Grade 1 · Count forward from a starting point · 517 of 750
Count forward from a starting point: starting position: 1; size of each jump: 1; number of jumps: 5
A position marker at a classroom activity starts at 1 and makes 5 forward jumps of 1 units each. Find the endpoint after the stated jumps, explain the calculation, and check a related question.
Try the question, use a hint when you need one, and compare your reasoning with the worked solution. The animation starts with this chapter’s values; changing its controls explores a new case.
01 · Make a prediction
Your practice question
A position marker at a classroom activity starts at 1 and makes 5 forward jumps of 1 units each. First find the endpoint after the stated jumps. Then answer: Where would the marker finish after one more jump of the same size?
Use this scratch space or work on paper. Your notes stay on this page and clear when you leave. Answers are for self-checking; they are not automatically graded.
A starting point
Equal-size jumps represent repeated addition. Starting at a nonzero position adds an initial amount that must be kept separate from the distance traveled.
Work through the reasoning
Step 1
Identify the quantities and the task
A position marker at a classroom activity starts at 1 and makes 5 forward jumps of 1 units each. The first task is to find the endpoint after the stated jumps. Equal-size jumps represent repeated addition. Starting at a nonzero position adds an initial amount that must be kept separate from the distance traveled.
Step 2
Calculate the original result
1 + 5 × 1 = 6. The travel covers 5 units, but the endpoint is 6 because the marker began at 1.
Step 3
Complete the follow-up calculation
Where would the marker finish after one more jump of the same size? 7. Add another 1 to the original endpoint 6.
The answer
1 + 5 × 1 = 6. The travel covers 5 units, but the endpoint is 6 because the marker began at 1. Follow-up: 7. Add another 1 to the original endpoint 6.
Compare the method as well as the result. A different valid method may reach the same answer. Keep exact values until the last step when the question asks for rounding.
02 · Explore the model
See the mathematical relationship move.
Use Play, Pause, and the timeline to inspect the construction. Reset restores the question’s original settings. The displayed assumptions describe where this model applies.
Watch the relationship
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From experiment to screen.
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The mathematical idea
A position marker at a classroom activity starts at 1 and makes 5 forward jumps of 1 units each. Equal-size jumps represent repeated addition. Starting at a nonzero position adds an initial amount that must be kept separate from the distance traveled. The travel covers 5 units, but the endpoint is 6 because the marker began at 1.
1 + 5 × 1 = 6
03 · Reflect and transfer
Explain what changes and why.
Follow the moving point across the line. The point's position is the start plus the fraction of the total travel completed. Explain which quantity changes and which relationship stays valid. Use the starting values again before checking your written answer.
This is a distinct guided scenario using a reusable mathematical model. Similar-looking diagrams can represent different given values and conclusions; they are not different mathematical theories.