These are such interesting ideas. I love the idea of flexibility with a material, especially if it fits together intuitively. Using it like hopscotch is brilliant. Seems like the possibilities are endless for this.

So glad you like it!

Dear, Jen.
I fully agree with your idea about modifying the number line. I too was thinking while I was reading your blog that I would love to have a flexible number line (jigsaw puzzle like) where the children can construct and deconstruct it, and play with it any way they find enjoyable. Number line activities provide the little ones not only with opportunities to learn Math while having fun and playing but also promote their fine and gross motor skills, as well as their social skills development. Furthermore, having removable units can also help children master the concept of odd and even numbers, skip-counting or counting backwards.
Unfortunately, I can’t quite comment on the children’s difficulty to grasp the concept of zero based on my personal experience, but I felt that the creator of this particular number line did a good job with representing it. Maybe this can be used as a chance to introduce the children to the idea of “zero = nothing”, or if it’s too hard for them to get it the ZERO box could be used as a START box.
My idea of a perfect prototype will also include colorful units with the numbers in different colors and large font. Nevertheless, I will add two more separate units attachable to the number unit: one with pictures and/or dots the same amount as the number and the second one I’ll leave blank. The blank unit will serve for an activity where the children would go around the room and pick different/same object to put on it that add up to the number attached to it. This activity can also help introduce the idea of big and small: how many big or small pieces can fit on the unit? What do we do if there is not enough room? Which pile is bigger? Why can the pile on 2 be bigger than the one on 4 if we have used smaller objects for 4 and larger for 2? There will be many possibilities for counting, sorting and organizing by type, color, number, etc. Other games can be played around the line, such as hopscotch, Simon says, jumping as many times as the number indicates, running to a number or picture unit when a number is drawn from a bowl or number of claps are made from the teacher, solving Math problems, etc. The activities around the number line can be made very interactive and offer countless possibilities for extension into foreign language acquisition, teamwork, creativity, physical development, decision making and problem solving, only to name a few. The opportunities to learn are limited only by the teacher’s and child’s imagination and desire to learn and play.