Order numbers 0-50 on a number line

Materials: chalk, masking tape, rope or string to create a number line. Optional - pre-written number cards.

Summary: Create a closed number line with chalk or string. If drawing a number line with rope or chalk, you can take this activity outside. Have students write a 5-digit number. You might need to set some parameters dependent on your class context to differentiate this task. To scaffold the task, ask students to form small groups eg. form a group if your number has a 5 in the tens of thousands column and line up from smallest to greatest. OR if form a group if your number is between _ and _ and order yourselves from smallest to greatest . Then use the guiding questions to add some markers to the number line and then have each group put their number on the class number line.���

Materials: Prepare 3 sets of number cards: 0, 10, 20, 30 , 40, 50, 60 ,70, 80, 90, 100 & 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 & 0.1, 0.2, 0.3, 0.4, 0.5, 0.6, 0.7, 0.8, 0.9, 1 and string, masking tape or chalk to create a number line.

Summary: Start with the increments of 10 and place the 0 and 100 at either ends of the number line. Then continue to place the rest of the numbers with the emphasis on equal spacing. Don�t take these cards down.�

Materials: device to watch

Summary: The video shows how numbers are placed on a number line. It is scaffolded and starts with whole numbers before making the connection to tenths.
Guiding questions: Pause when each number line is almost full and ask students to identify the patterns that they notice. Then have them turn and talk to predict what number will be next.

Materials: device

Summary: Key in parameters to start at 0 and end at 1 and increase by increments of one hundredth

Materials: String, fractions represented as a symbol, number and pictorial, pegs (optional)

Summary: Place at least 2 metres of string up like a washing line. It must be able to hold multiple pegs/paper. This represents a numberline. Peg your representations up in order and accurately space them apart eg. 2, 2.1, 2.2, 2.3 etc. Span your number line across at least 2 wholes. Strengthen understanding by including multiple representations e.g. decimal and picture. If you don't have pegs, you can use slips of paper that are folded in half to hang over the line. If students are not familiar with number lines, start with whole numbers first and then build up to decimals. Multiple washing lines can be strung up, one below the other, to show pictures, fractions, decimal numbers and percentages.

Materials: Blank number line printed onto A3 strips, two different coloured pencils/textas, 10-sided dice

Summary: In pairs, students take turns to roll two 10-sided dice and make a 2-digit number. Using their coloured pencil, they must mark whereabouts on the blank number line they think that number would go. Students take turns to do this, and are aiming to make four in a row along the number line in their colour. Meanwhile, their partner is trying to stop them so they might play strategically by making and recording a number that breaks up their sequence of numbers along the line. This task can be extended by using more dice.

Materials: Number Line with 0 - 1 on this

Summary: STORY - In q small village called Numberville, all the numbers lived peacefully on their number lines. The whole numbers had their own spaces, but in between them, there were mysterious places that the whole numbers couldn’t reach. These were the homes of the Decimal Detectives—small, brave numbers that lived between the whole numbers. One day, Detective Decimal, who lived between 0 and 1, noticed something strange. The Decimal Detective Squad, made up of numbers like 0.1, 0.2, and 0.3, realised they had an important mission: to help the other numbers understand how they fit on the number line. Detective Decimal decided to take the squad on an adventure. They started at the number 0 and moved towards 1, each one stepping forward one section at a time. As they moved, they counted their places out loud: Zero, one tenth, two tenths and so on until they reached "ten tenths," which they know is equal to 1 whole. Students label their number line with correct tenths. Decimal Number Line Setup:
Provide each student with a blank number line marked with 0 on one end and 1 on the other.
The number line should be divided into 10 equal sections, but without the decimal numbers marked.

Materials: Game board, dice, whiteboard marker. 

Summary: In the middle of the game board students will choose a target. E.g. 6.83. Using the dice, students will roll the dice. They can either choose to use the number within their decimal or they can throw it in the bin. Students only have two opportunities to throw the number in the bin otherwise they have to use it in their decimal. The partner who gets their decimal the closest to the target wins. 

Materials: iPads/Computers

Summary: Students can select their level of difficulty and complete the number sequences. Includes:
Count on and back by 2
Count on and back by 5
Count on and back by 10
Count on and back by 2, 5 and 10
Count on and back by 3, 4 and 6
Count on and back by multiples of 10
Count on and back by multiples of 100
Count on and back by steps of up to 12
Count on and back by steps of up to 50
Count on and back by steps of up to 100
Count on and back by 2, 5 and 10 (including negative numbers)
Count on and back by 3, 4 and 6 (including negative numbers)
Count on and back by multiples of 10 (including negative numbers)
Count on and back by steps of up to 12 (including negative numbers)
Count on and back by steps of up to 50 (including negative numbers)
Count on and back by steps of up to 100 (including negative numbers)

Materials: Fraction manipulatives or provided .pdf files printed

Summary: Use the manipulatives and visuals to compare and contrast the different relative sizes of fractions. Students will be able to move around into the correct order based on teacher prompts. Some students might hold one fraction, whereas others can hold 2 pieces that might be equivalent or related to other people’s fractions.

Materials: Pencil, paper, deck of playing cards with 10’s and picture cards removed.

Summary: Students draw a 3x3 grid. Each column of the grid represents tenths, hundredths and thousandths. Teacher randomly draws a card and the student places the number in any column of their choosing. Students should end up with 3 different 3-digit numbers. Students add all three numbers together to make a total. There are three variations you can play; make the smallest number, make the largest number, or (more difficult), see who can get closest to one whole. Once a number is written in place, it cannot be moved or changed.

Materials: List of ordered pairs/instructions and Cartesian Plane with all 4 quadrants.

Summary: Students use positive and negative ordered pairs on all axes across 4 quadrants to plot a dot-to-dot to make a (preferably) unknown image.

Materials: iPads/computers, number lines or number charts to support if required

Summary: These online games allow students to complete tasks for ordering and sequencing numbers.
Ordering random selections of numbers in ascending order: 1-5, 1-10, 1-20, 1-100, 0-100 (tens), 0-999, -10 to 10, 1 decimal place.
Ordering random selections of numbers in descending order: 10-1, 20-1, 100-1, 100-0 (tens), 999-0.
Sequencing numbers counting by ones: 1-10, 10-1, 0-100, 100-0
Sequencing even number patterns: 0-20, 20-0, 0-100, 100-0
Sequencing numbers counting by twos: 0-20, 20-0, 0-100, 100-0
Sequencing numbers counting by multiples of ten: 0-100, 100-0, 60-140, 140-60, 60-940, 940-60
Sequencing numbers counting by multiples of five: 0-100, 100-0, 80-120, 120-80, 80-920, 920-80
Sequencing numbers counting by multiples of up to five: 0-100, 100-0
Sequencing numbers counting by multiples of up to nine: 0-100, 100-0
Sequencing numbers counting by tens from a starting number other than zero: 0-100, 100-0, 61-139, 139-61, 61-939, 939-61
Sequencing numbers counting by fives from a starting number other than zero: 0-100, 100-0, 81-119, 119-81, 81-919, 919-81
Sequencing numbers counting by steps of up to five from a starting number other than zero: 0-100, 100-0
Sequencing numbers counting by steps of up to ten from a starting number other than zero: 0-100, 100-0

Materials: deck of cards

Summary: You and a partner sit opposite each other and each place 10 cards in a row, in front of you, upside down. Deck in the middle. (Jacks are wild, Kings and queens are miss a turn). Take turns to pick up a card and place it in the correct position on the line then pick up the card that was in that position and keep going until you can no longer fit your card anywhere. Place that card next to the deck. Your opponent can either take that card, or one from the top of the deck. Keep going until you have all numbers 1-10. You win! 

Materials: iPads/computers, number lines or number charts to support if required

Summary: These online games allow students to complete tasks for ordering and sequencing numbers.
Ordering random selections of numbers in ascending order: 1-5, 1-10, 1-20, 1-100, 0-100 (tens), 0-999, -10 to 10, 1 decimal place.
Ordering random selections of numbers in descending order: 10-1, 20-1, 100-1, 100-0 (tens), 999-0.
Sequencing numbers counting by ones: 1-10, 10-1, 0-100, 100-0
Sequencing even number patterns: 0-20, 20-0, 0-100, 100-0
Sequencing numbers counting by twos: 0-20, 20-0, 0-100, 100-0
Sequencing numbers counting by multiples of ten: 0-100, 100-0, 60-140, 140-60, 60-940, 940-60
Sequencing numbers counting by multiples of five: 0-100, 100-0, 80-120, 120-80, 80-920, 920-80
Sequencing numbers counting by multiples of up to five: 0-100, 100-0
Sequencing numbers counting by multiples of up to nine: 0-100, 100-0
Sequencing numbers counting by tens from a starting number other than zero: 0-100, 100-0, 61-139, 139-61, 61-939, 939-61
Sequencing numbers counting by fives from a starting number other than zero: 0-100, 100-0, 81-119, 119-81, 81-919, 919-81
Sequencing numbers counting by steps of up to five from a starting number other than zero: 0-100, 100-0
Sequencing numbers counting by steps of up to ten from a starting number other than zero: 0-100, 100-0

Materials: Game board, deck of cards, set of counters (one colour per player)

Summary: Players have one gameboard between two players. The deck of cards are facing down. Player one turns a card and then recalls the number before and after. If one of these numbers is on the game board, they put their counter on it. If player two has a counter on this number already, the say "Get outta my house!" and replace their opponents counter with their own. It is now player two's turn. The winner is the person with the most counters on the game board at the end of the game. This can be a set time or when all cards have been turned.