Elementary School Math Quiz: Use Number Lines For Operations
20 questions · exam conditions
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Use Number Lines For OperationsQuestion 1 of 20

Start at 46. Jump forward 9 on the number line. Where do you land?

37
9
55
46
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Elementary School Math Quiz

Elementary School Math Quiz: Use Number Lines For Operations

Practice Use Number Lines For Operations in Elementary School Math with focused quiz questions that help you check what you know, review explanations, and build confidence with test-style prompts.

What this quiz covers

This quiz focuses on Use Number Lines For Operations, giving you a quick way to practice the rules, question types, and explanations that matter most for Elementary School Math.

How to use this quiz

Try each quiz question before looking at the correct answer. Use the explanations to review missed ideas, then come back to similar questions until the pattern feels familiar.

All questions

Question 1

Start at 46. Jump forward 9 on the number line. Where do you land?

  1. 37
  2. 9
  3. 55 (correct answer)
  4. 46
Explanation: Starting at 46 and jumping forward 9 lands on 55. Choice A, 37, comes from subtracting 9 instead of adding it. Choice B, 9, just repeats the size of the jump instead of the landing spot. Choice D, 46, repeats the starting point as if no jump were made.

Question 2

Use the number line to solve. What is 24+1424+14?

  1. 40
  2. 14
  3. 34
  4. 38 (correct answer)
Explanation: This question tests 2nd grade understanding of using number lines to add and subtract within 100, including counting forward for addition and counting backward for subtraction (CCSS 2.NBT.B.5: Fluently add and subtract within 100 using strategies such as counting on, making ten, and using the relationship between addition and subtraction; 2.MD.B.6: Represent whole numbers as lengths from 0 on a number line diagram). A number line is a visual tool that shows numbers in order from left to right. To add on a number line, start at the first number and jump forward (to the right) by the second number. To subtract, start at the first number and jump backward (to the left) by the second number. Where you land is your answer. For larger numbers, you can break the jump into smaller jumps (like jumping by tens, then by ones). In this problem, the number line shows jumps for 24 + 14, starting at 24, jumping forward 10 to 34, then forward 4 to 38. To solve, start at 24 on the number line, jump forward 10 (land at 34), then jump forward 4 more (land at 38), so 24 + 14 = 38. The correct answer, 38, is found because starting at 24 and jumping forward 14 (broken into +10 and +4) lands at 38, which is the sum 24 + 14 = 38. This demonstrates correct use of the number line to add. The answer 34 represents a specific error: giving the intermediate landing point (34) instead of the final answer (38), or incomplete work (jumped +10 to 34 but didn't complete +4 to 38). This error typically happens when students don't complete all jumps or mix up starting point, jump size, and ending point. To help students: Use physical number lines (floor number line students can walk on, or horizontal line on desk). Model explicitly: 'We're solving 24 + 14. First, find 24 on the number line [point]. We're adding, so we jump forward [move right]. Jump 10 [move to 34]. Now jump 4 more [move to 38]. We landed at 38, so 24 + 14 = 38.' Practice with jumps: addition = forward/right, subtraction = backward/left. Teach breaking apart: 14 = 10 + 4, so jump +10 then +4 (easier than one big jump). Use arrows: draw arrows on number line showing each jump, label jump sizes (+10, +4). For finding unknown jump size, show start and end, count or subtract to find distance. Connect to mental math: number line visualizes counting on or counting back. Practice interpreting: given number line with arrows, determine what operation and answer. Watch for: jumping wrong direction, not completing all jumps, counting tick marks instead of spaces between, giving starting number or jump size instead of answer, arithmetic errors.

Question 3

Refer to the number line. What number does the arrow point to?

  1. 6262
  2. 6464 (correct answer)
  3. 6565
  4. 6868
Explanation: When you're reading a number line, the first thing to do is figure out what each tick mark is worth. Look at two labeled numbers next to each other and count the spaces between them. If two labeled numbers are 10 apart and there are 10 spaces, each tick equals 1. If there are only 5 spaces, each tick equals 2. For this problem, the arrow lands on the tick mark that represents 6464. Starting from a labeled number like 6060, you count forward by ones (or by the interval shown) until you reach the arrow's position: 60,61,62,63,6460, 61, 62, 63, 64. That's four jumps past 6060, landing on 6464. Choice A (6262) is wrong because it stops two tick marks short — a common mistake when you miscount or skip the starting tick. Choice C (6565) is wrong because it goes one tick too far past the arrow. Choice D (6868) is wrong because it's much closer to the next labeled number (7070) than where the arrow actually points; picking this means you counted backward from the wrong endpoint. A helpful strategy: always touch each tick mark as you count, and say the number out loud in your head. Start from the nearest labeled number, not from zero — it's faster and you're less likely to lose your place. Number line questions on 2nd-grade math almost always reward careful counting over quick guessing.

Question 4

Use the number line to help find 58+2458 + 24. Where does the final jump land?

  1. 7272
  2. 7878
  3. 8282 (correct answer)
  4. 8484
Explanation: When you add a two-digit number using a number line, a helpful strategy is to break the second number into tens and ones. That way you can make big jumps of ten first, then small jumps of one, which is easier than counting by ones the whole way. For 58+2458 + 24, start at 5858. Break 2424 into 22 tens and 44 ones. Jump forward by ten twice: 58→68→7858 \to 68 \to 78. Then jump forward by one four times: 78→79→80→81→8278 \to 79 \to 80 \to 81 \to 82. Your final jump lands on 8282, which matches choice C. Choice A (7272) is what you'd get if you only added one jump of ten instead of two — that's just 58+1458 + 14. Choice B (7878) shows where you land after the two jumps of ten but before adding the four ones, so it forgets part of the number. Choice D (8484) is a common slip where you count the starting number as your first jump, adding an extra 22 by mistake. A smart tip: after solving, check your answer by estimating. 5858 is close to 6060 and 2424 is close to 2525, so the answer should be near 8585 — that quickly rules out 7272 and 7878 as too small. Always split the second number into tens and ones, and remember that your first jump moves you away from the starting number, not onto it.

Question 5

The number line shows Maya's jumps. What subtraction problem does it show?

  1. 50−20=3050 - 20 = 30
  2. 50−30=2050 - 30 = 20 (correct answer)
  3. 30−20=1030 - 20 = 10
  4. 50−10=4050 - 10 = 40
Explanation: When a number line shows "jumps" for subtraction, think of it like this: you start at the bigger number, then hop backward. The number you start on is what you're subtracting from, the total distance you jump backward is what you're subtracting, and where you land is your answer. Since the jumps start at 50 and land on 20, you began with 50 and jumped back a total of 30 spaces. That gives you 50−30=2050 - 30 = 20, which matches choice B. Choice A, 50−20=3050 - 20 = 30, flips the jump size and the landing spot. You didn't jump 20 spaces to land on 30 — it's the other way around. Choice C, 30−20=1030 - 20 = 10, ignores the starting point of 50 entirely and just uses two numbers that appear on the line. Choice D, 50−10=4050 - 10 = 40, uses the correct starting number but the wrong jump distance and wrong ending point — nothing on the number line lands on 40. A helpful strategy: on number line subtraction problems, always ask three questions in order — "Where did I start?" (the first number), "How far did I jump back?" (the number being subtracted), and "Where did I land?" (the answer). If you match those three pieces to the equation, you won't get tricked by answers that just reuse numbers from the picture.

Question 6

Use the number line to solve 52−1752-17.

  1. 35 (correct answer)
  2. 42
  3. 36
  4. 17
Explanation: This question tests 2nd grade understanding of using number lines to add and subtract within 100, including counting forward for addition and counting backward for subtraction (CCSS 2.NBT.B.5: Fluently add and subtract within 100 using strategies such as counting on, making ten, and using the relationship between addition and subtraction; 2.MD.B.6: Represent whole numbers as lengths from 0 on a number line diagram). A number line is a visual tool that shows numbers in order from left to right. To add on a number line, start at the first number and jump forward (to the right) by the second number. To subtract, start at the first number and jump backward (to the left) by the second number. Where you land is your answer. For larger numbers, you can break the jump into smaller jumps (like jumping by tens, then by ones). In this problem, the number line shows an equation like 52 - 17, with jumps from 52 backward -10 to 42, then -7 to 35. To solve, start at 52 on the number line, jump backward 10 (land at 42), then jump backward 7 more (land at 35), so 52 - 17 = 35. Choice A is correct because starting at 52 and jumping backward 17 (broken into -10 and -7) lands at 35, which is the difference 52 - 17 = 35. This demonstrates correct use of the number line to subtract. Choice B represents incomplete work (jumped -10 to 42 but didn't complete -7 to 35). This error typically happens when students don't complete all jumps, confuse addition direction (forward) with subtraction (backward). To help students: Use physical number lines (floor number line students can walk on, or horizontal line on desk). Model explicitly: 'We're solving 52 - 17. First, find 52 on the number line [point]. We're subtracting, so we jump backward [move left]. Jump 10 [move to 42]. Now jump 7 more [move to 35]. We landed at 35, so 52 - 17 = 35.' Practice with jumps: addition = forward/right, subtraction = backward/left. Teach breaking apart: 17 = 10 + 7, so jump -10 then -7 (easier than one big jump). Use arrows: draw arrows on number line showing each jump, label jump sizes (-10, -7). For finding unknown jump size, show start and end, count or subtract to find distance (from 35 to 52 is 17). Connect to mental math: number line visualizes counting on or counting back. Practice interpreting: given number line with arrows, determine what operation and answer. Watch for: jumping wrong direction, not completing all jumps, counting tick marks instead of spaces between, giving starting number or jump size instead of answer, arithmetic errors.

Question 7

The number line below shows two jumps that add up to a total. What number sentence does the number line show?

  1. 36+27=6336+27=63 (correct answer)
  2. 36+20=5636+20=56
  3. 36+17=5336+17=53
  4. 36+25=6136+25=61
Explanation: The first jump goes from 3636 to 5656, which is +20+20. The second jump goes from 5656 to 6363, which is +7+7. Total added: 20+7=2720+7=27. So 36+27=6336+27=63.

Question 8

Look at the arrows on the number line. What is the answer?

Number line (0–30): 0 1 2 3 4 5 6 7 8 9 (10) 11 12 13 14 15 16 (17) 18 19 20 21 22 23 24 25 26 27 28 29 30 └──────→ +7 ──────┘

  1. 3
  2. 10
  3. 7
  4. 17 (correct answer)
Explanation: This question tests 2nd grade understanding of using number lines to add and subtract within 100, including counting forward for addition and counting backward for subtraction (CCSS 2.NBT.B.5: Fluently add and subtract within 100 using strategies such as counting on, making ten, and using the relationship between addition and subtraction; 2.MD.B.6: Represent whole numbers as lengths from 0 on a number line diagram). A number line is a visual tool that shows numbers in order from left to right. To add on a number line, start at the first number and jump forward (to the right) by the second number. To subtract, start at the first number and jump backward (to the left) by the second number. Where you land is your answer. For larger numbers, you can break the jump into smaller jumps (like jumping by tens, then by ones). In this problem, the number line shows an arrow jumping +7 from 10 to 17, and we need to find the answer, which is the landing point. To solve, start at 10 on the number line and jump forward 7 to land at 17, so 10 + 7 = 17. Choice B is correct because starting at 10 and jumping forward 7 lands at 17, which is the sum 10 + 7 = 17. This demonstrates correct use of the number line to add. Choice D represents giving the jump size (7) instead of the landing point (17). This error typically happens when students mix up jump size and landing point or miscount the spaces. To help students: Use physical number lines (floor number line students can walk on, or horizontal line on desk). Model explicitly: 'We're adding with the arrow. Start at 10 [point]. Jump +7 forward [count: 11,12,13,14,15,16,17—land at 17].' Practice with jumps: addition = forward/right, subtraction = backward/left. Teach breaking apart: for 7, jump +5 then +2. Use arrows: draw arrows on number line showing each jump, label jump sizes (+7). Connect to mental math: number line visualizes counting on or counting back. Practice interpreting: given number line with arrows, determine what operation and answer. Watch for: jumping wrong direction, not completing all jumps, counting tick marks instead of spaces between, giving starting number or jump size instead of answer, arithmetic errors.

Question 9

The number line shows jumps; what is the answer?

  1. 7
  2. 20
  3. 23
  4. 25 (correct answer)
Explanation: This question tests 2nd grade understanding of using number lines to add and subtract within 100, including counting forward for addition and counting backward for subtraction (CCSS 2.NBT.B.5: Fluently add and subtract within 100 using strategies such as counting on, making ten, and using the relationship between addition and subtraction; 2.MD.B.6: Represent whole numbers as lengths from 0 on a number line diagram). A number line is a visual tool that shows numbers in order from left to right. To add on a number line, start at the first number and jump forward (to the right) by the second number. To subtract, start at the first number and jump backward (to the left) by the second number. Where you land is your answer. For larger numbers, you can break the jump into smaller jumps (like jumping by tens, then by ones). In this problem, the number line shows jumps from 18 forward +5 to 23, then +2 to 25. To solve, start at 18 on the number line, jump forward 5 (land at 23), then jump forward 2 more (land at 25), so the answer is 25. Choice B is correct because starting at 18 and jumping forward (broken into +5 and +2) lands at 25, which is the sum 18 + 7 = 25. This demonstrates correct use of the number line to add. Choice D represents incomplete work (jumped +5 to 23 but didn't complete +2 to 25). This error typically happens when students don't complete all jumps, mix up starting point / jump size / ending point. To help students: Use physical number lines (floor number line students can walk on, or horizontal line on desk). Model explicitly: 'The jumps are from 18 +5 to 23, then +2 to 25. We landed at 25, so the answer is 25.' Practice with jumps: addition = forward/right, subtraction = backward/left. Teach breaking apart: 7 = 5 + 2, so jump +5 then +2 (easier than one big jump). Use arrows: draw arrows on number line showing each jump, label jump sizes (+5, +2). For finding unknown jump size, show start and end, count or subtract to find distance (from 18 to 25 is 7). Connect to mental math: number line visualizes counting on or counting back. Practice interpreting: given number line with arrows, determine what operation and answer. Watch for: jumping wrong direction, not completing all jumps, counting tick marks instead of spaces between, giving starting number or jump size instead of answer, arithmetic errors.

Question 10

The number line shows jumps. What is the answer?

  1. 10
  2. 20
  3. 40 (correct answer)
  4. 30
Explanation: This question tests 2nd grade understanding of using number lines to add and subtract within 100, including counting forward for addition and counting backward for subtraction (CCSS 2.NBT.B.5: Fluently add and subtract within 100 using strategies such as counting on, making ten, and using the relationship between addition and subtraction; 2.MD.B.6: Represent whole numbers as lengths from 0 on a number line diagram). A number line is a visual tool that shows numbers in order from left to right. To add on a number line, start at the first number and jump forward (to the right) by the second number. To subtract, start at the first number and jump backward (to the left) by the second number. Where you land is your answer. For larger numbers, you can break the jump into smaller jumps (like jumping by tens, then by ones). In this problem, the number line shows jumps of +10 from 20 to 30 and another +10 from 30 to 40, and we need to find the final answer. To solve, start at 20, jump forward 10 to 30, then jump forward another 10 to 40, so the landing point is 40. Choice B is correct because starting at 20 and jumping forward two +10 jumps lands at 40, which is the sum 20 + 20 = 40. This demonstrates correct use of the number line to add. Choice C represents giving an intermediate point (30 after first jump) instead of the final answer (40), due to not completing all jumps. This error typically happens when students don't complete all jumps or mix up starting point and landing point. To help students: Use physical number lines (floor number line students can walk on, or horizontal line on desk). Model explicitly: 'We're adding with jumps. Start at 20 [point]. Jump +10 forward [to 30]. Jump another +10 [to 40]. We landed at 40.' Practice with jumps: addition = forward/right, subtraction = backward/left. Teach breaking apart: multiple jumps add up. Use arrows: draw arrows on number line showing each jump, label jump sizes (+10, +10). Connect to mental math: number line visualizes counting on or counting back. Practice interpreting: given number line with arrows, determine what operation and answer. Watch for: jumping wrong direction, not completing all jumps, counting tick marks instead of spaces between, giving starting number or jump size instead of answer, arithmetic errors.

Question 11

A value jumps from 30 to 47 on the number line. How much was added?

  1. 30
  2. 47
  3. 13
  4. 17 (correct answer)
Explanation: This question tests 2nd grade understanding of using number lines to add and subtract within 100, including counting forward for addition and counting backward for subtraction (CCSS 2.NBT.B.5: Fluently add and subtract within 100 using strategies such as counting on, making ten, and using the relationship between addition and subtraction; 2.MD.B.6: Represent whole numbers as lengths from 0 on a number line diagram). A number line is a visual tool that shows numbers in order from left to right. To add on a number line, start at the first number and jump forward (to the right) by the second number. To subtract, start at the first number and jump backward (to the left) by the second number. Where you land is your answer. For larger numbers, you can break the jump into smaller jumps (like jumping by tens, then by ones). In this problem, the number line shows a jump from 30 to 47, and the task is to find how much was added. To solve, see the jump from 30 to 47, calculate 47 - 30 = 17 was added. Choice A is correct because the jump from 30 to 47 is 17 spaces forward, meaning 17 was added (47 - 30 = 17). This demonstrates correct use of the number line to find jump size. Choice C represents a specific error: giving the ending number (47) instead of the jump size (17), or mixing up starting point and jump size. This error typically happens when students miscount spaces on the number line or mix up starting point, jump size, and ending point. To help students: Use physical number lines (floor number line students can walk on, or horizontal line on desk). Model explicitly: 'The arrow jumps from 30 to 47. To find how much was added, subtract: 47 - 30 = 17, or count the spaces forward.' Practice with jumps: addition = forward/right, subtraction = backward/left. Teach breaking apart: for larger jumps, break into tens and ones to count. Use arrows: draw arrows on number line showing each jump, label jump sizes. For finding unknown jump size, show start and end, count or subtract to find distance (from 30 to 47 is 17). Connect to mental math: number line visualizes counting on or counting back. Practice interpreting: given number line with arrows, determine what operation and answer. Watch for: jumping wrong direction, not completing all jumps, counting tick marks instead of spaces between, giving starting number or jump size instead of answer, arithmetic errors.

Question 12

Look at the number line below. What addition sentence does the arrow jump show?

  1. 25+8=3325+8=33 (correct answer)
  2. 25+7=3225+7=32
  3. 33+8=4133+8=41
  4. 25+9=3425+9=34
Explanation: The arrow begins at 2525 and ends at 3333. The length of the jump is 33−25=833-25=8, so the addition sentence is 25+8=3325+8=33.

Question 13

The number line shows the jumps Alex made. What subtraction problem is shown?

  1. 91−25=6691 - 25 = 66
  2. 91−55=3691 - 55 = 36
  3. 91−45=4691 - 45 = 46
  4. 91−35=5691 - 35 = 56 (correct answer)
Explanation: When you see a number line with jumps, think of it as a visual subtraction problem. The starting point is the larger number, each jump moves you backward (to the left), and the ending point tells you the difference. Your job is to figure out the total distance jumped — that's the number being subtracted. For this problem, Alex starts at 91 and makes jumps that land at 56. To find what was subtracted, calculate the total jump distance: 91−56=3591 - 56 = 35. So the subtraction shown is 91−35=5691 - 35 = 56, which matches choice D. Choice A (91−25=6691 - 25 = 66) ends at 66, not 56 — the jumps would be too short. Choice B (91−55=3691 - 55 = 36) subtracts too much and lands at 36, past the actual endpoint. Choice C (91−45=4691 - 45 = 46) also overshoots, ending at 46 instead of 56. Only D correctly matches a total jump of 35 from 91 down to 56. A helpful strategy: on number line subtraction problems, always identify three things — where you start, where you end, and the total distance between them. You can check your answer by adding the jumps together and making sure they equal the number being subtracted. If the endpoint on the number line doesn't match the answer in the equation, that choice is wrong no matter how close it looks.

Question 14

Refer to the number line. What number is halfway between the two marked points?

  1. 4040
  2. 5555
  3. 5050
  4. 4545 (correct answer)
Explanation: Finding a number "halfway between" two points is really asking you to find the midpoint, which is just the average of the two numbers. On a number line, the halfway point is the same distance from each endpoint. Since this question refers to a number line with two marked points, you can tell from the answer choices that the points are likely 4040 and 5050. To find the halfway number, add them together and divide by 2: 40+502=902=45\frac{40 + 50}{2} = \frac{90}{2} = 45 So 4545 sits right in the middle — it's 5 more than 40 and 5 less than 50. That balance is what "halfway" means. Choice A (4040) is wrong because 4040 is one of the endpoints, not the middle. Choice C (5050) makes the same mistake on the other side — it's the other endpoint. Choice B (5555) is wrong because 5555 is actually past 5050, so it can't be between the two points at all. Choice D (4545) is correct because it's exactly 5 units from each endpoint. A helpful strategy: when a question asks for the number "halfway between" two points, quickly check the distance between them, cut that distance in half, and count that many spaces from either endpoint. You can also just add the two numbers and divide by 2. Both methods work — pick whichever feels easier for the numbers you see.

Question 15

What is 48+1748 + 17?

  1. 58
  2. 17
  3. 55
  4. 65 (correct answer)
Explanation: 48+17=6548+17=65. Choice A is off by a small addition error. Choice B is just one of the original numbers, not the sum. Choice C undercounts by ten.

Question 16

Start at 46. Jump forward 18. Where do you land?

  1. 54
  2. 46
  3. 18
  4. 64 (correct answer)
Explanation: You land on 64, because 46+18=6446 + 18 = 64. Choice A (54) only adds part of the jump, such as 46+846+8. Choice B (46) repeats the starting number without moving forward at all. Choice C (18) repeats the size of the jump instead of adding it to the starting number.

Question 17

The number line shows Anna's and Ben's jump strategies starting at 43. Whose jumps end at the same number?

  1. Only Anna's jumps end at the correct sum
  2. Only Ben's jumps end at the correct sum
  3. Both Anna's and Ben's jumps end at the same number (correct answer)
  4. Neither Anna's nor Ben's jumps end at the same number
Explanation: When you see a jump strategy problem on a number line, remember that different jump combinations can lead to the same final number as long as the total distance traveled is equal. Adding numbers is flexible — you can break a number apart in many ways and still reach the same sum. For example, jumping by 10 and then 5 gets you to the same place as jumping by 5 three times. In this problem, both Anna and Ben start at 43. Even though they use different jump sizes (for example, Anna might jump by tens and then ones, while Ben jumps by fives), their jumps add up to the same total. That means both students land on the same ending number, which makes C correct. Choice A is wrong because it assumes only Anna's strategy works, but Ben's jumps also cover the same total distance. Choice B makes the opposite mistake — Anna's strategy is just as valid, since her jumps add to the same sum. Choice D is wrong because the jumps do meet at the same point; different strategies don't mean different answers when the totals match. A helpful tip: whenever you compare number line strategies, add up the size of each person's jumps separately. If the totals match, both students end at the same spot — no matter how big or small each individual jump is. This is the idea behind "decomposing numbers," a key 2nd-grade skill for flexible addition.

Question 18

Refer to the number line. Which number sentence matches the jumps shown?

  1. 15+10+10+5=4015 + 10 + 10 + 5 = 40 (correct answer)
  2. 15+20+5=4515 + 20 + 5 = 45
  3. 15+10+5=3015 + 10 + 5 = 30
  4. 15+25=4515 + 25 = 45
Explanation: When a number line shows jumps, each jump represents a number being added. Your job is to read the size of each jump and write them all as an addition sentence, in order. The starting number is where the first jump begins, and every jump after that gets added on. Here, the jumps start at 15, then move forward by 10, then another 10, then a final 5. Writing that out gives you 15+10+10+5=4015 + 10 + 10 + 5 = 40, which matches choice A. Choice B combines the two jumps of 10 into a single jump of 20 and also miscounts the total (15+20+5=4015 + 20 + 5 = 40, not 45). Even if you group jumps, the sentence has to match what's actually drawn — and the picture shows four separate jumps, not three. Choice C only counts one jump of 10 instead of two, so it's missing a jump entirely; that's why the sum comes out too small at 30. Choice D skips over all the individual jumps and just adds a single big jump of 25, which isn't what the number line shows (and 15+25=4015 + 25 = 40, not 45 — another arithmetic slip). A helpful strategy: before looking at the answer choices, count the jumps on the number line and say each one out loud ("15… plus 10… plus 10… plus 5"). Then find the choice that matches your sentence exactly — same number of parts, same values, same total. That protects you from traps that merge or skip jumps.

Question 19

Rita started at 84 on the number line and made the jumps shown. Where did she end up?

  1. 5454
  2. 6464
  3. 6060
  4. 5656 (correct answer)
Explanation: Number line problems are all about tracking jumps carefully — jumps to the right mean you add, and jumps to the left mean you subtract. Since the answer choices are all smaller than 84, Rita must be jumping backward (to the left), so you'll be subtracting. Starting at 84 and ending at 56 means Rita moved back a total of 84−56=2884 - 56 = 28. That could be jumps like −10,−10,−8-10, -10, -8 or −4-4 jumps of −7-7 — any combination shown on her number line that totals 28 back from 84 lands her at 56. Here's why the other choices trip students up: A) 54 is a common miscount — subtracting one extra or miscounting a jump length by 2. B) 64 happens when you only subtract 20 instead of 28, likely missing a jump. C) 60 results from subtracting 24 instead of 28, another sign of skipping or shortening a jump. The strategy to remember: when you count jumps on a number line, put your finger on the starting number and physically "hop" one jump at a time, saying the new number out loud. Double-check by adding up all the jump sizes first, then subtracting that total from the starting point in one step. If both methods give the same answer, you know you're right.

Question 20

Use the number line to find the missing number: ?−17=26? - 17 = 26.

  1. 99
  2. 3333
  3. 4343 (correct answer)
  4. 5353
Explanation: Starting at 2626 and jumping forward 1717 on a number line lands at 4343. So 43−17=2643-17=26.