Reply To: 1-1 – Magnitude of Number – Discussion

[April Weeks]

My big takeaway was “Oh my gosh. When do we explicitly address this at all in younger classrooms?”. I’m sure it might happen in kinder classes or even first grade, but I see a lot of number lines being represented when a number path would be better for student understanding. I didn’t quite realize how abstract a number line really is.

I wonder how my intervention students would respond to something like this accross grade levels. I may present this to them and see where they think a number should be represented on a number path. Whether is be using numerals, fractions, or decimals!

[April Weeks]

My big takeaway was “Oh my gosh. When do we explicitly address this at all in younger classrooms?”. I’m sure it might happen in kinder classes or even first grade, but I see a lot of number lines being represented when a number path would be better for student understanding. I didn’t quite realize how abstract a number line really is.

I wonder how my intervention students would respond to something like this accross grade levels. I may present this to them and see where they think a number should be represented on a number path. Whether is be using numerals, fractions, or decimals!