AuSable Primary Math Resources

• Understand pattern, relation, function
• Represent Math Solutions
• Use Mathematical Models
  
• Analyze Change
  

 This game, in both the exploration and the directed game, associates counting on a number line with directional arrow.  Using the leaves, students can analyze how numbers change when the move along the number line by 1s, 5s, and 10s. 

What mathematical content is being learned (or intended to be learned)?

Students develop their knowledge of number patterns, and they learn the difference between adding or subtracting 1, 5, and 10.  In the game, they learn some place value concepts by trying to reach the target number.

Is the focus on instrumental or relational understanding?

• instrumental understanding (carrying out procedures)
• relational understanding (understanding the meaning of mathematical words and symbols; connections among ideas)

The exploration allows students to click the leaves and notice the changes that happen so they can learn how adding and subtracting works using the visual of the number line.  They can compare the effects of adding higher or lower numbers by looking at the different shapes of the arrows.

What role does technology play?

 

The technology allows students to do their exploration while removing chances for student counting errors (if they were doing this on a number line with a pencil or marker, for instance).  Even the rocket boosters on the turtle change with the difference between counting by 1s and counting by 5s.

What instructional function(s) does the resource serve?

• practice (i.e., practicing skills or knowledge already learned)
• direct instruction/explanation (i.e., explaining or presenting content to students)
• learning through exploration (i.e., provides context in which students can see new relationships; come to new understandings)

As an introductory activity, this is an exploration that allows students to begin to understand movement back and forth on a number line.  The game can be used as practice as they learn to target certain numbers using what they learned during exploration.

What kinds of representations of the mathematics are used?

• symbolic (i.e., numerals, symbols)
• graphical (i.e., standard graphical notation such as Cartesian (X-Y) coordinate system, bar graph, pie chart)
• visual/spatial (e.g., circles or squares with lines to show fractions)
• concrete or real-world objects (e.g., images of base-10 blocks, puppies, or jars)
• dynamic (mathematical ideas represented through motion or sound)

The number line presents a graphical type interface.   The movement of the turtle and the arrows show the idea of adding and subtracting on a number line.