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

[Amy Kopcznski]

I loved seeing the progression from number paths to number lines and then increasing the magnitude to make problems like where 1 billion goes on a number line labelled zero to a trillion. I learned that I can better scaffold learning for my middle school students that struggle with the number line by going back to a more concrete representation of a number path or playing with the magnitude.

I wonder if a number path has to be set up as increments of 1 or if you could skip count by a higher number.