Jump Sketches
A number-line jump starts at the first number and moves right for addition. Breaking an addend into smaller jumps leaves the final sum unchanged.
Before you try
Before you play, make a prediction: For 45 + 13, after jumping 10, you still need… 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 7: The Cleanest Village, pages 95–114).
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Try these ideas
- Trace the two jumps and read the finishing number.
- 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
A number-line jump starts at the first number and moves right for addition. Breaking an addend into smaller jumps leaves the final sum unchanged.
Starting at 24, jumps of 10 and 3 reach 37. Trace the two jumps and read the finishing number.
The second jump starts where the first ends; it does not restart at the original number.
This activity connects to The Cleanest Village, NCERT Class 4 maths, printed pages 95–114. 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: Show 36 + 24 with two number-line jumps. Split 24 into 20 and 4. Jump from 36 to 56, then from 56 to 60. The total is 60.
Check your understanding
Question 1 of 2
For 45 + 13, after jumping 10, you still need…
An estimate of 298 + 203 is closest to…
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. Trace the two jumps and read the finishing number. Ask the child to make a new example using paper, counters, household objects or a labelled sketch.
- Listen to the explanation. The second jump starts where the first ends; it does not restart at the original number. Ask “How could we check?” and encourage a second representation of the same idea.