Different models work well for different types of numbers. Can you make this model work for negative numbers? How about fractions? Or is it just for 123s? Try it out and submit pictures.

It is fun to skip (count) on the stairs!

# 2 posted by ** justjackieb**

The model can work for negative number, the students will say the same number except the negative number will be in front.

For example: 2, 4, 6, 8, 10

For negative example: -2, -4, -6, -8, -10. (where - stands for negative. Make sure the students say negative not minus.

For fractions, you will need a number line that shows the fractions. A ruler will be a great start.

The students can start by skipping counting with one-half.

1/2, 2/2, 3/2, 4/2, 5/2, 6/2, 7/2, etc.

Then you can introduce or re-introduce simplifying fractions and mixed numbers.

Show the same skip count with simplified and mixed numbers.

1/2, 1, 1 1/2, 2, 2 1/2, 3, 3 1/2, etc.

Then you can move to 1/4

1/4, 2/4, 3/4, 4/4, 5/4, 6/4, 7/4, 8/4, 9/4

Simplified and mixed numbers.

1/4, 1/2, 3/4, 1, 1 1/4, 1 1/2, 1 3/4, 2, 2 1/4

Then move to 1/3

1/3, 2/3, 3/3, 4/3, 5/3, 6/3, 7/3, 8/3, 9/3

Simplified and mixed numbers

1/3, 2/3, 1, 1 1/3, 1 2/3, 2, 2 1/3, 2 2/3, 3

Next step will be to compare the number lines. The students will recognize that 1/2 is larger than 1/3 and 1/3 is larger than 1/4.

The smaller the denominator the larger the fractions.

The larger the denominator the smaller the fractions.

They should recognize this using varieties of number lines, like standard ruler, metric ruler, a ruler that uses thirds, etc.

For example: 2, 4, 6, 8, 10

For negative example: -2, -4, -6, -8, -10. (where - stands for negative. Make sure the students say negative not minus.

For fractions, you will need a number line that shows the fractions. A ruler will be a great start.

The students can start by skipping counting with one-half.

1/2, 2/2, 3/2, 4/2, 5/2, 6/2, 7/2, etc.

Then you can introduce or re-introduce simplifying fractions and mixed numbers.

Show the same skip count with simplified and mixed numbers.

1/2, 1, 1 1/2, 2, 2 1/2, 3, 3 1/2, etc.

Then you can move to 1/4

1/4, 2/4, 3/4, 4/4, 5/4, 6/4, 7/4, 8/4, 9/4

Simplified and mixed numbers.

1/4, 1/2, 3/4, 1, 1 1/4, 1 1/2, 1 3/4, 2, 2 1/4

Then move to 1/3

1/3, 2/3, 3/3, 4/3, 5/3, 6/3, 7/3, 8/3, 9/3

Simplified and mixed numbers

1/3, 2/3, 1, 1 1/3, 1 2/3, 2, 2 1/3, 2 2/3, 3

Next step will be to compare the number lines. The students will recognize that 1/2 is larger than 1/3 and 1/3 is larger than 1/4.

The smaller the denominator the larger the fractions.

The larger the denominator the smaller the fractions.

They should recognize this using varieties of number lines, like standard ruler, metric ruler, a ruler that uses thirds, etc.

MariaD