You are here


Grades: K‒4

Students control the jumps of a rabbit along a number line. The rabbit can make jumps of two different integer distances, and these distances can be changed by you or your students. The rabbit might, for example, be limited to jumps of 1 and 2, or it might be able to take jumps of 10 and –3. Don’t be fooled be the cuteness of the rabbit: The range of questions that can be explored with this activity run from very simple to quite challenging!


Note: The Sketchpad model that accompanies this activity can be used in a variety of ways. The objectives below compile the learning outcomes across the suite of ideas presented in these notes. Depending on the grade you teach, you should touch upon only those objectives that are developmentally appropriate for your class.

  • Students will use a number line model to explore properties of positive and negative numbers.
  • Students will use a number line model to explore properties of even and odd numbers.
  • Students will use a number line to explore and create number patterns.
  • Students will use a number line model to explore tenths. 
Mathematical Practices

Common Core Mathematical Practices: (1) Make sense of problems and persevere in solving them; (2) Reason abstractly and quantitatively; (3) Construct viable arguments and critique the reasoning of others; (5) Use appropriate tools strategically; (7) Look for and make use of structure; (8) Look for and express regularity in repeated reasoning.

Content Standards

K.CC2, 4; K.OA1; 1.OA5; 2.OA3; 2.NBT2; 4.OA5; 4.NF6; 5.NBT7; 6.NS5, 6a

Creative Commons logo
This activity is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License: If you adapt and/or share this activity, you must attribute it to "KCP Technologies, a McGraw-Hill Education Company." You may distribute it only non-commercially under the same or similar license.

This material is based upon work supported by the National Science Foundation under KCP Technologies Award ID 0918733, with grant period September 1, 2009 through August 31, 2013. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.