Jump Numbers is best used to help students practice basic addition and multiplication concepts. Use it when you explore counting and skip counting. Kids can continue to use it throughout their elementary school years to practice and build their addition and multiplication fact fluency. The game might also work well as part of Math Workshop or other math station routines. The game has unlimited user accounts, so more than one student can use the same device to play. However, it's important to have each student set up an account so the game adapts to each child's specific skill level.Continue reading Show less
Jump Numbers is an app that uses skip counting to build addition and early multiplication skills. Students start with a story about a population of Snortles whose volcano home has popped. Now, they need to be rescued from the sea. All the while, Stompers and Fuses are waiting to shoot Snortles off the screen.
Students can save the Snortles by jumping from number to number in a particular pattern, such as by twos or threes. Since the game adjusts as the user plays, it works for kids age 5 to 10. Alternatively, you can customize skills practice by selecting a starting number range and designating the "count by" number. Even adults may find the game fun as they try to quickly figure out patterns and count by twelves. As players get better, the game throws in another challenge: The number they need may not be immediately available, and they'll have to drag and add nearby numbers to make the one they need.
Jump Numbers is remarkably adaptive. The same game lets kindergartners build early addition skills and upper elementary school-age kids learn to multiply. Although time isn't a huge component, students will feel a sense of urgency when they play. On-the-spot adding has to be done accurately, and finding success in this game might help build math fact fluency.
Students may figure out how to game the system by hitting the Hint button repeatedly instead of trying to figure out the next number themselves. As a result, the game may not end up properly aligned to a student's capabilities. Teachers will need to monitor this and build a culture that encourages and rewards kids who take the time to puzzle through challenging problems.
Key Standards Supported
Counting And Cardinality
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
Number And Operations In Base Ten
Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
Operations And Algebraic Thinking
Fluently add and subtract within 5.
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1
Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
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