Existing literature supports a relationship between performance on the number line estimation task and mathematical reasoning before and after the start of formal schooling. However, determining if, and how, the relationship between performance on the number line task and mathematical reasoning differs across levels of mathematical reasoning performance is key. This could allow us to better understand the role that number line estimation plays in the development of mathematical reasoning, as well as to create differentiated and targeted educational interventions if required. Thus, this study has two aims. The first aim is to replicate existing findings that show performance on the number line estimation task significantly predicts mathematical reasoning. The second aim is to determine if the relationship between number line estimation and mathematical reasoning holds across several points of the mathematical reasoning performance distribution. The published paper can be found here: https://doi.org/10.1007/s10212-023-00708-2