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:

Resources

Common Core State Standards for Mathematics,

http://www.corestandards.org/the-standards/mathematics.

Fong, Ho Kheong. Math in Focus Singapore Math by Marshall Cavendish. Final ed. Singapore: Marshall Cavendish Education, 2015.

Fuson, Karen C. Math Expressions. 2011 ed. Orlando, FL: Houghton Mifflin Harcourt, 2011.

Fuson, Karen C (in press). Building on Howe's Three Pillars in Kindergarten to Grade 6 Classrooms, In Y. Li, J. Lewis and J. Madden (Eds.), Mathematics Matters in Education – Essays in Honor of Roger Howe, Cham, Switzerland, 2016

Gillespie, Janet G. and Patsy F. Kanter, Everyday Counts Calendar Math, Grade 2, Great Source Education Group, Wilmington, MA, 2005

Howe, Roger. Three Pillars of First Grade Mathematics and Beyond

Howe, Roger, The Most Important Thing for Your Child to Learn about Arithmetic

Howe, Roger and Harold Reiter, The Five Stages of Place Value

Ma, L.  Knowing and Teaching Elementary Mathematics, Erlbaum Associates, Mahwah, NJ, 1999.

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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