The Number Line in the Common Core

CONTENTS OF CURRICULUM UNIT 16.05.02

  1. Unit Guide
  1. Introduction
  2. Getting Started Right is Important
  3. Linear Measurement
  4. The Number Line
  5. Mathematical Practices
  6. Teaching Strategies
  7. Classroom Activities
  8. Resources
  9. Endnotes
  10. Appendix - Implementing District Standards

Using the Number Line in Second Grade

Carol P. Boynton

Published September 2016

Tools for this Unit:

Appendix - Implementing District Standards

The New Haven Public School District follows the Common Core State Standards for Mathematics.  The following standards are targeted in this curriculum unit:

2.NBT.B.5

Number & Operations in Base Ten

Use place value understanding and properties of operations to add and subtract. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Students will demonstrate this fluency in Activities Two and Three as they use the number line to solve 2-digit addition and subtraction problems.  Students will use the strategy of decomposing numbers and demonstrating the use of the Commutative Rule as they show understanding of place value through the operations of addition and subtraction.

2.MD.B.5

Measurement & Data Relate addition and subtraction to length. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

The focus of this unit is to demonstrate the connection between number and length.  The students will use drawings and the number line (a form of ruler) to solve equations with numbers within 100.  Students will be creating their own number lines to use with the activities in this unit and learning to apply the concept of numbers on a number line describing distance.

Comments:

Jahiderles Yudith Ching Castillo

October 2, 2022 at 7:55 pm

Excellent progression from concrete to pictorial.

I will embed the sentence strips and base ten blocks to explain another way to add coins. I explained this week to my colleagues that the number line can even be used as a visual representation to add coins. We agreed that as long as we clarify to the students what units are involved (cents), this will not confuse students when they get to higher grade levels and have to work with decimals. Meaning, the 1 will represent a dollar and the intervals will be 1/10 of a dollar. This article also gave me the idea of using the Cousinaire rods to introduce the term multiples. The collaborative work that can be done among students exploring Cousinaire rods is extraordinary in the sense of developing conceptual understanding of units of measurement, relationships, and patterns.

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