We explore how number lines can be used at KS2 to support children to develop a greater understanding of the linear number system and prepare them for secondary maths.

A transcript (PDF) of this episode is available to download.

Show notes
Taking part in the discussion:

• Jennifer Ruddock, deputy headteacher, Corrie Primary School, Denton


• Jordanna Worrall, head of maths, Denton Community College, Denton


• Julia Morgans, Maths Hub Lead, Turing North West Maths Hub


• Julia Thomson, Communications Manager at the NCETM.

Episode chapters

• 00:05 – Introduction


• 02:23 – Why participants in the Work Group focused on the number line


• 06:25 – Exploring use of the number line at KS2


• 09:06 – Why drawing and understanding number lines is important at KS3 and beyond


• 11:20 – The importance of collaboration between KS2 and KS3 for progression


• 12:40 – How KS2 teachers can prepare children for KS3 maths using number lines


• 14:44 – Using number lines and the midpoint to support children in rounding


• 16:14 – Using number lines to find fractions of an hour and solve time problems


• 18:37 – Using number lines to find equivalent ratio


• 21:44 – Concluding thoughts on possible uses for number lines in KS2 and KS3

Useful links

• Issue 35 of Espresso provides useful reading on the number line


• Number Sense on the Number Line by Woods et al (2017)


• There are a wealth of activities designed to explore the linear number system, featuring number lines, in the NCETM Ready-to-Progress Criteria


• Years 5-8 Continuity professional development project


• Video summary of the research report, Understanding Structured Number Lines, which inspired the focus on number lines taken by Turing North West’s Years 5-8 Continuity Work Groups


• Find your hub


• Explore previous episodes of the NCETM podcast in our archive.

Diagnostic task

Children from Year 5, 6 and 8 classes were asked to draw a number line, either from 1 to 100 or from 50 to 70, with intervals of 10 marked on the line. Teachers observed the spacing of the intervals and paid particular attention to whether children could accurately indicate the location of the midpoint.

Diagram

The number lines referred to by Jordanna can be viewed on the NCETM website.