Why do this problem?
follows on from Number Lines
and could be used to introduce coordinates. In addition to focusing on ideas associated with inverse operations and algebra, the final part of this activity asks pupils to find all possibilities, giving them an opportunity to identify and explain
the pattern produced on the graph.
It would be good for learners to work on this task practically, with number lines, squared paper and counters. These sheets of number lines could be printed off and cut out for this purpose.
How far up Mandy's number line has the counter been put?
How far along Max's number line has the counter been put?
Where are you going to put your counter now?
If they both moved the same distance along or up their number line, can you think of a number of jumps they could have made?
What about a different number of jumps?
Can you think of a word to describe that line?
Learners could follow on with Fred the Class Robot
Suggest doing Number Line