Maths
Number-line practice
Follow number-line jumps to add and subtract within 20, then use a jump to find the difference between two numbers. The two pupil pages model counting on, making a jump to 10 and counting back. Answers and teacher guidance are supplied in a separate file.
Watch two ways to jump from eight to thirteen. Keep the start, step count and direction visible.
Read the complete materialRead the material
Follow number-line jumps to add and subtract within 20, then use a jump to find the difference between two numbers. The two pupil pages model counting on, making a jump to 10 and counting back. Answers and teacher guidance are supplied in a separate file.
Pupil worksheet. Use the preview for diagrams and layout.
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NAME CLASS DATE LEARNING GOAL I can use a number line to add and take away numbers up to 20. SUCCESS CRITERIA I can count on in jumps to add. I can count back in jumps to take away. I can find the difference between two numbers. 1 Fill the gaps 6 marks Some numbers have hopped away. Write the missing numbers in the boxes. 0 1 2 4 5 6 8 10 11 13 14 15 17 18 20 2 Watch Pip jump: 8 + 5 8 + 5 = 13 1. Put your finger on 8. 2. Do not count the 8. 3. Jump 5 times, or go to 10 first. 4. You land on the answer. Way 1 hops of 1: count 1, 2, 3, 4, 5 1 2 3 4 5 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Way 2 jump to 10: 8 + 2 = 10, then 10 + 3 = 13 +2 +3 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 3 Count on to add 3 marks Start on the first number. Jump forward to the right. Write where you land. a JUMPS DRAWN 7 + 5 = +3 +2 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 b START MARKED 9 + 4 = 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 start c YOUR TURN 6 + 8 = 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Number-line practice · Counting on Page 1 of 2 MATHEMATICS AGES 5 TO 7 NUMBER LINES TO 20 Hop along the number line Jump like Pip the frog to add and take away.
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4 Count back to take away 3 marks Start on the first number. Jump back to the left. Write where you land. a JUMPS DRAWN 14 − 6 = −4 −2 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 b START MARKED 16 − 3 = 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 start c YOUR TURN 12 − 5 = 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 5 Find the difference 3 marks a How far is it from 9 to 15? Jump from 9 to 15 and count the jumps. b There are 16 ducks on the pond. 7 ducks fly away. How many ducks are left? a DIFFERENCE 15 − 9 = 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 b DUCKS − = 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 GO FURTHER Is 7 + 6 the same as 6 + 7? Draw the jumps for both. Use two colours. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 7 + 6 = 6 + 7 = Circle: same or different Number-line practice · Total 15 marks Page 2 of 2 HOP ALONG THE NUMBER LINE TAKE AWAY AND THE DIFFERENCE Hop back, find the gap
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Hop along the number line Teacher answers and guidance Supports the original two-page pupil activity. Answers 1: 3, 7, 9, 12, 16, 19. 3: 12, 13, 14. 4: 8, 13, 7. 5a: 6. 5b: 16 − 7 = 9. Go further: both make 13, so same: we can add in any order (not true for take away). Watch for Counting the start number as a jump: for 8 + 5 the child says "8, 9, 10, 11, 12" and lands on 12. Model "finger on 8, jump, then say 1". Support and stretch Support hop a floor number line first; use hops of 1 with a counter. Stretch do 6 + 8 in two jumps through 10; write a duck story for 18 − 9. Teacher guide Page 1 of 1
A teaching sequence
Represent addition and subtraction within 20 using forward and backward number-line jumps, and use those jumps to find a difference.
Fill the number-line gaps
Fill the missing numbers on the first number line. Ask pupils how they know whether a gap lies before or after a shown number.
Which shown numbers sit immediately before and after the gap?
Watch two ways to jump from eight to thirteen. Keep the start, step count and direction visible.
Read the complete materialCompare two routes to 13
Trace both methods for 8 + 5: five one-step jumps and a jump to 10 followed by three more. Compare where each route lands.
Why do +2 and +3 cover the same distance as five one-step jumps?
Choose the jump direction
Complete a forward-jump addition and a backward-jump subtraction, writing the destination number for each equation.
Are you counting jumps rather than counting the starting number?
Explain the distance
Use the difference and duck contexts to describe what the jumps represent, then try the challenge comparing 7 + 6 with 6 + 7.
What does the gap represent in the duck problem?
Before you teach
Look for the thinking behind an answer, choose the support your class needs and leave room for an independent response.
What to look for
Look for jumps that start at the first number and a landing point that matches the equation. Ask pupils to explain why 8 + 5 needs five jumps after 8. If they count 8 as the first jump, return to the worked example and have them label each jump 1 to 5.
Give a little support
Use a floor number line and a counter to make each jump visible. Start with hops of one, say each jump number aloud and distinguish the starting point from the first move. Cover the challenge if pupils need to focus on one operation.
Take the idea further
Invite pupils to solve 7 + 6 by two routes and explain why 6 + 7 reaches the same number. Then ask whether the same order rule applies to subtraction and have them use a counterexample to explain their reasoning.
Things to keep in mind
Share the two-page pupil file for independent practice. The separate teacher file contains the original answers, misconception note, support and stretch guidance.
Keep the idea. Make it yours.
Bring your topic, learning goal and class context to PLAI™, then review what you create.
Ideas for using this resource
Sample teaching perspectives on what to try, what to adapt and what to watch for.
Meet The Creators
Meet the creators whose teaching interests connect with this template. Find an approach to try with your class.
Pham Thi Linh
I look for what pupils already know, then consider which example, representation or prompt might help them take a next step.
Meet the creator
Aileen Kwok
A pupil may need to listen, use a gesture, try a word or practise it with a partner before sharing it with the class.
Meet the creator
Owen Griffiths
Children can handle materials, explain an idea and take part physically while their phonics and number learning becomes more structured.
Meet the creator
Thoughtful Pause
The two-page activity fills missing numbers, models 8 + 5 by counting five jumps or bridging through 10, then practises addition, subtraction and finding a difference. The starting number is not counted as a jump.
Tea Break Notes
For ages 5 to 7, the frog illustration and number line make movement left or right visible within 20. The final question compares 7 + 6 and 6 + 7 to explore whether the totals match.
Board Eraser
Begin with a finger on the first number, then count only the jumps. The bridge-to-10 model offers an alternative to five single hops and can support pupils ready to partition a move.
Margin Note
The number line represents whole-number moves within 20; it does not show every subtraction strategy. Check that pupils start at the first value and count the correct number of jumps, especially when finding the gap between two numbers.