The Year 2 Estimate Numbers on a Number Line PowerPoint guides both teachers and children through the lesson, including use of the varied fluency, reasoning and problem solving, deeper reasoning and scaffolded resources. Key learning information about this step:
Key Vocabulary
number line: A straight line which has numbers placed at equal points. Most number lines begin at 0, although this is not always the case.
interval: The space between two divisions on a number line. Every interval on a number line is worth the same amount.
multiples of 10: Counting in groups of 10. The ones digit will always be a 0.
halfway point: The number that is exactly in the middle of two numbers e.g. 15 is halfway between 10 and 20.
estimate: To make a sensible guess at what the answer could be.
Varied Fluency
Knowledge Organiser
• Designed to support all children via key information and examples.
For the purple sections of the four levels, copy and paste these from the first sheet of the varied fluency resource.
Scaffolded Examples
• Finding which two labels a number is between, estimating where a number belongs, then estimating the number an arrow is pointing to.
Support
• Q1: draw one arrow on a number line to 50, with every 10 labelled.
• Q2: read one arrow and complete a sentence, with every 10 labelled.
• Q3: estimate one number on a number line to 50 and complete two sentences.
Core
• Q1: draw two arrows, with every 10 labelled.
• Q2: read two arrows, with every 10 labelled.
• Q3: estimate one number on a number line to 100 and complete two sentences.
Stretch
• Q1: draw three arrows, with one number in words and only three labels given.
• Q2: read three arrows on a 20 to 90 line, with two labels missing.
• Q3: estimate a number given in words, with only five labels given.
Reasoning and Problem Solving
Support
• Q1: Reasoning - explain whether an estimate is correct, on a number line to 20.
• Q2: Reasoning - use three clues to work out a number, with the ones digit given.
• Q3: Problem Solving - find three numbers for one arrow, with the halfway point given.
Core
• Q1: Reasoning - explain whether an estimate is correct, with three labels given.
• Q2: Reasoning - use three clues to work out a number, reasoning about the ones digit.
• Q3: Problem Solving - find three pairs of numbers for two arrows between two given labels.
Stretch
• Q1: Reasoning - explain whether an estimate is correct, with only the end points given.
• Q2: Reasoning - use three clues to work out a number, including a digit total.
• Q3: Problem Solving - find three pairs of numbers for two arrows, choosing the two labels as well.
Deeper Reasoning
The question focuses on problem solving with a number line to deepen understanding of identifying, representing and estimating numbers using different representations, including the number line.
