Unit 4, Lesson 2
Features of a Number Line
Grade 2
Warm-up
10 mins
Choral Count: Count by 5
Standards Alignment
Building On
Addressing
Building Toward
Instructional Routines
Choral CountMaterials
NoneActivity Narrative
The purpose of this Choral Count is for students to practice counting by 5 and notice patterns in the count. These understandings help students develop fluency and will be helpful later in this lesson and future lessons when students show their thinking on a number line. When students notice patterns and explain why they think they occur based on their understanding of operations and the structure of ten, they look for and express regularity in repeated reasoning (MP7, MP8).
Launch
- “Count by 5, starting at 0.”
- Record as students count.
- Stop counting and recording at 100.
Activity
- “What patterns do you see?”
- 1–2 minutes: quiet think time
- Record responses.
Student Task Statement
Student Response
Loading...
Advancing Student Thinking
Activity Synthesis
- “Who can restate the pattern in different words?”
- “Does anyone want to add an observation about why that pattern is happening here?” (
Activity 1
20 mins
Class Number Line
Instructional Routines
NoneActivity Narrative
The purpose of this activity is for students to reason together about the relative position of numbers on the number line. Students place number cards on the number line, which is represented by yarn strung across the classroom. Students reason about where their numbers should be placed based on their understanding of the count sequence and by reasoning about the relative distance of numbers from 0 and from each other. As more numbers are called, students revise their number locations to be more precise (MP6, MP7). Throughout the activity, encourage students to reflect on the length between numbers and whether it is an accurate representation of the number relationships.
It is recommended that students are called in a random order. This will provide students opportunities to revise their thinking about the position of their number when more information is added to the number line representation.
Action and Expression: Develop Expression and Communication. Some students may benefit from access to a blank number line with equally spaced tick marks on it. Students can then label the tick marks as the numbers are put on the number line to see the appropriate spacing and where the missing numbers lie.
Supports accessibility for: Organization, Visual-Spatial Processing
Supports accessibility for: Organization, Visual-Spatial Processing
Activity 2
15 mins
Analyze Number Lines
Instructional Routines
MLR8 Discussion SupportsMaterials
NoneActivity Narrative
The purpose of this activity is for students to analyze number lines to determine whether they represent numbers within 10 as lengths from 0. Students analyze number line diagrams that do not have equal unit intervals or have tick marks that are not properly labeled. Students discuss what needs to be added or changed in order to make these number line diagrams accurate (MP3, MP6).
This activity uses MLR8 Discussion Supports. Advances: speaking, conversing
Launch
- Groups of 3
Activity
- “Jada, Andre, and Elena were asked to create a number line to represent the numbers from 0 to 10.”
- “Look at each student’s number line on your own. Think of 1 thing you think the student did well when they represented 0–10 and 1 thing you think they should revise. Be prepared to share with your group.”
- 90 seconds: independent work time
- “Discuss each number line with your group.”
- Display sentence frames to support small-group discussion:
- “One thing _____ did well was . . . .”
- “One thing _____ should revise is . . . .”
- 5 minutes: small-group discussion
- “All of the students need to revise their number lines. For each number line, write what they should do to fix it.”
- 5 minutes: independent work time
- Monitor for students who explain why each number line needs revising by describing the tick marks and labels and the space between each number.
Lesson Synthesis
“Today we created our own class number line and analyzed number lines. What do we need to think about when creating a number line to represent numbers?” (We should use the same amount of space between each tick mark. We should make sure labels on tick marks show the right length from 0 and are the right length from each other. We should make sure the number labels are in the correct order. We can think about a ruler to check if the number line makes sense.)
Have feedback on the curriculum?
Help us improve by sharing suggestions or reporting issues.