Clothesline Math

What Is Clothesline Math?

Each month I try to write about a different classroom routine teachers should explore. Why? Routines help create a numeracy rich environment. It helps students share ideas, questions each other’s ideas, and take risks. But most importantly, routines are an efficient way to practice number sense.

Clothesline math is a routine that practices just that. The clothesline is an interactive and flexible number line. Benchmarks can be placed on any point. Number tents are what is placed on the clothesline. The number tents used can be adjusted by topic. This routine helps students learn how to manipulate a number line.

How Do You Set It Up?

To start off you will need a couple of materials. Luckily these materials are pretty cheap. You will need: 

  1. A clothesline or rope of some sort
  2. Something to secure the clothesline. I’ve used thumbtacks and magnets as you’ll see in the picture below.
  3. Number tents. These are numbers or expressions written on folded paper to be placed on the number line (clothesline)

Optional: some people use clothespins to secure the number tents. I haven’t found this necessary in the classrooms I’ve worked in. They tend to just sit in place.

What Do The Students Do?

First, I strategically give students specific number tents. This is only at first so they could get accustomed to the routine.

Then I place benchmark numbers throughout the number line. Benchmarks can be placed anywhere.

Students then come up one at a time to place their number tent on the clothesline on where they think it might fit best. 

At this point, students can justify their reasoning for placement or question each other. Students can even move other peoples tents if they found a mistake.

Extensions:

  1. Each individual student does not need a number tent. A pair or group could get a tent and to discuss it’s the placement.
  2. We can add MORE clotheslines! Yes, students can actually use double or even triple number lines. Students typically see multiple number lines in higher grade levels. Imagine how less intimidating it would be for them if they had a chance to play around with number lines like this earlier.https://clotheslinemath.com/

Here’s an example:

  1. During my trainings, I’ve suggested to teachers that this is primarily for a numeracy routine done with the whole class in order to prompt discourse. However, there is no reason why Clothesline Math can’t be used as a center with a small group.

So go ahead try the routine and share it with friends. Clothesline Math Book

In my free resource section you have access to:

  • Clothesline Math +0 -0 +1 -1
  • Clothesline Math Doubles-Halves
  • Clothesline Math Number Recognition
  • Clothesline Math Shapes

Want to check out more?

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Math Struggles Ain’t Just About Numbers

Let’s be B.F.F.R—math can stress kids out. You’ve seen it: the frozen-in-place stare, the pencil tapping like it’s sending an SOS, or the classic “I CAN’T DO THIS!” meltdown before even trying. But here’s the thing—most of the time, their struggle isn’t about numbers. It’s about mindset.

What if we borrowed some life coaching techniques to help our students not just survive math but actually thrive in it? Let’s break it down into simple, practical ways you can empower your students without turning into a full-blown therapist.

 Reframe the Narrative (A.K.A. Flip the Script on “I’m Bad at Math”)

Ever notice how kids say “I’m bad at math” like it’s their official personality trait? That belief is holding them back more than any tricky word problem ever could.

How to Do It:

  • When a student says, “I suck at math,” respond with: “You’re still learning. Let’s find a way that makes sense to you.”
  • Introduce the Power of Yet: “You don’t get it… yet. But your brain is working on it!”
  • Share stories of people who struggled with math and overcame it (bonus points if you can find famous athletes, musicians, or influencers).

Remind them that they once thought tying their shoes was impossible, and look at them now—shoe-tying pros. Math is just another skill that takes practice.

Teach Emotional Regulation (Because Frustration Is a Math Blocker)

We can’t expect students to push through challenges if they’re spiraling into math-induced panic mode. When frustration kicks in, their brains hit the “I’m out!” button.

How to Do It:

  • Pause & Breathe: Before jumping to the “I CAN’T,” have students take a deep breath. Try “breathe in for 4, hold for 4, out for 4.” Simple, but it works.
  • Break It Down: Instead of tackling the whole problem at once, ask, “What’s one thing we DO know?” Small wins build confidence.
  • Normalize Struggle: Post a sign in your classroom: “Mistakes Mean You’re Learning.” Say it. Live it. Believe it! As Naruto says.

Set Micro-Goals (Because Big Goals Can Feel Overwhelming)

If a kid already feels lost, telling them “just keep practicing” is like saying, “just climb this mountain real quick.” Instead, break it into steps.

How to Do It:

  • Instead of “Get better at multiplication,” set a goal like: “Practice a doubling/halving strategy.”
  • Use progress charts so students can SEE their growth. 
  • Celebrate the small wins! Even if they only got one more right than last time—that’s growth!

Remind them “If you can memorize every single lyric to that TikTok song, you can 100% remember a few math strategies.” 
Honestly research shows long term memory is activated when we leverage different modalities in our lessons. It’s how the brain learns math.

Shift from Performance to Progress (Because Speed Ain’t Everything)

Fluency is about thinking efficiently, not racing to the answer. The goal isn’t to turn kids into human calculators—it’s to help them use numbers flexibly.

How to Do It:

  • Replace timed tests with strategy-based challenges (ex: “How many ways can you solve 12 × 8?”).
  • Instead of praising fast answers, celebrate smart strategies: “Ooooh, I love how you broke that down!”
  • Remind them that even adults use tools like calculators and sticky notes—real math is about knowing how to approach problems, not just getting the answer instantly.

 Teach Self-Talk (Because Their Inner Voice Matters More Than You Know)

The way kids talk to themselves about math shapes their experience with it. If they constantly say, “I can’t do this,” their brain believes it. Time to switch up the self-talk game.

How to Do It:

  • Teach “I can” statements: Instead of “I don’t get it,” try “I don’t get it YET, but I can figure this out.”
  • Have students write down one math strength (even if it’s “I’m good at counting on my fingers” – that’s a start!).
  • Encourage students to talk to themselves like they’d talk to a friend. Would they tell a friend, “You’re dumb at math”? No? Then don’t say it to yourself either!

Emphasize- “You wouldn’t let your best friend talk trash about you, so don’t let your brain do it either!”

Coaching Math Mindsets for the Win

At the end of the day, teaching math fluency isn’t just about numbers—it’s about helping kids believe they can figure things out. When we shift from just teaching math to coaching their mindset, we create students who are not only fluent in math but confident in life.

So, here’s your challenge: What’s one small move you can try this week? Whether it’s shifting self-talk, celebrating small wins, or breaking down frustration, pick one and run with it.

Oh, and if you want more strategies like these, check out my Figuring Out Fluency series, (Book 1) (Book 2) where we make fluency engaging, empowering, and (most importantly) actually make sense.

And if you want more math mindset strategies, grab my Guide For Teachers To Help Students With Growth Mindset