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Activity 1

15 mins

Ubiquemos los números

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

to see where instructional routines fit in your journey.

Materials

None

Activity Narrative

The purpose of this activity is for students to work with number lines that only have multiples of 5 or 10 labeled and do not start with 0. Students reason about how a number line can be accurate without all the whole numbers labeled. Students use the numbers that are labeled to locate specific numbers on number lines. Students rely on the regular structure of the number line and the counting sequence in order to accurately place numbers (MP7).

MLR2 Collect and Display. Collect the language students use as they work with number lines and discuss the number patterns. Display words, phrases, and representations, such as “recta numérica” // "number line," “distancia al cero” // "distance from zero," “en orden” // "in order," “intervalo” // "interval," “espacios” // "spaces," “marca” // "tick mark," “punto” // "point," and “patrón” // "pattern." During the Synthesis, invite students to suggest ways to update the display by asking, “What are some other words or phrases we should include?” Invite students to borrow language from the display as needed.
Advances: Conversing, Reading

Launch

Groups of 2
Display the first number line.

“¿Qué observan acerca de esta recta numérica?” // “What do you notice about this number line?” (Not all the tick marks are labeled. Only the fives are labeled.)
30 seconds: quiet think time
Share responses.
“¿Las marcas con números están en los lugares correctos de la recta numérica? Expliquen” // “Are the labeled tick marks in the right spots on the number line? Explain.” (Yes because 5 is 5 length units from 0. 10 is 10 units from 0. There are 5 length units between each labeled mark.)
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
“Hoy vamos a darles sentido y a usar rectas numéricas que no tienen números en cada marca” // “Today we are going to make sense of and use number lines that do not label every tick mark.”

Activity

“Ubiquen cada número en la recta numérica y márquenlo con un punto. Prepárense para mostrarle a su compañero cómo ubicaron los números y cómo saben que están en los lugares correctos” // “Locate each number on the number line and mark it with a point. Be ready to show your partner how you know you located the numbers and how you know they are in the right spots.”
4 minutes: independent work time
4 minutes: partner work time
Consider asking:
- “¿Cómo ubicaron este número?” // “How did you locate this number?”
- “¿Cómo usaron las marcas con números?” // “How did you use the labeled tick marks?”
- “¿Cómo saben que su número está en la longitud correcta medida desde 0?” //“How do you know your number is at the right length from 0?”
Monitor for students who show their number is at the right position by:
- counting on from 0 or referencing the length from 0
- counting on or back from a labeled tick mark
- describing the length between each labeled tick mark

Activity Synthesis

Display the number line labeled 20, 30, 40, 50, 60.
Invite 1–2 previously identified students to share how they located 48.
“¿Cómo saben que su punto está a la distancia correcta desde 0?” // “How do you know your point is the right distance from 0?” (It’s like when we measured from different spots on a ruler. The tick marks are spaced the same space apart and count by 1 length unit. We could draw the line back and find where 0 is.)
“La representación de una recta numérica no puede representar todos los números con marcas, puntos o etiquetas. Podemos usar lo que sabemos basándonos en los números que están marcados para ubicar otros números” // “A number line representation cannot represent all numbers with tick marks, points, or labels. We can use what we know based on the numbers that are labeled to locate other numbers.”

Activity 2

20 mins

¿Te falta algo?

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

to see where instructional routines fit in your journey.

Materials

None

Activity Narrative

The purpose of this activity is for students to locate numbers up to 100 on a number line. They complete number lines that are labeled with multiples of 5 or 10 by using what they know about length on the number line and counting by 5 and 10. They use the labeled tick marks to locate and represent numbers within 100. When students explain to one another how the located different numbers on the number lines they construct viable arguments and may critique each other's reasoning (MP3).

Action and Expression: Develop Expression and Communication. Give students access to two colors of connecting cubes. Build a number line that changes color back and forth at intervals of 5. For example, 5 red cubes, 5 yellow cubes, 5 red cubes, 5 yellow cubes, and so on. The concrete visual of color representing intervals of 5 can be seen clearly.
Supports accessibility for: Conceptual Processing, Organization

Launch

Groups of 2

Activity

“Individualmente, completen cada recta numérica: llenen los espacios con el número que la marca representa. Luego, ubiquen cada número, márquenlo con un punto y escriban debajo del punto el número que le corresponde” // “On your own, complete each number line by filling in the missing labels with the number the tick mark represents. Then, locate each number, mark it with a point, and label the point with the number it represents.”
“Cuando terminen, piensen cómo pueden explicarle a su compañero cómo saben que sus números y puntos están en los lugares correctos en las rectas numéricas” // “When you finish, think of how you can explain to your partner how you know your labels and points are at the right spots on the number lines.”
5 minutes: independent work time
“Compartan su trabajo con un compañero. Asegúrense de que están de acuerdo sobre sus respuestas” // “Share your work with a partner. Make sure you agree on your answers.”
5 minutes: partner discussion
Monitor for students who:
- explain their labeled tick marks based on counting by 5 or 10
- explain their labeled tick marks based on the equal lengths between each labeled tick mark
- use labeled tick marks to explain how they locate numbers

Student Task Statement

Completa cada recta numérica. Llena cada espacio con el número que la marca representa. Ubica cada número. Márcalo con un punto. Escribe debajo el número que le corresponde.

Ubica y marca el 17.

Number line. 31 evenly spaced tick marks. First tick mark labeled 10, sixth mark labeled blank, eleventh mark labeled blank, sixteenth mark labeled 25, twenty-first mark labeled 30, twenty-sixth mark labeled blank, thirty-first mark labeled blank.
Ubica y marca el 59.
Ubica y marca el 43.
Ubica y marca el 35.
Comparte tus rectas numéricas con tu compañero.

Caterpillar with every other body segment labeled with a number. From left to right: 5, 10, 15, 20, 25, 30, 35.

Activity Synthesis

Display the image of an incomplete number line labeled with 10 and 50.
“¿Cómo podemos encontrar el 35 sin completar los números que faltan?” // “How could you find 35 without filling in the missing labels?” (We could count back from 50. We could count on from 10.)
Invite previously identified students to explain how they found the labels and used them to locate 35.
Complete the number line as students explain.

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Lesson 3

Marcas sin números

Warm-up

Observa y pregúntate: De 0 a 30

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Activity Synthesis

Activity 1

Ubiquemos los números

Standards Alignment

2.MD.B.6

Instructional Routines

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Activity Narrative

Launch

Activity

Activity Synthesis

Activity 2

¿Te falta algo?

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2.MD.B.6

2.NBT.A.2

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Activity

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Activity Synthesis

Lesson Synthesis

Have a correction or suggestion?

Standards Alignment

2.NBT.A.2

2.MD.B.6

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Student Response

Advancing Student Thinking

Are You Ready for More?