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  • Amy Kopcznski

    June 8, 2020 at 3:46 pm

    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.