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How do I teach number sense online with virtual manipulatives?

Number sense — the intuition that "5 is a bit less than 8", that "3 and 2 make 5", that "20 is two lots of 10" — is what the earliest years of math teaching are trying to build, and it's the part of math that a video call plus a Google slide is least equipped to teach. In person, you'd reach for a set of Cuisenaire rods to compare quantities, a number line drawn on a strip of card to skip-count on, a hundred-square to walk through place value, a stack of counters to physically bond into groups. Online, the student is on the other side of a webcam and can't touch any of that. The move that closes the gap is a shared whiteboard with virtual number rods the student can drag and stack side by side to compare quantities, and virtual number lines the student can annotate directly to count on, skip-count, or place a fraction. On Koala Go, both live in the Whiteboard Library's Math Tools panel on the Pro tier — so every paid tutor has them — with a "make your own" custom number line on Platinum for the times a preset doesn't fit. The rest of this page walks through the workflow: which manipulative teaches which concept, how the notation sits next to it, and how the younger learner stays in the room past the fifteen-minute mark.

Why teaching number sense online is a specific kind of hard

Every K-2 and lower-elementary tutor has run into it: the concepts you're trying to build in the earliest years of math are almost entirely quantity-based, and quantity is stubbornly physical. A kindergartner who counts a pile of six blocks and then a pile of eight blocks and points at the eight pile as "bigger" is doing the work that later abstract algebra depends on — but the physicality is where the learning is. On a video call, that physicality either lives on the tutor's side of the screen (where the student watches, not does) or gets replaced with a static picture (which is a picture, not a manipulative). Three problems show up together for online number-sense teaching, and the workaround has to answer all three.

  1. Quantities need to be compared, not just seen. "5 is less than 8" isn't a fact to memorise; it's a comparison a child needs to make with two piles that are actually in front of them, until the abstract comparison feels obvious. A picture of "5" next to a picture of "8" on a slide doesn't do this — both pictures occupy the same rectangle of screen real estate. You need pieces whose on-screen size encodes the quantity, so a 3-piece is visibly shorter than a 5-piece and it's not a fact to be told but a fact to be seen.
  2. Composition of number (3 + 2 = 5) is a physical act before it's a symbolic one. The moment a child slides two rods together against a third and says "look, they match" is qualitatively different from being told "three plus two equals five". The first builds a mental model that transfers to every later operation; the second gets memorised and forgotten. Online, without pieces to physically compose, the tutor either does the composition on the student's behalf (passive) or asks the student to imagine it (asking too much of a grade 1 student's working memory).
  3. The number line is the mental model for later math — but it's abstract on paper and impossible on a webcam. Every later concept a student will meet — negative numbers, fractions, decimals, coordinates, real-line intervals in calculus — rides on the number-line model built in early elementary. That mental model develops when a child points at a spot on a physical line, jumps in threes from 0 to 30, or drops a label on where "12" belongs. A number line drawn statically on a Google slide the student can't annotate does the opposite of what the manipulative should do: it makes the line another thing to be memorised rather than a thing to be used.

An online number-sense workflow that works has an answer to each of the three: a drag-and-drop set of quantity manipulatives where the on-screen size encodes the value, a shared canvas the student can compose on themselves, and an annotatable number line both tutor and student can mark up in real time. The rest of this page is that answer, on the tools Koala Go ships.

The two manipulatives that carry most number-sense teaching online

Number rods and number lines together carry the majority of K-4 number-sense teaching. Both live in the Whiteboard Library's Math Tools panel on Koala Go, both are on the Pro tier of paid plans (any working paid tutor has them without a Platinum upgrade), and both are first-class shared objects — either the tutor or the student can pick one up, move it, rotate it, and rearrange it on the canvas.

Cuisenaire-style number rods

The rods are ten coloured rods numbered from one unit through ten units long, in the Cuisenaire model — the pedagogical shape a Belgian teacher named Georges Cuisenaire developed in the mid-20th century and Caleb Gattegno popularised in classrooms worldwide. Koala's implementation uses its own colour palette (not the canonical Cuisenaire palette), but the teaching mechanic is the same: a One-rod is one unit long, a Ten-rod is ten units long, and the sizes line up cleanly against each other. Under a One-rod against a Ten-rod, the child sees, at a glance, that the whole is ten of the smallest pieces. Slide a Three-rod and a Seven-rod together against a Ten-rod, and the number bond 3 + 7 = 10 stops being a fact to memorise and becomes a fact the child watched line up. That is the entire pedagogical point.

What you can do with them on the shared canvas:

  • Pick from any rod value 1 through 10. The rod picker in the Math Tools panel shows all ten rods; clicking a value arms it as a placement tool, then each click on the canvas drops one of that rod value. Both you and the student can place rods; either of you can drag, rotate, or delete any placed rod.
  • Recolour any placed rod. Rods have a default colour per value, but you can recolour any placed rod via the standard whiteboard colour picker — useful when you want the same colour to mean the same thing across an activity (say, red for numbers greater than five, green for less). The dividers between the unit-squares track the fill colour automatically.
  • Use Platinum extras for higher-mileage number-rod work. Koala Platinum ($49.99/month monthly, $39.99/month annual) adds a red-and-blue alternating fill (a per-unit checkerboard, so a Five-rod becomes red-blue-red-blue-red — the classic "count the units" visual), a vertical placement mode (the same rod placed as a bar-chart column rather than a horizontal row, useful for making rods do double duty as bar charts), and a one-click "Add All" that drops a staircase of all ten rods on the canvas in order — the fastest reset for the start of a new number-sense activity. These three are Platinum-only: a tutor on Koala Pro sees the toggles in the panel but locked behind an upgrade prompt, and enterprise and B2B plans are provisioned at the Pro feature level, so they don't include these extras either. The base rod set below is unaffected on every paid plan.

The rods are on the Pro tier ($25.99/month monthly, $21.99/month annual, or included in a business plan), so any working paid tutor already has access to the base rod set. Free-tier tutors see the rods in the panel but locked behind an upgrade nudge.

Number lines

Number lines are the second-most-used manipulative in early numeracy — arguably the single most durable mental model in mathematics, because it's the shape that later fractions, decimals, negatives, and coordinates all sit inside. Koala Go's Whiteboard Library ships eight preset number lines on the Pro tier, each rendered as a fabric horizontal shaft with arrow-heads on either end, tick marks at each labelled value, and text labels underneath. The full preset set:

  • 0 to 10 (step 1). The base number line for early counting, one-to-one correspondence, and cardinality. A student "walks" a marker one tick at a time up to 10. First line to place for a kindergarten or grade 1 student.
  • 0 to 20 (step 1). The next stretch — teens are a stumbling block in many curricula because eleven and twelve don't follow the "ten-and-something" pattern of thirteen through nineteen. The 0-20 line lets you walk through them concretely.
  • 0 to 30 (step 1). Extends to skip-counting territory: students can count in twos, threes, or fives up to 30 with the tick marks as anchors.
  • 0 to 100 by 5. The step-5 line teaches skip-counting the fives explicitly. Useful for counting money (5c, 10c, 15c…), telling time on a clock face (5, 10, 15… minutes), and any early multiplication table work built off the fives.
  • 0 to 100 by 10. The step-10 line is where place value starts to land — the tens as the "big" jumps, with ones as the smaller moves in between them. Also the natural shape for percent work later.
  • -10 to 0 (step 1). An introduction to negative numbers as "less than nothing" — a line that goes to the left of zero. In US curricula students meet negative numbers formally around grade 6, though plenty of tutors introduce the left-of-zero idea informally well before that.
  • -10 to 10 (step 1). The full symmetric line either side of zero. Where addition and subtraction with negatives first make visual sense: "-3 + 5" is a jump of five to the right from -3, landing on 2.
  • Blank (11 ticks, no labels). For times you want the student to label the ticks themselves — pick a range together, put "0" at one end and, say, "60" at the other, and let the student figure out what each tick has to be.

Every preset line is a resizable, movable object on the whiteboard: corner-drag scales the whole line (shaft, ticks, labels together, so proportions stay right); you can duplicate one, place two side by side, or stack them for comparison. Both you and the student can annotate directly on top of any line — drop pen strokes to mark a value, place stickies to label a spot, put a Koala Math Symbol at a point. That's the whole point: the line is a shared surface, not a picture the student is watching over your shoulder.

For the times a preset doesn't fit — a 0 to 1 line in tenths for decimal work, a 0 to 360 line in thirties for angle work, a 0 to 200 for a specific counting activity — Koala Platinum unlocks a "make your own" custom builder. You set a start, an end, and a step size, and the whiteboard renders a matching line to those specs. On Pro, the workaround is to place the blank line (which gives you an unlabelled 11-tick line) and label the ticks yourself with sticky notes. That works for most classroom needs; the Platinum builder is what you want when the range or step is going to change often.

A working sequence for teaching number sense online

Every mainstream elementary curriculum builds number sense in roughly the same order: count, subitize, compose and decompose to ten, place value in tens, place value beyond a hundred, skip-count, and eventually operate on the negative side of zero. What changes online isn't the order — it's the tool you reach for at each stage. This is a template, not a script. The grade bands below are typical US placements, not a standards mapping — adapt them to the curriculum and the student in front of you.

  1. Counting and one-to-one correspondence (pre-K to kindergarten). Place a 0-10 number line and a set of One-rods. Ask the student to place a One-rod under each tick from 0 to 5, saying the number as they go. Then remove a rod and re-count — the picture reinforces that "the last number you say is how many there are" (cardinality), which sounds obvious but is a concept that takes time to stick.
  2. Subitizing small quantities (pre-K to kindergarten). Drop a Three-rod on the canvas. Ask the student, without counting the units, "how much is that?" — subitizing is the skill of recognising a small quantity at a glance, and the rod's shape helps: a Three-rod is visibly shorter than a Five, visibly longer than a Two. Repeat quickly with a variety of small rods. This is a game the student wins by not counting.
  3. Number bonds to ten (kindergarten to grade 1). Place a Ten-rod at the top of the canvas. Underneath, ask the student to build a matching length using two rods — 3 and 7? 4 and 6? 5 and 5? Then remove one of the pair and ask "what's missing?" This is the single most important early-numeracy activity in most curricula, because the number bonds to ten become the foundation for later mental arithmetic. The rod version makes it a puzzle rather than a memorisation drill. Do the same with number bonds to 5, and later to 20.
  4. Addition and subtraction as combining and separating (grades 1 to 2). Place a Three-rod and a Four-rod end to end. Ask the student what one rod would exactly match their combined length — they'll reach for a Seven. Write "3 + 4 = 7" in a text box next to the picture (see the notation section below for the symbol palette). Then reverse: place a Seven-rod, then a Three-rod on top of one end, ask what's left uncovered — a Four. Write "7 − 3 = 4". The picture and the sentence live side by side on the canvas.
  5. Place value with the tens-line and rods (grades 1 to 2). Place a 0-100 by 10 number line. Ask the student to build "twenty-three" using rods: two Tens for the twenty, then a Three for the units. Have them position the composition next to the "23" tick if you drop it in. Repeat with several two-digit numbers. This is the moment place value stops being an abstraction ("the 2 in 23 means twenty") and starts being a physical picture ("two whole Tens plus a Three").
  6. Skip counting on the number line (grades 2 to 3). Place a 0-30 line. Ask the student to hop in threes from 0 — pen a small arc from 0 to 3, 3 to 6, 6 to 9, and so on. This is preparation for the times tables that will follow: skip-counting the threes on the line is what turns "3 × 4 = 12" from a memorised fact into a picture ("four hops of three lands on twelve"). Do the same with fives on the 0-100 by 5 line for the five times table.
  7. Negative numbers on a symmetric line (grade 6, though many tutors introduce the left-of-zero idea informally much earlier). Place a -10 to 10 line. Introduce negative numbers as "less than zero" — the tick marks to the left of zero. Ask the student to jump from -3 to 5 — how many steps? (Eight.) From 4 to -2? (Six steps back.) The physical hopping across zero is the mental model that stops later negative-number arithmetic from becoming a bag of confused rules.
  8. Bridging into fractions on a number line (grades 3 to 4). Between any two whole numbers on a number line sit an infinite number of fractional points. Place a 0-10 line, drop a marker halfway between 0 and 1, and label it "1/2". Do the same for 1/4 and 3/4. This is the natural handoff to the fractions spoke — see how do I teach fractions online? for the full workflow with the Fraction Bars and Fraction Circles that carry that teaching from here.

Most sessions won't move through all eight steps in one lesson; a typical 25-minute early-numeracy session picks one or two adjacent steps, cycles between rods and a matching number line, and includes a couple of engagement breaks. The tools are the same tools; the sequencing is what makes the lesson.

Writing the notation next to the picture

Number sense taught only with rods leaves the student able to compose "3 + 4" but not to write it. Number sense taught only with numerals leaves the student able to compute "3 + 4 = 7" but not to picture it. The place both meet is the same shared canvas — the whiteboard — with the manipulative on one side and the written sentence on the other.

The Math Symbols palette on Koala Go's whiteboard handles the common early-numeracy notation without you hunting for alt-codes. On Koala Pro you get everything an early-numeracy lesson needs and then some: the four operations and equals (+ − × ÷ =), the comparisons (< >), the fraction/ratio/percent group (/ : %), a square-root sign (√), a degree symbol (°), and round brackets. Koala Platinum adds the algebra and geometry set — ≠ ≈ ≤ ≥ ² ³ ⁿ π ± ∞ ∠ △ ⊥ ∥, plus square and curly brackets — that shows up in later middle school and secondary work, but Pro's symbols cover the whole K-4 range without gaps.

Clicking a symbol drops it into a text box or sticky note, so you can build "3 + 4 = 7" or "5 < 8" next to the corresponding rod composition or number-line hop in real time. Two workflow patterns that work:

  • Picture first, sentence second. Build the rod composition, then in a text box next to it write the number sentence it represents. Let the student write the sentence themselves whenever their handwriting or typing allows — the act of writing is what turns the picture into a formal fact.
  • Sentence first, picture as verification. For students already fluent with simple arithmetic, write the sentence first ("7 − 4 = ?"), let them compute, then build the picture to check. The manipulative is the check on the algorithm — a useful move for students who know the mechanics but don't trust them.

Practice, homework, and the number-sense sites you already use

Manipulatives and notation carry the teaching; consolidation runs on practice. Most working online early-numeracy tutors have a small set of external number-sense practice sites they trust — Toy Theater's counters and rekenreks, NRICH's early-number activities, Math Playground's early-elementary game set, Khan Academy Kids for full curricula, ABCya for gamified drill. Bringing these into the lesson rather than sending them as a link after is where the cobrowser earns its keep. A cobrowser (explained in depth in what is a cobrowser?) is a shared browser window inside the classroom: you open the site, and both you and the student can click, type, drag on the live page — not screen sharing, actual shared control. Two number-sense-specific patterns that work:

  • Rods on the whiteboard, then a matching game on a practice site. Ten minutes on the whiteboard building number bonds to ten with rods, then ten minutes in the cobrowser on a matching-pairs game where the student clicks pairs that add to ten. The manipulative built the concept; the game consolidates it in a different modality without leaving the lesson room.
  • Practice-site question first, rods to debug. Open a number-sense question in the cobrowser. If the student stalls or gets it wrong, pause the site and switch back to the whiteboard — build the specific problem with rods, work it out together, and then return to the site. The debug loop between the abstract problem and the concrete picture is one of the strongest teaching moves an online early-numeracy tutor has.

Two honest notes on the cobrowser: on Koala Free, sessions are capped at 10 minutes per session with a 20-minute cool-down — fine for a single practice segment in a 25-30 minute young-learner lesson, but restrictive if you want the practice site as the primary surface. Full-length cobrowser access is Koala Pro. For between-lesson practice, you can upload the child's number-sense worksheet as a PDF (PDF/PowerPoint upload is on the Pro tier) and both of you annotate on top of it at the start of next week's lesson — the workflow is covered in how do I give homework to online tutoring students?

Keeping a younger number-sense learner in the room

Number sense arrives at exactly the age band where sustained attention on a screen is developing. A student in pre-K through grade 1 learning to count and subitize does not have the working memory to sit through 40 minutes of anything — even a well-run rod activity. If the tutoring is on-screen, the pacing has to be short-drill / short-break / short-drill, and the motivation layer has to be visible enough to feel real.

On Koala Go, the pieces that work together for the youngest grades:

  • Doing over watching. Every number-sense move above ends with the student's cursor on the canvas — dragging a rod, dropping a mark on a number line, ticking a sticky. Passive watching is the failure mode; drag-and-drop is the fix. If you find yourself narrating for more than a couple of minutes, hand the student a piece.
  • The Playground as a between-drill reset. Koala Go's Playground is a shared 3D space with avatars, in a separate tab of the same classroom — not a teaching surface, a reset. A one-to-two-minute walk-to-a-landmark-and-back between two number-sense activities is a lower-friction attention reset than "go get some water" or "let's watch a video", because the student doesn't leave the tab. The gamified virtual classroom page describes the mechanic in depth.
  • Gems for immediate effort-based reinforcement. Each student in the room has a visible gem balance. You give 1-100 gems from the student panel in a single click — a rhythm of small frequent rewards works better than a single burst at the end. Give one gem for placing the right rod for a number bond, five for persisting through a harder subitizing round even before you check the answer. The reinforcement lands at the moment the effort happened, not at the end of the lesson, and the student sees the balance grow live on their side. For older students who read this as infantilising, turn it down or off — the mechanic is a tool, not a requirement.
  • Session length matched to the student. A kindergartner holds shorter working segments than a grade 3 student, and both hold shorter segments than the old-school 45-minute "lesson". For the general shape of pacing a 1-on-1 online lesson, see how do I structure a 1-on-1 online lesson? — 25-30 minutes with two or three short activities is a reasonable default for the K-2 range.

A note on students who need extra scaffolding: some students genuinely need more repetitions with smaller quantities, more time subitizing before the number bonds land, and more colour-coded and physical cues than most curricula assume. This isn't a diagnosis, and this page isn't the place to explore it clinically. The workflow above still holds — slow it down, drop to rods 1-5 only for a few sessions before introducing rods 6-10, and lean heavily on the number line's tick-and-hop model to make the abstraction concrete. If a specific student's difficulties are consistent enough that you're wondering about a specific learning difference, that conversation belongs with the family and a qualified specialist, not with a webpage.

Sharing number-sense progress with parents

Number-sense lessons don't feel like they're "working" to a parent — the child is on a webcam, the tutor is talking, the manipulatives are on a screen the parent isn't looking at. The parent's read on whether tutoring is helping runs on what you send them between sessions. For number sense specifically, the highest-signal update is a screenshot of the composition the student built (with the written number sentence next to it) plus one line naming what they got that they didn't get last week. "We worked on number bonds to ten today. Emma correctly composed 6-and-4 from two rods for the first time without prompting — that was the piece that felt shaky last week. Home practice this week: five bonds-to-ten cards, twice a day." That paragraph is worth more than any generic "great lesson today!" note.

A few concrete moves:

  • Screenshot the canvas each week. The whiteboard saves state between sessions, so at the end of each lesson you have a visible record of what the student built. Drop a screenshot of the rod composition or number-line hops in the parent update. A picture of "the child built this and understood it" reads to a parent as evidence in a way that written prose can't.
  • Send a specific practice ask, not a vague one. Not "please practise counting this week" — that's an unclear task the parent can't verify. Instead: "please play a number-bonds-to-10 pairs game with Emma three times this week, and let us know which pairs took longest." The parent-comms cadence lives in how do I share progress updates with parents?; the number-sense-specific ask is that concrete.
  • Record short clips of key moments where consent is in place. Koala Pro includes local recording; Platinum adds cloud recording of scheduled lessons. A 90-second clip of the child first composing 3+7 from two rods and saying "look, they match" is worth every second of the setup. Get the family's written permission before you record anything with a minor — the consent, storage, and sharing detail is covered in how do I record online tutoring lessons?

Common failure modes and honest limits

Things that go wrong in online number-sense lessons, and the fix — most of these are the pattern-recognitions you build in your first month teaching this online:

  • Teaching number sense with static images on a Google slide. The image is a picture; a manipulative is a picture the student can move. Even a well-designed static image of ten circles is a step down from a set of drag-and-drop rods the child physically composes into ten. If your platform doesn't ship the pieces, hand-drawing rods on a whiteboard tool doesn't recover the loss — the mechanic that makes a manipulative teach (the child builds the composition) requires the pieces to be discrete draggable objects.
  • Skipping the composition step and going straight to the number sentence. Writing "3 + 4 = 7" for a child who hasn't yet built 3-and-4 from rods and seen it match a 7 is teaching the shortcut before the intuition. The rule sticks less well and generalises less. Build the physical picture first with rods; write the sentence second.
  • Overloading the palette early. A pre-K or kindergarten student on the second lesson doesn't need all ten rods on the canvas. Start with the ones, twos, and threes; add the fours and fives at the end of week two; expand only when the student is fluent with the smaller ones. The whole set is available in the picker; the tutor is the one choosing which pieces to invite in.
  • Number line without hopping. A number line the student only points at is a labelled ruler, not a number line. The point of the manipulative is the hopping — small arcs from tick to tick, in ones, then in twos, then in fives — because the arc is the physical picture of the operation. Draw arcs with the pen tool over the top of the number line for every counting and skip-counting exercise, and delete them between activities so the line stays clean.
  • Sending the child to a practice site alone with "please do 20 counting questions". The child will lose interest around question five, get one wrong, not understand why, and arrive at next week's lesson worse than they left it. Practice sites work best inside the lesson via the cobrowser, or with a very small (three-to-five problem) between-lesson ask a parent will actually oversee.
  • iPad-only workflows. Koala Go works on iPad, but the drag precision required for lining up narrow One-rods against a Ten baseline is fiddlier on a finger-driven tablet than on a desktop or laptop with a mouse. If a student uses iPad exclusively, plan around larger rods (the Fives, Sixes, and Tens are easier to grab than the One and Two), and use the Text tool more for the notation side.

Two limits worth naming plainly rather than papering over:

  • The rod palette on Koala Pro is the base set — no red-and-blue alternating, no vertical mode, no one-click "Add all" staircase. All three are on Koala Platinum. If those specific mechanics are how you were taught to use rods, factor that into the plan choice; if not, the base rods teach every core number-sense concept above without them.
  • The "make your own" number line is Platinum-only. Koala Pro gives you eight preset ranges (0-10, 0-20, 0-30, 0-100 by 5 or 10, -10-0, -10-10, blank), which covers most K-4 number-sense work. When you need a specific custom range often — decimal work in tenths, angle work in thirties, a domain-specific range for a particular activity — the Platinum builder is what you want. Otherwise the blank line with sticky-note labels is the Pro workaround.

Practical setup on Koala Go for a number-sense-heavy caseload

If you're evaluating Koala Go for K-4 number-sense tutoring specifically, here's the practical picture and where the current lines sit:

  • Whiteboard is the workspace. The classroom's whiteboard is a Fabric.js canvas with the Math Tools panel: ten Cuisenaire-style Number Rods valued 1-10 (Pro), eight preset Number Lines from 0-10 through -10-10 with a blank line (Pro), the base geometry shapes for parallel shape-and-quantity work (core set Pro; full library Platinum), and the Math Symbols palette for writing number sentences (Pro base, Platinum for the fuller algebra set). Fraction Bars, Fraction Circles, and the make-your-own number line are on Platinum — the fractions bridge described above.
  • Upload existing number-sense worksheets. On Pro, upload the student's counting or number-bond worksheet as a PDF or PowerPoint and annotate on top of it — the worksheet becomes the shared surface. Free-tier upload caps apply.
  • Cobrowser for practice sites. Open Toy Theater's number tools, NRICH's early-number games, Khan Academy Kids, ABCya, or whatever number-sense practice tool your programme uses; the student clicks and drags on the live site inside the lesson room. 10 minutes at a time on Free with a 20-minute cool-down, unlimited on Pro.
  • Playground and Gems for the engagement layer. The youngest grades (pre-K through grade 2) benefit most from the Playground brain break between drill segments and per-student Gems for immediate effort-based reinforcement. Older students lean into the manipulatives without needing the engagement layer as heavily.
  • Recording for parent review. Local recording is on Pro; cloud recording of scheduled lessons comes with Platinum. Either supports the "send the parent a 90-second clip of the number-bond breakthrough" pattern above.
  • Free tier limits worth knowing. Koala Free caps sessions at four students and includes the whiteboard plus a capped cobrowser — but the Math Tools panel (rods, number lines, everything above) is Pro-and-up. Free is a trial surface for number-sense tutoring, not the day-to-day.

Honest limits worth flagging that show up in real number-sense work regardless of platform: iPad is rougher than desktop for narrow-rod precision; students in mainland China sometimes hit connection issues (we route through Hong Kong proxies but the Great Firewall is a moving target — see teaching students in mainland China for the workaround pattern); and the make-your-own custom number line is Platinum-only (the eight presets cover most needs on Pro).

Related answers in the math cluster

This spoke sits inside a wider math-tutoring cluster we're building out. The neighbouring pages that cover an adjacent question:

If you'd like a walk-through of the rods and number-line setup for a specific K-4 unit you're planning, open Koala Go at classroom.teachwithkoala.com, or write to koala@teachwithkoala.com with a sentence about the students you teach and we'll give you our honest read on the fit.

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