# Can I show where a whole number is on a 0 to 100 number line?

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Can I show where a whole number is on a 0 to 100 number line?

1 of 2 The National Strategies PrimaryOvercoming barriers in mathematics – helping children move from level 1 to level 2ong>Canong> I ong>showong> ong>whereong> a ong>wholeong> ong>numberong> ong>isong> on a 0 to 100 ong>numberong> line?Teaching guidanceKey vocabularymultiple of ten, two-digit ong>numberong>, compare, order, count on/back, ong>numberong> line, position, locate,near, between, halfway, more, lessModels and images, resources and equipmentLocate ong>numberong>s on a 100-bead string.Bead stringUse ong>numberong> lines with an appropriate degree of scaffoldingThe Ordering ong>numberong>s ITP helps children make links between beaded ong>numberong> lines and partlyong>numberong>ed ong>numberong> lines.Counting stickCount forwards and backwards along the counting stick from 0 to 100. Place ong>numberong>s in thecorrect places along the stick using sticky notes.00021-2009CDO-EN © Crown copyright 2009

2 of 2 The National Strategies PrimaryOvercoming barriers in mathematics – helping children move from level 1 to level 2Teaching tips Provide plenty of opportunities for children to continue to gain confidence with theong>numberong> system and the order of ong>numberong>s by counting forwards and backwards to andfrom different ong>numberong>s. Look out for children who may not know, for example, whatcomes after 29 or before 61, and for children who have to count from 1 to find theong>numberong> before or after a given ong>numberong> because they are insecure when counting fromother starting ong>numberong>s. Use bead strings to provide practical experience of locating ong>numberong>s up to 100.Encourage children to locate ong>numberong>s quickly, for example ong>showong> them how to find 32 byfinding 30 and then counting on 2. Take the children into the playground and use a 10m length of rope to represent a 0–100ong>numberong> line. Ask children to position the multiples of ten on the ong>numberong> line. Invite achild to select a ong>numberong> between 0 and 100 and without letting anyone know theong>numberong>, place themselves on the ong>numberong> line. ong>Canong> the rest of the class work out theirong>numberong>? Physically make a ong>numberong> by jumping along an imaginary ong>numberong> line, using a big jumpforward to represent a jump of ten and small hops forward to represent ones, forexample model a ong>numberong> such as 22 by two big jumps forward and two small hopsforward. Ask children to locate the ong>numberong> you have created on a 100-bead string or ona ong>numberong> line. Using a counting stick, count in tens forwards and back. Point to a divong>isong>ion and ask thechildren to name the multiple of ten. Point to various places along the counting stick (e.g.45, 99, 21) and ask the children to say what ong>numberong> you might be pointing at.00021-2009CDO-EN © Crown copyright 2009

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