Jumping Joey’s Number Line Follows the Highest Educational Standards
Committed to the Common Core State Standards Initiative, Jumping Joey’s Number Line supports 11 National Council of Teachers of Mathematics (NCTM) Standards for Elementary School and all 10 classroom recommendations from the National Association for the Education of Young Children (NAEYC) and the NCTM’s Joint Position on Early Childhood Mathematics.
Jumping Joey’s Number Line Correlates with Many NCTM Standards to Benefit Student Learning
Standard 1: Mathematics as Problem Solving
Use problem solving approaches to investigate and understand mathematical content.
Formulate problems from everyday and mathematical situations.
Develop and apply strategies to solve a wide variety of problems.
Verify and interpret results with respect to the original problem.
Acquire confidence in using mathematics meaningfully.
Standard 2: Mathematics as Communication
Relate physical materials, pictures, and diagrams to mathematical ideas.
Reflect on and clarify their thinking about mathematical ideas and situations.
Relate their everyday language to mathematical language and symbols.
Realize that representing, discussing, reading, writing, and listening to mathematics are a vital part of learning and using mathematics.
Standard 3: Mathematics as Reasoning
Draw logical conclusions about mathematics.
Use models, known facts, properties, and relationships to explain their thinking.
Justify their answers and solution process.
Use patterns and relationships to analyze mathematical situations.
Believe that mathematics make sense.
Standard 4: Mathematical Connections
Link conceptual and procedural knowledge.
Relate various representations of concepts or procedures to one another.
Recognize relationships among different topics in mathematics.
Use mathematics in other curriculum areas.
Use mathematics in their daily lives.
Standard 5: Estimation
Explore estimation strategies.
Recognize when an estimate is appropriate.
Determine the reasonableness of results.
Apply estimation in working with quantities, measurement, computation, and problem solving.
Standard 6: Number Sense and Numeration
Construct number meanings through real-world experiences and the use of physical materials.
Understand our numeration system by relating counting, grouping, and place-value concepts.
Develop number sense.
Interpret the multiple uses of numbers encountered in the real world.
Standard 7: Concepts of Whole Number Operations
Develop meaning for the operations by modeling and discussing a rich variety of problem situations.
Relate the mathematical language and symbolism of operations to problem situations and informal language.
Recognize that a wide variety of problem structures can be represented by a single operation.
Develop operation sense.
Standard 8: Whole Number Computation
Model, explain, and develop reasonable proficiency with basic facts and algorithms.
Use a variety of mental computation and estimation techniques.
Select and use computation techniques appropriate to specific problems and determine whether the results are reasonable.
Standard 9: Geometry and Spatial Sense
Develop spatial sense.
Relate geometric ideas to number and measurement ideas.
Standard 10: Measurement
Understand the attributes of length, capacity, weight, mass, area, volume, time, temperature, and angle.
Develop the process of measuring and concepts related to units of measurement.
Make and use estimates of measurement.
Make and use measurements in problem and everyday situations.
Standard 13: Patterns and Relationships
Recognize, describe, extend, and create a wide variety of patterns.
Represent and describe mathematical relationships.
Jumping Joey’s Number Line Supports All 10 Classroom Recommendations from the National Association for the Education of Young Children (NAEYC) and the National Council of Teachers of Mathematics (NCTM)’s Joint Position on Early Childhood Mathematics:
Early Childhood Mathematics: Promoting Good Beginnings1
JumpingJoey’s NumberLine is a Pre-K through Elementary Arithmetic Learning System that takes a multi-sensory, number line approach to all four operations of arithmetic and supports NCTM Standards.
With Response to Each of the 10 Recommendations for High-quality Mathematics Education for Three-to-six-year-old Children – JumpingJoey’s NumberLine:
1. fosters enjoyable, engaging, effective and efficient mathematical experiences, where students are motivated and build a strong math foundation with long-term understanding.
2. makes math available to all, allowing students to utilize a multi-sensory approach to learning, so they have multiple avenues for understanding mathematical concepts. Students draw on their varying experiences to solve numerical and word problems, making math relevant and exciting.
3. was developed by two learning specialists with four advanced degrees in education and psychology, with a PhD in Educational Psychology in progress. These passionate educators have over 27 years of combined experience working with students from early childhood through the undergraduate years and bring a developmental, child-centered, research-based approach to JJNL, which affords student independence and interdependence, and a mastery approach to learning.
4. advances number sense, computational fluency, problem solving skills and the ability to take on math challenges. Students actively engage in work and communicate their results to fellow students, parents, and teachers, while enriching their own understanding.
5. provides a comprehensive foundation for learning numbers and operations. Products flow from one to the next or can be used on their own easily. The multi-sensory NumberLine approach provides students with the means of developing a mental number line that allows them to increase mathematical fluency to raise academic achievement.
6. allows students learn with increased understanding. Mental math abilities grow, along with raised interest in and self-efficacy for being mathematical. Students become mathematicians using tools to solve problems. The experience provides authentic opportunities for transfer of knowledge.
7. naturally lends itself to interdisciplinary education. The components provide teachers with the flexibility of using the tools with ease in activities from other subjects.
8. features a multi-sensory approach that allows students to harness the senses of sight, hearing, touch, and movement to explore mathematical concepts. Interest, curiosity, enjoyment are all stimulated, as play occurs, which deepens love of learning.
9. works on its own or supplements existing curricula. Multiple strategies are taught to promote dynamic thinking.
10. provides opportunities for formal and informal assessment, allowing teachers to gain critical information about child performance effectively and efficiently so that goals and plans can be formulated and implemented.
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