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:

Endnotes

  1. Roger Howe, Three Pillars of First Grade Mathematics, 1
  2. Howe, Three Pillars, 1
  3. Karen C. Fuson, Building on Howe’s Three Pillars in Kindergarten to Grade 6 Classrooms, 16
  4. Fuson, 2

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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