Using number lines in Key Stage 2

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.