Lesson: Number Line Intro
Students answer "duh" questions with choral response. "What is the smallest number?" (They all say one, you ask if they're sure...)
For each number they say, you ask if there are any bigger numbers? Any smaller numbers?Â
"Is there any number bigger than a billion?" (billion and one!) "Is there any number smaller than negative one billion?" (negative one billion and one!)
Concept is established that numbers go on forever in both directions.Â
Input Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Students use giant number line(s) in groups and number them with ones, are challenged to count by twos. Simple addition and subtraction problems are put on board and students decide which number line would be easiest for calculating that problem (no calculation necessary)
Guided Practice or CoachingÂ + Checking for understanding
Students have fake money as manipulative and design number lines in groups that are numbered by fives.
These should be preservable as tools for later.
Teacher circulates and checks for errors or confusion.
Independent Practice or Assignment
Students can agree or disagree with the interval decisions of others in partners, groups or as a class (depending on number of students in class.)
Step Seven:Â Assessment/EvaluationÂ +Â Closure
Students describe in writing a situation in which they may need to calculate on a Ones number line and a situation in which they might need a Fives number line.Â
Extensions: Subsequent days can explore number lines by Tens, Twenties, Hundreds. Students should practice counting by each and matching them to appropriate problems. Students should also master the concept that not every number line needs to contain zero, but can be a given number of digits around a number.Â
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