Unit 4, Lesson 2
Features of a Number Line
Grade 2
Preparation
Lesson Narrative
In a previous lesson, students were introduced to number lines and represented the location of numbers with labeled tick marks and points within 20.
In this lesson, students create and analyze number lines. In the first activity, students each get a number and work together to decide how to place their numbers on a class number line, thinking about the importance of equal spacing and sequencing numbers from left to right. In the second activity, students analyze different student-created number lines and suggest revisions that should be made to make each number line a more accurate representation. Throughout the lesson, students deepen their understanding of the structure of the number line by attending to precision and thinking about the ways they can describe how to correct or improve a number line to others (MP3, MP6).
- Action and Expression
None
- Comprehend (in spoken and written language) the term “number line” refers to a diagram that represents numbers as lengths from 0 using equally-spaced tick marks or points.
- Describe (orally) the structure of a number line and explain how to revise a number line.
- Let’s explore the features of a number line.
Required Materials
Activity 1
Required Preparation
- Hang yarn across the classroom (yarn should be hung taut to resemble a line) for students to hang their number cards on.
- Create a set of number cards from the blackline master.
- Fold the number cards so they can be hung on the line.
Teacher Reflection Questions
Reflect on who participated in class today. What assumptions are you making about those who did not participate? How can you leverage each of your students’ ideas to support them in being seen and heard in tomorrow’s class?