The Number Line in the Common Core

CONTENTS OF CURRICULUM UNIT 16.05.07

  1. Unit Guide
  1. Context
  2. Description of Structure of Unit 
  3. Progression of Concepts
  4. Concept #1: Establishing the Measurement Principle and Placing Positive Whole Numbers on the Number Line
  5. Concept #2: Placing Positive/Negative Integers on the Number Line and Introduction of Numbers as Vectors.
  6. Concept #3: Comparing Integers on the Number Line
  7. Concept #4: Introduction to Unit Fractions and Defining General Fractions as Multiples of the Unit Fraction
  8. Concept #5: Placing Fractions on the Number Line
  9. Concept #6: Placing Decimals on the Number Line Using the Expanded Form
  10. Strategies
  11. Supporting Activities
  12. Appendices
  13. Bibliography
  14. Notes

Rational Number Placement on the Number Line

Jeffrey Rossiter

Published September 2016

Tools for this Unit:

Bibliography

Baker, Judith. "Trilingualism." In The Skin That We Speak, edited by Lisa Delpit and Joanne Kilgour Dowdy, 51-61. New York, NY: New York Press, 2002.

Bassarear, Tom. Mathematics for Elementary School Teachers. Belmont, CA: Brooks/Cole, 2012.

Beckmann, Sybilla. Mathematics for Elementary Teachers. Boston: Pearson Addison Wesley, 2008.

Howe, Roger. "Three Pillars of First Grade Mathematics." February 2012, 1-8. Accessed April 30, 2016. http://commoncoretools.me/wp-content/uploads/2012/02/3pillars.pdf.

Kazemi, Elham, and Allison Hintz. Intentional Talk: How to Structure and Lead Productive Mathematical Discussions.

Purcell-Gates, V. “...As soon as she opened her mouth!” Issues of language, literacy, and power. In The Skin That We Speak, edited by Lisa Delpit and Joanne Kilgour Dowdy, 121-141. New York, NY: New York Press, 2002.

Stubbs, Michael. “Some Basic Sociolinguistic Concepts.” In The Skin That We Speak, edited by Lisa Delpit and Joanne Kilgour Dowdy, 63-85. New York, NY: New York Press, 2012.

Wong Fillmore L. & Snow, C. What Teachers Need to Know About Language.

Clearinghouse on Languages and Linguistics, 3-41, 2000.

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