliminate factors of two, three, five, and ten. The Upper version
will determine or eliminate factors of 2-12. Notice the language of “multiple”
changes to “factor” when multiplication is introduced.
This game is practicing factor analysis. It can be played at every grade level.
The numbers in the board determine the difficulty. The scorecard would be
selected based on the grade level. The class color-coded number line can be
used to determine the multiples or factors of a number. Included is the “The
Lazy Way of Determining Factors” tool for upper grades.
This tool is a student “cheat sheet” for determining factors. Run this off on
colored cardstock for each student and use with the Upper version of the
game. The more students work with this tool the more familiar they will
become with the patterns of factors!
The Lazy Way of Determining Factors
Factors
2 Number has 0, 2, 4, 6, 8 in the
one’s place (even numbers)
3 Number has digital root of 3, 6, or 9
4 Ten’s and one’s make a number
divisible by 4
(Number within a number)
5 Number has 5 or 0 in the one’s place
6 Number is even and has digital root
of 3, 6, or 9
7 No lazy way!
8 Hundred’s, ten’s and one’s make a
number divisible by 8
(Number within a number)
9 Number has digital root of 9
10 Number has 0 in the one’s place
© 2009 Kim Sutton
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The Lazy Way of Determining Factors
Factors
2 Number has 0, 2, 4, 6, 8 in the
one’s place (even numbers)
3 Number has digital root of 3, 6, or 9
4 Ten’s and one’s make a number
divisible by 4
(Number within a number)
5 Number has 5 or 0 in the one’s place
6 Number is even and has digital root
of 3, 6, or 9
7 No lazy way!
8 Hundred’s, ten’s and one’s make a
number divisible by 8
(Number within a number)
9 Number has digital root of 9
10 Number has 0 in the one’s place

91
34
66
85
55
35
30
25
68
96
86
16
82
62
20
23
60
54
75
80
38
65
75
77
69
84
93
15
84
57
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© 2009 Kim Sutton

2
3
5
10
score
2
3
5
10
score
Name:
Name:
© 2009 Kim Sutton
Score Card
Score Card
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2
3
5
10
score
2
3
5
10
score
Name:
Name:
Score Card
Score Card

?
Number Trail Spinner
Space Mover
Number Trail Spinner
Space Mover
25
Hold paper
clip at center
of spinner
with pencil
point.
Hold paper
clip at center
of spinner
with pencil
point.
© 2009 Kim Sutton

Factor Cross Out
Name Date
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Factors
2 3 4 5 6 7
8 9 10 11 12
2 3 4 5 6 7
8 9 10 11 12
2 3 4 5 6 7
8 9 10 11 12
2 3 4 5 6 7
8 9 10 11 12
2 3 4 5 6 7
8 9 10 11 12
2 3 4 5 6 7
8 9 10 11 12
2 3 4 5 6 7
8 9 10 11 12
2 3 4 5 6 7
8 9 10 11 12
2 3 4 5 6 7
8 9 10 11 12
2 3 4 5 6 7
8 9 10 11 12
Score
© 2009 Kim Sutton
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© 2009 Kim Sutton

Skip Counting
Number Line Literature
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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© 2009 Kim Sutton
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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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© 2009 Kim Sutton

Creative Mathematics
4001 West End Road
Arcata, CA 95521
800-841-5193
707-826-1780 Fax
www.creativemathematics.com
Aims Educational Foundation
P.O. Box 8120
Fresno, CA 93747
888-733-2467 • Fax 209-255-6396
e-mail / www.aimsedu.org
Box Cars and One-Eyed Jacks
3930 78th Ave
Edmonton, Albert Canada T6B 2W4
www.boxcarsandoneeyedjacks.com
Creative Teaching Associates
5629 E. Westover
Fresno, CA 93727
800-767-4282 • Fax 559-291-2953
www.mastercta.com
Critical Thinking Books and Software
P.O. Box 1610
Seaside. CA 93955-1610
800-641-6555 • Fax 831-393-3277
www.criticalthinking.com
Classroom Direct
P.O. Box 830677
Birmingham, AL 35283-0677
800-248-9171 • Fax 800-628-6250
www.classroomdirect.com
Collins Educational
8358 St. George Street
Vancouver, BC V5X 3S7 Canada
604-325-5005 • Fax 604-325-5003
Catalogs and Resources
Kim's supplies like
Teach Timer, number lines,
music CDs, aerobic place value,
magic fingers, her books, and
lots more
California State Department of Education
1430 N. Street
Sacramento, CA 95814
916-319-0800
www.cde.ca.gov
California Mathematics Council (CMC)
P.O. Box 880
Clayton, CA 94517-0880
800-CMC-MATH • Fax 510-680-8573
www.cmc-math.org.
Project AIMS
materials
great dice & games
great drill and
practice games
Darice
13000 Darice Parkway
Park 82
Strongville, Ohio 44136-6699
800-321-1494 • www.darice.com
Ellis Art Center
401 5 th Street
Eureka, CA 95501
707-445-9050
Ellison Educational
25862 Commercentre Dr.
Lake Forest, CA 92630-8804
800-253-2238
www.ellison.com
GW School Supply
5626 East Belmont Avenue
Fresno, CA 93727
800-234-1065 • Fax 209-453-7753
www.gwschool.com
Aubuchon Hardware
aubuchon.com
800-431-2712
Intelli Tunes
12930 Peach Tree Lane
Red Bluff, CA 96080
877-977-0971 • Fax 530-529-0571*51
www.intelli-tunes.com
Institute for Math Mania
159 Bloomfield Ave.
West Hartford, CT 06105
800-686-3725 • Fax 866-686-3725
Koplow Games
369 Congress Street
Boston, MA 02210
677-482-4011 • Fax 617-482-3423
www.koplowgames.com
Marcy Cook
P.O. Box 5840
Balboa Island, CA 92662-5840
949-673-5912 • Fax 949-673-7909
www.marcycookmath.com
30
5 mesh plastic canvas for
place value on overhead
mylar supplier for mirrors
Black Contact Paper
& Mylar
die-cut company
colored masking tape
Ron Brown's music CDs
dice supplier ,seasonal, unique, double
dice, transparent chips
wonderful materials & amazing presentations
© 2009 Kim Sutton
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Math Learning Center
P.O. Box 3226
Salem, OR 97302
800-575-8130 • Fax 503-370-7961
www.mlc.pdx.edu
National Geographic Society
P.O. Box 10041
Des Moines, Iowa 50340-0041
800-962-1643 • Fax 888-242-0531
www.nationalgeographic.com
National Council of Teachers
of Mathematics (NCTM)
1906 Association Drive
Reston, Virginia 20191-1502
800-235-7566 • www.nctm.org
National Science Teachers Association (NTSA)
1840 Wilson Blvd
Arlington, Virgina 22201-3000 USA
800-722-6782 • Fax 703-243-3924
www.nsta.org
BOOK orders
P.O. Box 90214, Washington, D.C. 2009
Nasco
P.O. Box 3837
Modesto, CA 95352-3837
800-558-9595 • Fax 209-545-1669
www.nascofa.com
Oriental Trading Company
4206 South 108 th Street
Omaha, NE 66137-1215
800-526-9300 • URL: www.orientaltrading.com
Business Edition
P.O. Box 2659 • Omaha, NE 68103-2659
800-526-9300 • Fax 800-741-2599
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© 2009 Kim Sutton
Scholastic Inc.
2931 E. McCarty St.
Jefferson City, MO 65101
800-724-6527
www.scholastic.com
Spectrum Educational Supplies
150 Pony Drive
New Market, ON L3G 7B6 Canada
800-668-0600 • Fax 800-668-0602
www.spectrumed.com
Stokes Publishing
1292 Reamwood Avenue
Sunnyvale, CA 94089
800-550-5254 • Fax 408-541-9149
www.stokesco.com
Teacher’s Pets
1738 South Clementine St
Oceanside, CA 92054
888-552-9900 • Fax 760-439-4921
www.zeroismyhero.com
The Complete Line
2741 152nd Ave. NE
Redmond, WA 98052-5586
800-447-3444
The Mailbox Magazine
The Education Center, Inc.
P.O. Box 9753 • Greensboro, NC 27429
Phone: 1-800-334-0298
www.themailbox.com
For BOOKS 1-800-714-7991
Pearson Learning Group
P.O. Box 2500
Million Poster
Lebo- The Oregon Mathematics Teacher
nan, IN 46052
2344 NE 19th Ave.
800-526-9907 • Fax 800-393-3156
www.pearsonlearning.com
Portland, Oregon 97212
Quill Discount Office Supplies
P.O. Box 94080
Palatine, IL 60094-4080
800-789-1331 • Fax 800-789-8955
www.quill.com
Reliable Products
P.O. Box 1502
Ottawa, IL 61350-5502
800-927-0700 • Fax 800-653-4387
clear, colored counters,
pattern blocks, & lots more
geography information
great math materials
inexpensive toys, counters, guitars,
oversized playing cards,
& cheap Twizzlers
poster storage cases
US Toys
13201 Arrington Road
Grandview, MO 64030-2886
800-255-6124 • Fax 816-761-9295
www.ustoy.com
Textol Systems, Inc.
1-800-624-8746
email: sales@textol.com
www.textol.com/textol.asp
wallliner.com Mylar
Cheap Velcro
TeachTimer and other
great tools
wonderful teacher
jewelry like "Zero the
Hero"
Copy-Not Pens

“I Walk the Line”
Johnny Cash
Rewritten Several Wonderful Classes
I keep a close watch on this number line
I 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 line
I 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.
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© 2009 Kim Sutton
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