Question bank: Number Line: Natural Numbers

Imagine you are organizing a birthday party and need to place the numbers of the months of the year on a giant number line to do the countdown. Additionally, you have a bunch of colorful balloons to hang on the number line, one balloon for each number. Starting from January, which is the 1st month of the year, and going up to December, which is the 12th month, describe how you would place the balloons for each month on the number line, respecting the correct order of the months and natural numbers.

Let's imagine a long straight line, where we can mark numbers in order, side by side, as if it were a giant puzzle game. This line is called a number line and helps us visualize and compare natural numbers. Now, think of the numbers 2, 4, and 6. If you had adhesive tape and needed to stick these numbers in their correct position on the number line, what would those positions be and why? Explain how you decided where each number should be placed.

Let's imagine we are in a turtle race! In our number line, the slower turtles start at the number 1 and move one number at a time, while the faster ones go further, jumping in 5s. If the slowest turtle is number 1, and the fastest is number 16, which number will it reach if it jumps in 5s? Draw the number line and indicate at which number it will stop.

Let's imagine we have a long straight line, and this line has several natural numbers written on it, such as 1, 2, 3, 4, and so on, up to a very large number. This line is what we call a number line, and it helps us to order the numbers and understand the space between them. Now, think of two natural numbers that you know, one that is less than 100 and another that is greater than 100. Choose one of these numbers and explain how you would use the number line to show where it is, describing what you would do step by step and explaining the space you would leave between each number.

In the classroom, teacher Ana wrote some natural numbers on colored cards and asked you to place them in order on a number line she drew on the blackboard. The numbers she wrote are: 9, 11, 13, 15, 17, and 19. Using the number line in your notebook, place the cards with these numbers in order, one after the other, so that they are in sequence, as if they were addition sums. Explain the reason why you chose the position of each number on the number line.