• I can use the same size space for every interval on my number line

• I can build a number line by counting forward from a given start number and placing each number in turn

• I can build a number line with a given starting and ending value, choosing a spacing that lets me land exactly on the end number

• I know that placing the two end numbers down first makes it hard to keep the in-between spaces equal

Success Criteria

Lesson 1: Building a Number Line

We are learning to build a number line by counting forward from a starting number and keeping every space equal.

• I can move a counter forward along a number line by counting the jumps, not the number I start on

• I can move a counter back along a number line by counting the jumps

• I know that moving forward lands on a bigger number and moving back lands on a smaller number

• I can say both where I landed and how many jumps I made, and know these are different things

Success Criteria

Lesson 2: Moving Forward & Back

We are learning to move along a number line by counting jumps, and to tell the difference between the number we land on and the number of jumps we made.

• I can identify the major interval markers, or landmarks, on a number line, in this case 0, 5, 10, 15 and 20

• I can find a number by counting on from the nearest landmark rather than starting from zero

• I know that ten is halfway between zero and twenty, and five is halfway between zero and ten

• I can explain why counting from the nearest landmark is faster and more accurate than counting from zero

Success Criteria

Lesson 3: Major Interval Markers

We are learning to use landmark numbers on a number line to find a value faster than counting from zero.