The purpose of this activity is for students to add and subtract within 100 and to use a number line as a representation. The height requirements for some amusement park rides are shown on a vertical number line. Students use what they know about the structure of the number line to identify rides people can go on based on their heights. Students also determine the heights of three people and show each height on the number line.

• Invite 2–3 students to share how they determined Jada and her siblings’ heights.
• Display a completed number line.
• “Now we can see how Jada and her siblings’ heights compare to the heights required for each ride.”
• “What do you notice? What do you wonder?” (I notice Jada’s brother can ride all the rides. Jada can ride some of them. Her sister can only ride the Spinning Cups. I wonder if her sister will be sad. Will her brother go on some rides by himself?)
• “If we did not have a number line, how would we know if Jada and her siblings were tall enough to go on each ride?” (We would have to compare their heights in inches to the number of inches tall a person needs to be to ride. Instead of looking to see which was higher, we would have to use the numbers to compare.)

The purpose of this activity is for students to use the height measurements they labeled on the number line in the previous activity and some additional information to plan a family’s day at an amusement park. Students continue to interpret the measurement data and consider other constraints to make their plan. When students think about real-world implications and report on conclusions and reasoning, they model with mathematics (MP4).

• Display a completed number line.
• Invite previously identified students to share.
• “What is the same about the plans? What is different?” (They all have the whole family going on Spinning Cups together. One plan has them go on Spinning Cups first, but another plan has them do that last.)