The Number Line in the Common Core

CONTENTS OF CURRICULUM UNIT 16.05.06

  1. Unit Guide
  1. Introduction
  2. Content Background
  3. Content Objectives
  4. Teaching Strategies
  5. Classroom Activities
  6. Appendix A
  7. Appendix B
  8. Appendix C
  9. Appendix D
  10. Bibliography
  11. Endnotes

The Starting Line-Up: Analyzing the Number Line to Conceptualize Foundational Skills for Algebra

Coretta Martin

Published September 2016

Tools for this Unit:

Appendix D

Math Talk Question Stems:

  • I think __________ because _____________.
  • My first step is ____________.
  • I still have a question about ________.
  • I learned _______ when _______.
  • _____ is important because _______.
  • If ________ then _________.
  • The answer is ________ because _______. A better strategy would be ________ because _______.
  • The factors that are most important are _______ because _______.
  • I predict that _______ .
  • I believe that ________ will happen because ________.
  • _______ and _______ are similar because _______. ______ and _______ are different because ______.
  • Another way to look at _______ is _______.
  • Another example is _________.
  • This reminds me of _________ because _________.
  • I believe this is true because ______.
  • I agree with ______ because ______.
  • I disagree with _______ because _______.
  • ____’s idea reminds me of ___________.
  • I solved the problem by ________.
  • I proved my thinking by ________.

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