Reflection: Developing a Conceptual Understanding Skating on a Number Line - Section 2: Teacher Demonstration


When creating this activity for students, I wanted to make sure each slide was created with great intentions:

1. I wanted to expose students to the tape diagram (also called bar diagram) prior to teaching students how to use this model on their own.

2. Instead of creating a skating word problem, I simply placed a girl skating next to one "part," a boy skating next to another "part," and a boy and girl skating together next to the "whole." I was hoping students would be able to focus more on modeling the processes of adding/subtracting.

3. I modeled a variety of addition and subtraction scenarios, including Part-Part Whole (unknown part or whole) and Comparison (unknown part or unknown difference). 

4. Finally, I developed a staircase of complexity by beginning with easier tasks (addition, smaller numbers) and building up to more difficult tasks (subtraction, larger numbers, inclusion of zero). 


  Developing a Conceptual Understanding: Reflection
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Skating on a Number Line

Unit 5: Adding & Subtracting Large Numbers
Lesson 6 of 16

Objective: SWBAT use an open number line to solve multi-digit addition and subtraction problems.

Big Idea: Students will decompose numbers and take jumps on the number line to model problems involving roller skating.

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