## 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:

Generally I begin by asking the students what they notice and wonder about the Number Line. Typically the students recognize that there is a range. Some have wondered why the number line didn't start at 0 or 1 - a great question! Next, I like to show a card to the class and ask the students to take a minute to think to themselves where they think the number should be placed. After this, I ask them to share their ideas with their table groups. This discussion time allows

There are many different ways to use Number Lines and the above description is just one.

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

Generally I begin by asking the students what they notice and wonder about the Number Line. Typically the students recognize that there is a range. Some have wondered why the number line didn't start at 0 or 1 - a great question! Next, I like to show a card to the class and ask the students to take a minute to think to themselves where they think the number should be placed. After this, I ask them to share their ideas with their table groups. This discussion time allows

*all*students an opportunity to 'get in' to the activity because if they do not have any ideas as to where the number should be placed, they are able to hear ideas from their peers, or request materials to build the number. Next I will ask if there is a "table" or "group" that would like to come up and place the number on the number line. By asking the small group to come up, it puts less pressure on any one individual. After they place the number, I ask the group explain their reasoning. Lastly, before moving to the next number, I will ask if there is anyone who thinks they would like to move the number. This sometimes happens if the group has placed a number incorrectly. I never tell a group they are wrong as I believe it is important for students to discover their own mistakes. Whomever raises their hand has the right to move the number but they must be able to provide their reasoning. We continue this same sequence with a few more numbers. I typically end this sequence by placing a question mark or two on the line and ask the student to use the information they have built to determine the mystery number(s).There are many different ways to use Number Lines and the above description is just one.

__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:

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

## 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/

NOTE: Credit for these great cards goes to Marc Garneau.

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

0-20_clothesline.pdf | |

File Size: | 397 kb |

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editable_3digit_clothesline.docx | |

File Size: | 55 kb |

File Type: | docx |

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

File Size: | 59 kb |

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fraction parts of whole.pdf | |

File Size: | 52 kb |

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

File Size: | 28 kb |

File Type: |