Animal Hops
Repeated equal jumps from zero land on multiples of the jump size. The number of jumps tells the number of equal groups.
Before you try
Before you play, make a prediction: Which is a multiple of 4? Explain what you expect and what part of the model will help you check it.
Try it out
Interactive activity
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What happened?
Move a control to see what changes and why.
The game practises one idea at a time with simple drawn pictures. Check the same idea with real objects and your NCERT textbook (Chapter 9: Equal Groups, pages 128–148).
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Try these ideas
- Choose a step size, hop repeatedly and check that you land exactly.
- Try a new puzzle with ↻. Describe what changed and which mathematical rule stayed the same.
- Complete a round, then explain your method before you move to the next one.
Why it works
Repeated equal jumps from zero land on multiples of the jump size. The number of jumps tells the number of equal groups.
Five jumps of 4 land on 20: 5 × 4 = 20. Choose a step size, hop repeatedly and check that you land exactly.
Count completed jumps, not the starting point zero.
This activity connects to Equal Groups, NCERT Class 4 maths, printed pages 128–148. Use the picture or objects to explain each step before relying on a calculation. The game practises one part of the chapter at a time; the other three activities extend the chapter’s ideas.
Worked example: Where do seven jumps of 3 land when starting at zero? The landing numbers are 3, 6, 9, 12, 15, 18, 21. Seven groups of three give 7 × 3 = 21.
Check your understanding
Question 1 of 2
Which is a multiple of 4?
Which checks 29 ÷ 6 = 4 remainder 5?
Explain it in your own words
What changed? Why did it happen? Where might you notice this in everyday life?
For parents & teachers
- Try with everyday materials. Choose a step size, hop repeatedly and check that you land exactly. Ask the child to make a new example using paper, counters, household objects or a labelled sketch.
- Listen to the explanation. Count completed jumps, not the starting point zero. Ask “How could we check?” and encourage a second representation of the same idea.