## What is Clothesline Math?

As far as I know, this idea originated from Chris Shore. He has a site called Clothesline Math, where he shares examples of how this can be used with high school students. Other math educator, such as Andrew Stadel have also shared about their experiences using this approach. A clothesline number line is basically exactly as it sounds. It consists of length of string with moveable cards with either numbers or representations of quantity on them (e.g., ten frames, fingers, dots, images of fractions). Additionally, teachers could use one line or multiple lines that run parallel to each other. There are many different ways the clothesline can be used. For this to be effective, I recommend the number lines should be within reach of the students.

## How do I use Clothesline Math?

Students can engage with number lines by:

Where do ___ and ___ belong?

How do you know? Explain your thinking? What benchmark numbers were helpful?

How would you solve “equation” (e.g., 67 – 38 = ) using an open number line?

- building number lines (using clothesline)
- discussing the missing numbers on a number line (place blank cards out or cards with question marks on them)
- fixing a mixed up number line
- playing “Guess my Number” with too high and too low clues
- solving equations using the open number line

__Guiding Questions__:Where do ___ and ___ belong?

How do you know? Explain your thinking? What benchmark numbers were helpful?

How would you solve “equation” (e.g., 67 – 38 = ) using an open number line?

## What is the learning?

The potential learning intentions for content include:

Some potential learning intentions for curricular competencies include:

- Counting - stable order
- Understanding quantity and magnitude
- Relationships among numbers
- Place Value
- Computational Fluency

Some potential learning intentions for curricular competencies include:

*Reasoning and Analyzing*- use reasoning to determine where a number should go or what number is missing based on other provided benchmark numbers*Understanding and Solving*- engaging in problem solving*Communicating and Representing*- explain and justify placement of numbers and represent understanding concretely with the number cards*Connecting and Reflecting*- connecting different representations of a number to each other (e.g., ten frames, dots cards, tally marks, numerals, written words, images)

## Teacher Resources:

How to video https://clotheslinemath.files.wordpress.com/2016/09/clothesline-intro.m4v

Or http://www.estimation180.com/clothesline.html for examples in Grades 4 - 8

Example with Kindergarten Students http://blogs.sd38.bc.ca/sd38mathandscience/2016/11/29/introducing-clothesline-to-the-kindergarten-students-at-general-currie/

Or http://www.estimation180.com/clothesline.html for examples in Grades 4 - 8

Example with Kindergarten Students http://blogs.sd38.bc.ca/sd38mathandscience/2016/11/29/introducing-clothesline-to-the-kindergarten-students-at-general-currie/

__with multiple representations (tally marks, dots, fingers, numerals, ten frames) Credit for these great cards goes to Marc Garneau.__**0 - 20 Tent Cards** 0-20_clothesline.pdf | |

File Size: | 397 kb |

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**Fraction Tent Cards** fraction_clothesline_numbers.pdf | |

File Size: | 59 kb |

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__Decimal Number Tents__ decimal-number-tents-all.pdf | |

File Size: | 28 kb |

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