Number sentences such as 9 + 6 = ?, 14 − 5 = ?, 9 + ? = 15 and ? − 5 = 9, solved by jumping along a labelled number line.
The missing number moves around, so the student sometimes counts on, sometimes counts back, and sometimes works out how long the jump was or where it started. Most questions cross a ten, which is the point of using a number line at this stage.
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