Number Lines Name: Abbey Levin Topic: Numbers to 1,000 and Number Patterns Time Frame: 1 hour 1.

OHIO ACADEMIC CONTENT Statements, Content Elaborations, or Expectations for Learning(Standards) Number, Number Sense and Operations Standards 1a. Use place value concepts to represent, compare and order whole numbers using numerals, words and physical models. 2.OBJECTIVES: Student will be able to: Develop understanding of the relative position and magnitude of whole numbers. 3.LESSON SUMMARY: The students will discuss number lines with each other. Next, they will gather around to have a discussion on using number lines and how to place numbers on the line in the most efficient way. I will listen for answers when asking questions about labeling the number line. This will tell me if the students have a general understanding of a number line. I will explain further if they do not. We will pull place-value cards to place random numbers on the number line. I will listen for if students know where to place the number. If a student has trouble, I will have them place a new number and give assistance. Then, they will play a game placing numbers on a number line. When the students are playing, I will circle the room to see if they are having trouble. I will give assistance and give further explanation if students are not playing the game correctly. Finally, we will do the workbook worksheet that I will look over once handed in. 4.RESOURCES/MATERIALS: Large Number line Discussion Book 4 Magnets to hold it up Whiteboard to display it on Place-value cards Laminated number lines Grade: 2 Coops Initials:

Dry erase markers

5.PROCEDURES: a. 1. 2. 3. 4. 5. 6. 7. READINESS (ENGAGEMENT) Hand out laminated number lines to each student Ask class, Has anyone ever seen or used a number line before? At your table, talk for a minute about where you might have seen a number line, or something you know about a number line. Give students a minute to discuss. Stop discussion by saying, 123, eyes on me (response: 1,2 eyes on you) Call on 2-3 students to tell where they have seen a number line or what they know about a number line. Tell the students, Those are some great ideas. Today, we will be using the number line to develop an understanding of the position of whole numbers. Everyone grab a dry erase marker, bring your number line, and gather around by the whiteboard.

b. FOCUS OF LESSON (EXPLORE, EXPLAIN, EXTEND) 8. Display the number line with magnets on the whiteboard. Label the longer vertical marks (0, 10, 20, 100) Ask students to do the same. 9. Say, Suppose a bug starts at zero and hops one space. Where will the bug land? (Desired response: on the first mark) 10. What label should I write for the first mark? (Desired response: 1) 11. Write the number 1 and repeat the discussion for a bug that starts at 0 and hops 2 spaces, 3 spaces, and so on up to 10 spaces. Bring out the fact that each number on the number line counts the spaces that come BEFORE it. 12. Erase numbers 1-9. 13. Ask, Where would the bug land if it hops 19 spaces? How do you know? Would you need to count all the way from 0 to 19 along the line to figure it out? 14. Encourage children to explain how they could use the label for 20 on the number line to help locate the position of 19. 15. Repeat the discussion for other numbers, such as 31, 59, 45. 16. Take out the place value cards. 17. Call on volunteers to take turns picking the cards (tens and ones), showing the class the number they chose. After they show the class, have the class put this number on their number line. The student can locate the number on the number line and draw a mark on the number they chose. 18. Have the class display their number lines at their stomachs.

19. Ask questions such as, Which two tens is the number between? Which ten is closest to the number? Can you tell without counting? Call on students to answer. 20. Next we are going to play a game! First I am going to assign you partners, and who you and your partner will play against. 21. Assign partners and group partners to become 4 students. Call up one of the groups of 4 to stand up front. 22. This is how we play. Each group will get a number line, place value cards, and two dry erase markers that are different colors. (hand this group their materials) 23. You will leave the place value cards in two piles face down! Your tens pile and your ones pile. 24. Each of you will take turns pulling a card from each pile. (direct first partners to pull cards to make a number) 25. ABOVE the number line, they will draw an x to show the position of that number on the number line, and label the number. Next group two will go and do the same thing. They will draw their x BELOW the number line with the other color marker, and write the number they drew. (direct these partners to do the same) 26. If you have to, you can both label the same mark because your writing in different places with different color markers. 27. Each of you takes turns and goes FIVE times! Keep track of how many times you go! After each of you takes your 5 turns, who ever has the x closest to 50 wins! 28. Hand out materials to students and allow them to play the game for about 15 minutes. 29. Monitor the classroom, and give assistance when needed. 30. After 15 minutes, end the game by saying 123, eyes on me (response 1,2, eyes on you) 31. Instruct students to put their supplies back where they belong, and return to their seats. 32. Ask students to take out their math workbooks, and open to page 83. 33. Read the directions- Join each number to the correct mark on the number line 34. Explain, there is an example there drawn for you. Everyone do number one as I come around and check. Give me the thumbs up when you are finished with every number on number one. If I check you, you can continue with the rest of the front and back of the worksheet to practice your number line skills! c. CLOSURE 35. Who can raise their hand and tell me. If I wanted to put the number 63 on a timeline, would I have to count from 0 to 63? (Desire response: no) Call on

student. 36. Who can tell me what I could do instead? (Desired response: find the nearest ten and count, or find 60 and count from there) Call on student. 37. I agree. I think that would be much easier. Who can tell me what two tens 63 is in between? (Desired response: 60 and 70) Call on student. 38. Everyone did an awesome job using number lines to understand the position of numbers today. Thanks for using your best thinking. You can turn your worksheets into the basket! d. ASSESSMENT (EVALUATE) Observe students timelines during discussion when they display them. Listen to conversation and watch when the students are playing the number line game. Review the worksheets giving a plus check or minus if they were able to connect the number to the mark on the number line. 5-6/6 plus, 4/6 check, 0-3/6 minus Summative assessment: Question 2 on post assessment given at end of the week.

6. ENRICHMENT(OPTIONAL) Students who are gifted can label their number lines 100, 110, 1120, 130, etc. See if they are able to place the numbers pulled from the place value cards in the numbers charts in the hundreds place. (Ex. 25 125) 7. DIFFERENTIATION: Partner students with small understanding of the concept with students who have grasp the concept. Hand out 100s charts to students if they need concrete numbers to look at when counting the lines on their number line. 8. TECHNOLOGY: Smartboard