Kindergarten Number Line Printable І Numbers and Maths. - Free Printable

Looking at the image, we see three number line segments:

- First segment: shows numbers 0, 1, 2 with tick marks under them.
- Second segment: shows numbers 2, 3, 4 with tick marks under them.
- Third segment: shows numbers 5, 6 with tick marks under them.

The task seems to be about identifying which numbers are shown on each number line segment and possibly continuing or completing the pattern.

But since no explicit question is asked (like “what comes next?” or “which numbers are missing?”), and given that this appears to be a visual matching or sequencing activity for early learners, let’s assume the goal is to understand how these number lines connect.

Let’s check the sequence:

From left to right:
- Segment 1 ends at 2.
- Segment 2 starts at 2 and goes to 4 → so it overlaps at 2.
- Segment 3 starts at 5 — but wait, after 4 should come 5? Yes, but there’s a gap between 4 and 5 in the display. Actually, looking again:

Wait — perhaps the segments are meant to be placed side by side to form one continuous number line from 0 to 6?

Segment 1: 0–2
Segment 2: 2–4 → note that 2 is repeated, which might indicate they’re meant to overlap or join at 2.
Segment 3: 5–6 → but what about 4 to 5? There’s no segment showing 4–5. That suggests maybe the third segment should start at 4? But it clearly says 5 and 6.

Alternatively, maybe the student is supposed to match or order the segments correctly? Or perhaps identify which numbers are covered?

Another possibility: This could be a “fill in the blanks” type where some numbers are hidden or need to be inferred.

But actually, looking closely — the first segment has 0,1,2; second has 2,3,4; third has 5,6. So together, if you put them in order, you get 0 through 6, except that 2 is shared, and 4 to 5 is skipped? No — 4 is end of second, 5 is start of third — so actually, if you place them consecutively without overlapping, you’d have:

First: 0,1,2
Second: 3,4 (but it includes 2 again) — perhaps the 2 in the second segment is meant to align with the 2 in the first? Like a puzzle piece?

Actually, I think this is likely a cut-and-paste or sequencing activity where the student must arrange the strips to make a full number line from 0 to 6.

If we lay them out:

Strip A: 0 — 1 — 2
Strip B: 2 — 3 — 4 → if we slide it so its ‘2’ matches Strip A’s ‘2’, then we have 0,1,2,3,4
Strip C: 5 — 6 → now we need to attach after 4, so it becomes 0,1,2,3,4,5,6

That makes sense! The repetition of 2 in both Strip A and Strip B is intentional — it helps students see where they connect. And Strip C starts at 5, which naturally follows 4.

So the complete sequence when assembled is: 0, 1, 2, 3, 4, 5, 6

Therefore, the final answer is the full ordered list of numbers from 0 to 6 as they appear when the strips are joined properly.

Final Answer:
0, 1, 2, 3, 4, 5, 6