Jumping Along Number Lines

Overview

Students explore skip counting as equal jumps along a number line, focusing on counting in 2s, 5s and 10s within 0–100. The lesson builds on students’ knowledge of forward counting and groups of objects, using movement, concrete materials and visual representations.

Learning intentions

• WALT count forwards in equal groups of 2, 5 and 10.
• WALT connect equal jumps to number sequences.
• WALT notice patterns in skip-counting sequences.
• WALT explain how we know what number comes next.

Success criteria

• I can count forwards in 2s, 5s or 10s.
• I can show skip counting with objects or jumps on a number line.
• I can fill in missing numbers in a sequence.
• I can explain the pattern I noticed.

Curriculum links

• Number — forward counting sequences and the size and structure of whole numbers from 0–100.
• Number — grouping quantities in groups of five and groups of ten.
• Number — recognising the number of tens and ones in a number.
• Mathematical communication and explaining a counting strategy.

Lesson structure (30 minutes)

1. 0–4 min · Hook and movement. Open with the opening number-line question and ask, “If we jump two spaces at a time, will we say every number?” Students stand beside their places and take equal jumps while counting aloud together: 0, 2, 4, 6, 8, 10.

2. 4–9 min · Model equal jumps. Use the equal-jumps demonstration to model a large floor or board number line from 0 to 20, first jumping in 2s and then in 5s. Students help identify the starting number, the size of each jump and the number reached after each jump.

3. 9–15 min · Build and say sequences. Place students in five pairs and give each pair counters and a number line from 0 to 50. Teacher calls “groups of 2”, “groups of 5” or “groups of 10”; students make equal groups, point to the matching numbers and say the sequence together. Pause to ask, “What stays the same about each jump?” and “Which numbers did we not say?”

4. 15–22 min · Guided worksheet practice. Display the activity instructions and worked example and distribute the skip-counting practice sheet. Students complete sequences with missing numbers, draw jumps on a number line and match a short sequence to its jump size. Teacher works with a small group using counters, beginning with 2s and 5s.

5. 22–27 min · Partner explain and check. Show the partner discussion prompts. Partners take turns choosing one completed sequence and explaining, “I started at __ and jumped by __. The next number is __ because __.” Partners check each other by adding the same jump each time, rather than simply giving the answer.

6. 27–30 min · Plenary and exit check. Use the final challenge and reflection to show 10, 20, 30, __, __ and ask students to identify the rule and complete the sequence. Students independently write or say one sequence they can count and name its jump size before packing away.

Resources

• the complete skip-counting slide deck
• the skip-counting practice sheet
• Floor or board number line from 0–50
• Individual number lines from 0–50
• Counters or small blocks
• Whiteboard and pens
• Pencils and crayons
• Space for safe movement

Assessment

• Listen during movement and partner counting for accurate forward sequences and consistent jump sizes.
• Observe whether students connect groups of objects with the matching numbers on the number line; record who needs support with 2s, 5s or 10s.
• Use the final sequence and student explanation as an exit check. Ask individuals to count forwards from a given number by 2, 5 or 10 where appropriate.

Differentiation

• For support, use a 0–20 number line, physical jumps and counters arranged in equal groups. Begin with 10s, then 5s, before introducing 2s. Provide the sentence frame, “I jump by __, so the next number is __.”
• Pair students strategically and allow students to point, move, build and say the sequence before recording it. Accept oral explanations or drawn jumps for students who find writing difficult.
• For EAL learners, rehearse the words “start”, “next”, “jump”, “group”, “same” and “different” with gestures and visuals. Encourage home-language discussion before sharing in English or te reo Māori.
• For students ready for challenge, begin a sequence from a non-zero number, such as 3, 8 or 12, and ask whether the same jump size still works. Ask them to explain how many groups of ten and ones are shown in a number they reach.