Lesson plan

Reason about the organization of numbers on a number line by developing a number line for a specific number set

  • From K-5 Math Companion Curriculum
  • Created by
  • Standards
  • Tags:
teaches Common Core State Standards CCSS.Math.Content.2.MD.B.6 http://corestandards.org/Math/Content/2/MD/B/6
teaches Common Core State Standards CCSS.Math.Practice.MP7 http://corestandards.org/Math/Practice/MP7
Print

You have saved this lesson plan!

Here's where you can access your saved items.

Dismiss

Tip: swipe on touch devices, use your keyboard's ← and → arrow keys, or clicker buttons to quickly navigate the lesson plan

or to view additional materials

You'll gain access to interventions, extensions, task implementation guides, and more for this lesson plan.

Big Ideas: The distance between each whole number on a number line is the same. Moving to the right on a number line will increase the number and moving to the left will decrease the number. This lesson is designed to develop understanding of units on a number line. Students have used a number line in previous lessons to add and subtract but may not have studied the organization and features of a number line. This lesson follows a lesson on comparing measurement tools to a number line. Through this lesson students will develop a sense of equidistant units on a number line and be prepared to engage in the work of transferring measurements to a number line to add and subtract. Special Materials: classroom number line (optional)
Provide feedback