Jovon Lauriano

ITE 325 - Mini Unit of Study

Using the Number Line to Solve Addition and Subtraction

Problems
Second Grade Learning

Table of Contents

1. Component 2: Outline/Concept Map and Central

Focus...2
2. Component 3: Unit Plan Objectives and

Standards....3-5
3. Component 4: Culminating Assessment and

Rubric..5-6
4. Component 5: Unit Plan

Calendar...7-18
5. Component 6: Elaborated Lesson

Plan....18-25
6. Component 7: Math Task

Debriefs..25
7. Component 8:

Commentary26-27

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COMPONENT 2: OUTLINE/CONCEPTUAL MAP

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COMPONENT 3: OBJECTIVES & STANDARDS

Students Prior Knowledge:

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 The students have prior learning of skip counting by 5s and 10s. The students are able skip count
by 5s and 10s fluently and effortlessly. The students also have prior knowledge of locating a number on a
number line, and using the number line to solve addition problems and word problems. The students are
successfully able to locate numbers on the number line and represent those numbers by a point on the line.
The students can use the number line as a tool to help them solve addition problems, as well as word
problems. When solving word problems the students have prior knowledge of the use of a KWC Chart to
help them break down and identify, what they know, what they want to find out, and what the special
conditions are for each problem. The students are able to use this to determine what operation they need to
use to solve the problem by the words being used within the word problem. (Ex. how much more or all
together)

Central Focus:
Big Idea: Numbers - Integers
The set of real numbers in infinite, and each real number can be associated with a point on the number
line. (Charles 2005, pg.12)
Throughout this lesson the students will be placing numbers from a subtraction problem at points on a
numberline. They will then use the numberline to solve the subtraction problem by hopping backwards
from one point to another. For example, 12-2, the students will start with a point on the numberline at 12,
and hop backwards (or to the left) two times to end up at the point, 10, on the number line to receive their
answer.
Enduring Understanding:
Integers are the whole numbers and their opposites on the number line, where zero is its own
opposite.
Each integer can be associated with a unique point on the number line, but there are many
points on the number line
that cannot be named by integers.
Rationale of Central Focus:
The rationale for my learning focus of using the number line to solve subtraction problems is to
build on their prior knowledge and how the number line can be used as a tool to solve multiple equations
and word problems. I want the students to build procedural fluency and be able to successfully and
effortlessly use the number line to help them solve these equations. The number line is such a helpful tool
for all learners, especially those who are visual learners. It can help visual learners better understand how
numbers change by adding or subtracting other numbers from them, and how these numbers can be
represented by a point on a number line. I also chose this learning focus because it is the foundation to
more advanced mathematics.
Learning Objectives:

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 Through this lesson the students will be able to demonstrate how to use a number line model to
find differences without using a paper or pencil, and know when and how to use it (Procedural Fluency).
The students will also be able to explain clearly to peers how to use a number line model to find
differences. (Conceptual Understanding / Adaptive Reasoning). After these lessons the students will be
able to skip-count by 5s, 10s, and 100s successfully. Lastly, the students will be able to locate a number on
the number line and represent the problem using the number line (Strategic Competence)
Academic Language:
Students will need to know:
Skip-Counting - We will use skip counting when jumping from one number to another on the
number line.
Subtraction - I will be discussing with the class that subtract means to take away and how
it can be used when you are trying to find out how much more something is.
Difference - I will be discussing with the class that when subtracting we are finding out how
much the two numbers differ from one another.
Backwards - When subtracting on a number line, we will be discussing as a class which way
we need to jump to get our answer.
During this lesson the students will be working in pairs and will need to use this vocabulary throughout the
lesson to explain to one another their thinking and how they solved the equation using their number line. I
will be giving the students a word bank on the board and instructing them to utilize these words when
explaining their thinking to their partner. Before getting into pairs, I will give the students an example such
as, I skip-counted backwards by fives to find the difference of 30 and 15.

Common Core Content and Practice Standards:

CCSS.MATH.CONTENT.2.MD.B.6
Represent whole numbers as lengths from 0 on a number line diagram with equally spaced
points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences
within 100 on a number line diagram.
CCSS.MATH.CONTENT.2.NBT.A.2
Count within 1000; skip-count by 5s, 10s, and 100s.
CCSS-MP1 Make Sense of Problems and Preserve in Solving Them
Mathematically proficient students check their answers to problems using a different
method, and they continually ask themselves, Does this make sense?
They can understand the approaches of others to solving complex problems and identify
correspondences between different approaches.
CCSS-MP5 Use Appropriate Tools Strategically
Mathematically proficient students consider the available tools when solving a

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 mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a
protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or
dynamic geometry software.

CCSS-MP6 Attend to Precision

In the elementary grades, students give carefully formulated explanations to each other.

COMPONENT 4: CULMINATING ASSESSMENTS AND RUBRIC

Formative Assessments:
As a formative assessment, I will be using thumbs up or thumbs down as a temperature check
throughout the lessons. This will help me gauge the students understanding of the instructions given
throughout the lesson. I will also be using a checklist to keep track of each student and their understanding
of the task given. The students will be assessed on their ability to set up the number line, locate a point on
the number line, skip count by 5s and 10s, and their use of the number line to solve addition and
subtraction problems. Throughout the lesson segment, the students will also be asked questions such as
why? or explain your reasoning. This will help the instructor know whether or not the students
understand the reasoning behind their actions and why they are doing what they are doing throughout the
lessons. During two of the lessons I will be using BINGO to help me see those students who are struggling,
and those who are excelling when using the number line to solve addition and subtraction problems.

Summative Assessments:
As a summative assessment, I will be giving the students a worksheet to complete at the end of the
lesson to assess their understanding. The worksheets include practice problems, an example problem
asking the students give an explanation as if they were explaining to a friend how to complete the problem,
and a riddle. I designed these worksheets to make sure the students understand both, how to use the
numberline to solve these problems and explain why they are taking those steps to solve them. For the
lesson on skip counting, I planned to have the students connect their learning to the things around them. As
a summative assessment, I decided to have the students go home and find something around them that is
in a group of five and draw it. This will integrate art, as well as have the students find similarities within their
math class and their home. During the beginning of the next lesson, the students will be able to present
their findings to the class and use them to practice counting by 5s and/or 10s. Some of the lessons planned
do not have a worksheet or homework as a summative assessment; instead, the students are able to
review and discuss what was learned within the lesson and answer open ended questions to explain their
thinking and reasoning.

Rubric:

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 Number Line

Name: Date:

Does Not Meet Meets Expectations Exceeds Expectations

Expectations

Skip Counting Struggles to skip count Able to skip count by 5s Able to accurately skip
by 5s and 10s and 10s with some count by 5s and 10s
errors
Needs assistance Able to find multiple real
finding real life items in Able to find real life life items that represent
groups of five items that represent groups of five
groups of five

Using the Number Line Needs assistance when Able to locate a point on Able to accurately
locating a point on the the number line locate a point on the
number line number line
Able accurately set up a
Needs assistance when number line Able to accurately set
setting up a number line up a number line in
Able to solve both intervals of ones, fives
Able to solve both addition and subtraction and tens.
addition and subtraction problems using the
problems using the number line with little to Able to solve both
number line, but no errors in the number addition and subtraction
struggles to show of hops problems using the
accurate amount of number line accurately
hops

Explanation Explanation is not Explanation has some Explanation is clear and

logical, nor does it take logic and takes into logical and takes into
into account the context account the context of account the context of
of the problem the problem. the problem.

COMPONENT 5: UNIT PLAN CALENDAR

Second Grade Mathematics

Day Lesson Duration Topics/Learning Goals

1 45 minutes Introduce Skip counting by 5s and 10s.

2 45 minutes Introducing the number line and locating points on it

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3 45 minutes Using the numberline to solve addition problems

4 45 minutes Practicing using the number line to solve addition

problems

5 45 minutes Using the number line to solve subtraction problems

6 45 minutes Practicing using the number line to solve

subtraction problems

Day One, 45 minutes

Topics/Learning Goals:
The students will be introduced to skip counting by 5s and 10s.

Activities:
Start lesson by explaining to the students that you will be introducing them to skip
counting.
Inform the students that skip counting is when you jump from different numbers by a
certain amount.
Give an example of counting by 10s
For example - 10, 20, 30, 40, 50.
Explain that there are 10 in between each number.
Show the students on the board that 10+10=20, 20+10=30, 30+10=40..etc
Give the students a few examples on the board to help complete
10, 20, 30, ___, ____, ____.....etc
10, ___, 30, ____, ____, 60...etc
Tell the students that they can also count by 5s
Give an example of counting by 5s
For example - 5, 10, 15, 20.
Explain that there are 5 in between each number.
Show the students on the board that 5+5=10, 10+5=15, 15+5=20.etc
Ask the students what the pattern is
Give the students a few examples on the board to help complete
10, 15, ___, ___, 30, 35
5, ___, 15, ___, 20, ____, 30
Project a hundreds chart onto the whiteboard
Take a colored dry erase marker and start to color in the multiples of 10
Ask the students if they see any patterns
Take a different color dry erase marker and start to color in the multiples of 5
Ask the students if they see any patterns
Explain to the students that they will each get a hundreds chart and you want them to
color in the multiples of 10 first
Once they finish coloring in the multiples of 10, have the students color in the multiples
of 5 in a different color

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 Once the students are finished inform the students that as a class you will be making a
chart with their hand prints to help them count by 5s.
Ask students if they know why they will be using their hand prints to count by 5s?
Possible response - because we have 5 fingers
Set up while you give instructions
Hang the poster on the wall/on the board, or put on floor
Put paint on each plate, each plate should have a different color
Instruct the students that they will pick a color
They will put one hand in the paint
Place their painted hand on the poster neatly
Allow all students to put their hand on
the poster
After they have put their hand on poster, have the
students wash hands thoroughly
Inform students that once the paint dries you will write 5 in each hand
with a permanent pen
Ask the students if they know why you will be writing 5 on each hand?
Have the students sit on their desks
Inform the students that you will be giving them a worksheet
Explain the directions of the worksheet before you pass it out to the students
Ask the students if they understand the directions
Have students respond yes or no
Pass out the Skip Counting Worksheet and have students complete individually
Once completed, have students submit completed assignment

Homework:
Have the students draw or represent something they find in their home that is in a group of five.

Day Two, 45 minutes

Topics/Learning Goals:
The students will be introduced to the number line and locating points on it.

Activities:
Start lesson by using the hand chart and the illustrations from the homework to practice
skip counting by 5s and 10s.
Have students present some of the items they found at home that were in groups of five.
Then start by informing the students that they will be learning how to use a number line
Ask the students if they know what a number line is and have them explain their thinking
Explain to the students that a number line is a line in which numbers are marked at
intervals. It can be used to solve simple numerical operations
Ask students to give different types of operations
Answers - Addition, Subtraction, Multiplication, etc.
Give the students a visual of what a number line looks like on the board

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 Explain to the students that either end of the number line is infinite
Confirm that the students understand what infinite means
Explain to the student how the number line can be labeled starting at zero
Make sure to explain to the student which end you label as the start
Tell the students that a number line is similar to a ruler
Ask the students how a ruler and a number line are similar
Possible Answers -
A ruler and a number line start at zero
A ruler and a number line both have
numbers on it
Put lines on the number line to represent the intervals (start with a number line 0 - 10)
Explain to the students that each line represents 1
Ask the students if someone could tell where we would put a point on
the number line to represent the number 6
Have a student(s) tell or show where to put the point on
the number line to represent 6
Ask the students how they know the point shown represents 6?
Explain to the students that the lines can sometimes represent intervals of 5s and 10s
like they learned in the previous lesson
Have the students count by 5s as you write in the numbers on the number line
Students should count by 5s - 5, 10, 15, 20...etc
Explain to the students that each line represents intervals of 5
Ask the students if someone could tell you where we would put a point
on the number line to represent 25
Have a student(s) tell or show where to put the point on
the number line to represent 25
Ask the students how they know the point shown represents 25?
Have the students count by 10s as you write in the numbers on the number line
Students should count by 10s - 10, 20, 30, 40...etc
Explain to the students that each line represents intervals of 10
Ask the students if someone could tell you where we would put a point
on the number line to represent 70
Have a student(s) tell or show where to put the point on
the number line to represent 70
Ask the students how they know the point shown represents 70?
Ask the students - Does the number line NEED to start at zero?
Why or Why not?
Inform students that they will be making their own number line tool
Give the students a Number Line Tool (one hole punched at either end)
Give the students each a piece of yarn and one bead
Instruct the students to string the yarn through the bead
Instruct the student to then string the yarn through the holes on their paper and tape the
yarn to the back -

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 Explain to the students that they can slide the bead up and down the yarn to represent
their numbers
To make sure all the students understand how to use it, start by asking the students to
demonstrate using this tool
Using your tool, I want everyone to show me where the point would be
for the number 33
Check students answers and help those who need assistance
Give another example - Show me where the point would be for the
number 17
Check students answers to help those who need assistance
Explain to students that they can use this tool to help them locate numbers on the
number line, solve addition problems, and solve subtraction problems
Give the students the Number Line Worksheet
Instruct the students to write their name on the paper
Explain to the students that you will present numbers and want them to put a point on
the number line to represent that numer
Use the numbers on the second page as your examples
Example - Number 1, draw a point to represent the
number 3.
Show the students the number 3 and
repeat 3
Complete these steps for all 6 problems
Once finished, have students exchange their papers with a partner
Explain that you will go over the worksheet and the students need to
correct their partner's paper
Go over each problem as a class
Once finished, have students return papers to each other to review their work
Once reviewed have students turn in their papers

Homework: N/A

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 Day Three, 45 minutes

Topics/Learning Goals:
The students will be introduced on how to use the number line to solve addition problems.

Activities:
Start the lesson by reviewing what was learned in previous lesson (how to find a point
on the number line)
Have students take out their number line tool to follow along
Draw a number line on the board from zero-ten
Ask the students - where would I put a point for 7?
Ask the students to explain why and show this using
their tool
Erase, and draw another number line
Number it with intervals of 5
Ask students - where would I put a point for 25?
Ask the students to explain why and show this using
their tool
Erase, and draw another number line
Number it with intervals of 10
Ask the students - where would I put a point for 40?
Ask the students to explain why and show this using
their tool
Introduce IXL to students IXL Second Grade Math
Show students how to navigate the website
Introduce Number Lines - Up to 1,000
Give a few examples from this link
Give students the opportunity to navigate the site on
their own
Explain that this site can be useful and good practice
Once students are able to locate a point on the number line, explain that today they will
be taught how to use the number line to solve addition problems.
introduce a simple addition equation. (5+4)
Draw a number line on the board and label 1 through 10 (the students can use their tool)
Show students addition equation
Ask students which number they would represent on the number line
Response - 5
Response - 4
Explain to the students that for
addition they could start at either number because both equations equal
9 (4+5=9 and 5+4=9)
Mark the point for 5 on the number line
Ask the students how many times they think you need to hop to find the answer?
Response - 4 times

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 Have students explain why they think you need to hop
four times?
Ask students which way they think you need to hop?
Have students explain why they think you need to hop
that way
Ask students why you wouldnt hop the other way for
this equation?
Demonstrate starting at 5, how you would hop 4 times, to land on 9.
Explain how this represents the equation 5+4=9
Give the students another example (13+17)
Draw a number line on the board and label with intervals of 5 (the students can use their
tool)
Show students the addition equation
Ask students which number they would represent on the number line
Response - 13
Response - 17
Explain to the students that for
addition they could start at either number because both equations equal
30 (13+17=20 and 17+13=20)
Mark the point for 13 on the number line
Ask the students how many times they think you need to hop to find the answer?
Response - 17 times
Have students explain why they think you need to hop
seventeen times?
Ask students which way they think you need to hop?
Have students explain why they think you need to hop
that way
Ask students why you wouldnt hop the other way for
this equation?
Demonstrate starting at 13, how you would hop 17 times
Start at 13
Explain to the student that you could start by hopping 2
times to get to 15 - write a 2 above the hops
Ask the students how many more hops we need
Response - 15
Demonstrate how you can skip count by 5s
Demonstrate how you can hop by intervals of 5 starting
at 15 (hop by 5, 3 times)
Draw 5 above each hop
Count how many total hops were made
Response - 17
Ask the students we started at 13, we hopped 17
times...what did we land on?
Response - 30
Have students check their answers
Explain how this represents the equation 13+17=30

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 Confirm students understand and ask if they have any questions
Tell students that you are going to play a BINGO game using the number line
Explain to students that you will give them addition problems on the board
The students that they can either use their tools or the number line
scratch paper to get the answer to each problem
If they have the answer to the problem on their bingo board they place a
marker on that number
Once they have four in a row, column, or diagonal, they call out
BINGO
The students need to call out the answers they got and they need to
match the answers to the equations the teacher called out.
If you get BINGO you get a prize
Play this game until at least 5 students get BINGO
Collect BINGO cards and scratch paper sheets
Explain directions and pass out homework

Homework: Addition Number Line Hopping

Day Four, 45 minutes

Topics/Learning Goals:
The students will be practicing how to use the number line to solve addition problems.

Activities:
Start by setting up projector
have students seated at their desks
inform students that today they will be using the number line to find the sum of two
numbers.
Ask students if they know what sum means?
Possible student responses
Sum means to add
Sum is the total of two numbers
Explain to students objectives of the lesson
The objective of the lesson today is to be able to successfully set up and
use the numberline to solve addition problems
Tell the students Before we begin, I want you to solve this equation without using a paper,
pencil, number line tool, or hundreds chart. I want you to solve this in your head. Once you got
the answer give me a silent thumbs up.
Give the students the equation 6+3=
Once you have all students with silent thumbs up, select a student to give
the answer and explain to the class how they got that answer.
Select other students to explain their reasoning

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 Draw a number line on the whiteboard
Instruct the students that you will give them a addition problem and call up a volunteer to
be the point on the number line. The rest of the students will be following along using their tools
Write addition problem on the board (10 + 4)
Call up a volunteer student to be the point on the numberline
Ask the students what number we start at and why we would start at that number?
Possible student responses -
We would start at 10 because it is the bigger number
We would start at 10 because it is the first number
Ask the students if there are other ways we could start?
We can start at 10 or 4 because 10+4= 14 and 4+10=14
Ask the students if we have to hop backwards or forwards
Possible student responses
Forward because you are adding
Ask the students how many times does the volunteer need to hop, why, and in what
direction
Possible student responses
He/She needs to hop four times to the right because we
are adding 4
Have the student hop according to his/her peer responses (All students should be using
their number line tools to follow along)
Ask the students what the answer to the equation is
Possible student responses
The answer is 14
Repeat two more times with different volunteers to be the point on the number line
Give examples
20 + 12 =
45 + 21 =
Explain to students that their are 12 stations set up around the room (24 students) and they
will get into pairs.
Explain that each pair will go to each station and use their worksheet to solve the addition
problems at the station using the number line/
Students who are struggling will start at station one and build from there
Station one starts with a problem 6 + 4 =
Station two will be 50 + 20 =
Station three will be 65 + 35 =
Explain that they will have 1-2 minutes at each station to solve the problem
Explain that the station they are at is the station number they start with on their worksheet
Explain that you will put a word bank on the board and you want the students to use that
word bank to explain to their partner how they got their answer
Word bank - Skip Count, Addition, Sum, etc.
Explain that when they are done solving the problem, both partners will stand by their
station quietly facing the teacher with a thumbs up.
If multiple students are finished and you are working with a group have the
students create their own equation on the back of the worksheet to have their partner

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 solve.
Put worksheets at stations (Worksheets should have the station number they start at, at
the top left corner)
Make sure the students have a pencil and explain to them the first thing they do is put their
name on their paper.
Ask What will you do first?
Student response -
Put your name on your paper!
Ask the students if they understand and/or have any questions
Allow students to ask questions
Partner up the students and assign them to a station.
Assign students who are struggling to station one first. This way the
student can build up to more complex equations.
Once the students are at their station they may begin
Walk around the room to help struggling students
Use checklist to assess their understanding of how to use the number line
to solve the subtraction problems given
Once students are finished at their station and have given a silent thumbs up, call out
Switch so they are able to move to the next station.
Once students are finished with all 12 stations have them sit at their desk to go over each
equation together as a class
Start with the pair at station one
Allow each pair to explain their thinking at the station they started at (number of station will
be at the top of their worksheet)
Ask the class Thumbs up if you agree, thumbs down if you do not agree.
Allow students respond as to why they agree or disagree and explain their
reasoning.
Ask questions such as
Could we have started with this number?
Could we have skip counted by five instead of counting
individually 1,2,3,4,5?
Is there another way of hopping forward to solve this
equation?

Homework: N/A

Day Five, 45 minutes

Topics/Learning Goals:
The students will be introduced on how to use the number line to solve subtraction problems.

Activities:
Start the lesson by reviewing what was learned in previous lesson (how to use the

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number line to solve addition problems)
Draw a number line on the board
Give students the equation 34+16=
Ask students which number we start at on our number line and why
Student response
You start at 34 because it is the bigger number
You start at 34 because it is the first number in the
equation
You can start at either 34 or 16 because 34+16=50 and
16+34=50
Ask students to locate 34 on the number line
Ask how they know that is 34 on the number line
Student response - because it is between 33 and 35
Ask the students which way will we hop on the number line and why
Student response - to the right because we are adding
Ask the students how many hops to the right we will take
Student response - 16 because we are adding 16
Explain to the students that today they will be taught how to use the number line to solve
subtraction problems.
Introduce a simple addition equation. (7-5=)
Draw a number line on the board and label 1 through 10 (the students can use their tool)
Show students the subtraction equation
Ask students which number they would represent on the number line
Response - 7
Response - 5
Explain to the students that for
subtraction they have to start at the bigger number.
Ask students - can you take away 7 from 5?
Student response - No
Ask students why?
Student response - because we do
not have enough to take away from
Explain to the students that if you start
at 5, you cannot hop backwards 7 times. (demonstrate this on the
number line)
Erase and Start by making the point for 7 on the number line
Ask the students how many times they think you need to hop to find the answer?
Response - 5 times
Have students explain why they think you need to hop
five times?
Response - because we are taking
away 5
Ask students which way they think you need to hop?
Have students explain why they think you need to hop
that way
Ask students why you wouldnt hop the other way for

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 this equation?
Response - if we hop the to the right
we will be adding, so we need to hop to the left to subtract
Demonstrate starting at 7, how you would hop 5 times, to land on 2.
Explain how this represents the equation 7-5=2
Give the students another example (18-12)
Draw a number line on the board and label with intervals of 5 (the students can use their
tool)
Show students the subtraction equation
Ask students which number they would represent on the number line
Response - 18
Response - 12
Explain to the students that for
subtraction they have to start at the bigger number.
Ask students - can you take away 18
from 12?
Student response -
No
Ask students why?
Student response -
because we do not have enough to take away from
Explain to the
students that if you start at 12, you cannot hop backwards 18
times. (demonstrate this on the number line)
Mark the point for 18 on the number line
Ask the students how many times they think you need to hop to find the answer?
Response - 12 times
Have students explain why they think you need to hop
twelve times?
Ask students which way they think you need to hop?
Have students explain why they think you need to hop
that way
Ask students why you wouldnt hop the other way for
this equation?
Response - you have to hop to the left
because if we hop right we are adding
Demonstrate starting at 18, how you would hop 12 times
Start at 18
Demonstrate to the student that you could start by
hopping 3 times to get to 15 - write a 3 above the hops
Ask the students how many more hops we need
Response - 9
Demonstrate how you can skip count by 5s
Demonstrate how you can hop by intervals of 5 starting
at 15 (hop by 5, one time)
Draw 5 above the hop

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 Explain how once you are at 10 and you have hoped
14 times
Ask the students how many more times we need to
hop? Why?
Response - 1 more time because we
need to hop 15 times and we only hoped 14
Hop one more time to the left
Count how many total hops were made
Response - 15
Ask the students we started at 18, we hopped 15
times...what did we land on?
Response - 9
Have students check their answers
Explain how this represents the equation 18-12=9
Confirm students understand and ask if they have any questions
Tell students that you are going to play a BINGO game using the number line
Explain to students that you will give them subtraction problems on the board
The students that they can either use their tools or the number line
scratch paper to get the answer to each problem
If they have the answer to the problem on their bingo board they place a
marker on that number
Once they have four in a row, column, or diagonal, they call out
BINGO
The students need to call out the answers they got and they need to
match the answers to the equations the teacher called out.
If you get BINGO you get a prize
Play this game until at least 5 students get BINGO
Collect BINGO cards and scratch paper sheets
Explain directions and pass out homework

Homework: Subtraction Number Line Hopping

Day Six:
See elaborated lesson plan below

COMPONENT 6: ELABORATED LESSON PLAN

First Name Last Name Email Date

Jovon Lauriano jovonl@hawaii.edu

Semester Year Grade Level/Subject Lesson Duration

Spring 2017 Second Grade 45 minutes

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 Title

How can we use the number line to help us solve subtraction problems?

Central Focus (Enduring Understandings)

A description of the important understandings(s) and concept(s)

Big Idea: Numbers - Integers

The set of real numbers in infinite, and each real number can be associated with a point on the number line. (Charles
2005, pg.12)
Throughout this lesson the students will be placing numbers from a subtraction problem at points on a numberline. They
will then use the numberline to solve the subtraction problem by hopping backwards from one point to another. For
example, 12-2, the students will start with a point on the numberline at 12, and hop backwards (or to the left) two times to
end up at the point, 10, on the number line to receive their answer.
Enduring Understanding:
Integers are the whole numbers and their opposites on the number line, where zero is its own opposite.
Each integer can be associated with a unique point on the number line, but there are many points on the
number line
that cannot be named by integers.

Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III (HCPS III) that align with
the central focus and address essential understandings, concepts, and skills

CCSS.MATH.CONTENT.2.MD.B.6
Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the
numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.
CCSS.MATH.CONTENT.2.NBT.A.2
Count within 1000; skip-count by 5s, 10s, and 100s.
CCSS-MP1 Make Sense of Problems and Preserve in Solving Them
Mathematically proficient students check their answers to problems using a different method, and they
continually ask themselves, Does this make sense?
During this lesson the students will be using the number line to help them solve the
subtraction problem given. They will have to check their work by solving the equation without using the
number line to make sure their answers are the same.
They can understand the approaches of others to solving complex problems and identify
correspondences between different approaches.
During this lesson the students will be working in pairs. Therefore, they will need to
understand different strategies and the way their partner is solving the problem, if it differs from the
way they are originally solving it.
CCSS-MP5 Use Appropriate Tools Strategically
Mathematically proficient students consider the available tools when solving a mathematical problem.
These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a
computer algebra system, a statistical package, or dynamic geometry software.

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 In this lesson, the students will be using the number line to help them solve
subtraction problems. They will also have access to a 100 chart if needed, to help them skip count.

CCSS-MP6 Attend to Precision

In the elementary grades, students give carefully formulated explanations to each other.
During this lesson the students will be working in pairs. They will be having to explain
their thinking to their partner to ensure they both have the correct answer.
On the summative assessment worksheet created, the students will answering a
question that involves them explaining their understanding of how to use a number line to solve
subtraction problems.

Student Learning Objectives

Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-lesson learning segment

Students will be able to...

demonstrate how to use a number line model to find differences without using a paper or pencil, and know
when and how to use it (Procedural Fluency)
explain clearly to peers how to use a number line model to find differences. (Conceptual Understanding /
Adaptive Reasoning)
skip-count by 5s, 10s, and 100s
locate a number on the number line and represent the problem using the number line (Strategic
Competence)

Assessments
The procedures to gather evidence of students learning of learning objective(s) to include formative (informal)
assessments applied throughout the lesson and a summative assessment (formal) of what students learned by the end of
the lesson (include any assessment tools)

Formative Assessments: I will be observing my students throughout the lesson to see how they interact with one
another, communicate, and follow directions. I will be using thumbs up and thumbs down to quickly assess understanding
as well as a checklist to assess students progress with the task. I will also be asking the students questions such as why?
how? can you do it a different way?, etc, to expand their thinking and test their understanding of the lesson objective. The
students will be demonstrating their understanding through participation and demonstration. I will keep track of their
participation and understanding by keeping a Check List as well as collecting the worksheet at the end of class to be
reviewed.
Summative Assessments: The students will be given the Number Line Hoping worksheet (Page 3) to complete at the
end of the lesson. The worksheet will include subtraction problems using the number line, as well as a reflection question
and riddle to show students are able to explain their understanding.

Students Prior Academic Knowledge and Assets

The students content knowledge, skills, prior academic experiences, and personal/ cultural/ community assets to draw
upon to support learning

Skip Counting by 5s and 10s

Using the number line for addition problems
Using the number line to solve word problems
The students have had prior experience solving word problems using the number line
They have prior knowledge on how to use a KWL Chart to break down

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 the word problem
K = What you know?
W = What you want to find out?
C = What are the special conditions?
The students are able to determine what operation they need to use to
solve the problem by the words being used within the word problem. (Ex. how much more or
all together)

Academic Language and Language Supports

Oral and written language that the students need to learn and use to participate and engage in the content. The planned
instructional supports to help students understand, develop, and use academic language.

Students will need to know:

Skip-Counting - We will use skip counting when jumping from one number to another on the number line.
Subtraction - I will be discussing with the class that subtract means to take away and how it can be used
when you are trying to find out how much more something is.
Difference - I will be discussing with the class that when subtracting we are finding out how much the two
numbers differ from one another.
Backwards - When subtracting on a number line, we will be discussing as a class which way we need to
jump to get our answer.
During this lesson the students will be working in pairs and will need to use this vocabulary throughout the lesson to
explain to one another their thinking and how they solved the equation using their number line. I will be giving the students
a word bank on the board and instructing them to utilize these words when explaining their thinking to their partner. Before
getting into pairs, I will give the students an example such as, I skip-counted backwards by fives to find the difference of
30 and 15.

Instructional Strategies and Learning Tasks

A description of what the teacher will do and say and what the students will do during the lesson that 1) uses clear steps
that convey the use of multiple strategies, supports, and resources and 2) list opportunities offered for multiple modes of
participation

Introduction: (5 minutes)
Start by setting up projector
have students seated at their desks
inform students that today they will be using the number line to find the difference between 2 numbers.
Ask students if they know what difference means, allow students to respond
Possible student responses
Difference is finding out what is different
Difference means to subtract
Difference means to find out how much more
Ask students to raise their hand if they have used a number line before
Allow students to raise hand
Explain to students objectives of the lesson
The objective of the lesson today is to be able to successfully set up and use the
numberline to solve a subtraction problem
Tell the students Before we begin, I want you to solve this equation without using a paper, pencil, number

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 line, or hundreds chart. I want you to solve this in your head. Once you got the answer give me a silent thumbs
up.
Give the students the equation 7-3=
Once you have all students with silent thumbs up, select a student to give the answer
and explain to the class how they got that answer.
Select other students to explain their reasoning
Number Line Hop: (10 minutes)
Draw a number line on the whiteboard
Instruct the students that you will give them a subtraction problem and call up a volunteer to be the point on
the number line. The rest of the students will be following along using their paper/whiteboard.
Pass out paper/whiteboard along with pencil/dry erase marker
Write subtraction problem on the board (10 - 4)
Call up a volunteer student to be the point on the numberline
Ask the students what number we start at and why we would start at that number?
Possible student responses -
We would start at 10 because it is the bigger number
We start at 10 because we cannot take 4 away from 10
Ask the students if there are other ways we could start?
Possible student responses -
No, because if we start at 4 we wont be able to take away 10
No, because if we start at 4 we will be in the negatives
Ask the students if we have to hop backwards or forwards
Possible student responses
Backwards because you are taking away
Backwards because we are subtracting not adding
Ask the students how many times does the volunteer need to hop, why, and in what direction
Possible student responses
He/She needs to hop four times to the left because we are taking away
4
Have the student hop according to his/her peer responses (All students should be using their
paper/whiteboard to follow along using their own number line)
Ask the students what the answer to the equation is
Possible student responses
The answer is 6
Repeat two more times with different volunteers to be the point on the number line
Give examples
20 - 12 =
45 - 24 =
Ask the students, If I had 9 minus 5, should I start at 5 and hop backwards 9 times? Why or why not?
Possible student responses -
No, you should start at 9 because it is bigger
No, you should start at 9 because you cannot take 9 away from 5
Number Line Stations: (20 minutes)
Explain to students that their are 12 stations set up around the room (24 students) and they will get into
pairs.
Explain that each pair will go to each station and use their worksheet to solve the subtraction problem at
the station using the number line.
Students who are struggling will start at station one and build from there

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 Station one starts with a problem 10 - 8 =
Station two will be 50 - 20 =
Station three will be 65 - 35 =
Explain that they will have 1-2 minutes at each station to solve the problem
Explain that the station they are at is the station number they start with on their worksheet
Explain that when they are done solving the problem, both partners will stand by their station quietly facing
the teacher with a thumbs up.
If multiple students are finished and you are working with a group have the students
create their own equation on the back of the worksheet to have their partner solve.
Put worksheets at stations (Worksheets should have the station number they start at, at the top left corner)
Make sure the students have a pencil and explain to them the first thing they do is put their name on their
paper.
Ask What will you do first?
Student response -
Put your name on your paper!
Ask the students if they understand and/or have any questions
Allow students to ask questions
Partner up the students and assign them to a station.
Assign students who are struggling to station one first. This way the student can build up
to more complex equations.
Once the students are at their station they may begin
Walk around the room to help struggling students
Use checklist to assess their understanding of how to use the number line to solve the
subtraction problems given
Once students are finished at their station and have given a silent thumbs up, call out Switch so they are
able to move to the next station.
Once students are finished with all 12 stations have them sit at their desk to go over each equation
together as a class
Start with the pair at station one
Allow each pair to explain their thinking at the station they started at (number of station will be at the top of
their worksheet)
Ask the class Thumbs up if you agree, thumbs down if you do not agree.
Allow students respond as to why they agree or disagree and explain their reasoning.
Ask questions such as
Could we have started with this number?
Could we have skip counted by five instead of counting individually
1,2,3,4,5?
Is there another way of hopping backwards to solve this equation?

Assessment: (10 minutes)

Explain to the students that they can use the number line when solving addition as well as subtraction
problems and that it helps when you need to create a visual of your thinking.
Go over Assessment Worksheet directions
Ask students if they have any questions before they begin
Instruct Students to complete the Assessment Worksheet individually or as homework if we run out of time.
Explain that when they are done they can turn in their worksheet

Differentiation

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Adaptations to instructional strategies, the learning environment, content, and/or assessments to meet the needs of
students who require further support (e.g., ELL/MLL, struggling, accelerated, 50/IEP, etc.)

Students who need extra support will be able to receive help from the instructor and further explanations. If needed
the students will be partnered by the teacher so those who are challenged in this subjected will be partnered with someone
who excels.
For students who are struggling, I will start by providing them with equations that are between 0-10. As an example I
may ask them to show me how they would find the difference of eight and four, or ten and three. Once mastered, I would
then give equations that involve simple numbers, such as, finding the difference of twenty and ten, or fifty and thirty. Lastly I
would challenge them to use the number line to help solve these equations and build from there.

Instructional Resources and Materials

Books, texts, and other materials needed for the lesson

Projector
Whiteboard
Dry Erase Marker
Formative Assessment Checklist
Number Line Hopping Worksheet
Pencil
Red Pen (Correction Pen)
Subtraction problems for each station
Citations
Charles, R. I. (2005). Big Ideas and Understandings as the Foundations for Elementary and Middle School Mathematics.
Mathematics Education Leadership,7(3), 9-24. Retrieved March 28, 2017.

Instructional Materials:
Majority of these materials can be found inside a classroom or were developed by myself. Some of
the materials such as plates, beads, yarn, prizes, etc. will need to come from an outside source.

Day 2 Day 3 Day 4 Day 5 Day 6

Day 1

Number Line White Board See

Poster White board White Board
Worksheet Dry Erase elaborated
Paint Dry Erase Marker Dry Erase Marker lesson plan
White board Marker Completed
Plates IXL Second
Grade Math Formative Number Line tool
Permanent Dry Erase Assessment BINGO Cards
Pen Marker Computers Checklist
Hundreds Number Line
Number Line Completed Pencil Scratch Paper
Chart
Tool (printed

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 on or glued on Number Line tool
Colored Red Pen Bingo markers
thick paper
Pencils (correction (buttons, beans,
and already BINGO Cards
pen) m&ms)
Skip Counting hole punched) Number Line
Worksheet Addition Prizes (cookies,
Yarn Scratch Paper
problems for candy bags, mini
White Board
Beads Bingo markers each station toys, pencils,
Dry Erase (buttons, beans, etc.)
Tape
marker m&ms)
Subtraction
Elmo/Projector Prizes (cookies, Number Line
candy bags, mini Hopping
toys, pencils, etc.) Worksheet
Addition Number
Line Hopping
Worksheet

COMPONENT 7: MATH TASKS DEBRIEF

Not Applicable

How did you solve the task? (Include details such as diagrams, tables, calculations, etc.)

What are some alternative solution strategies you anticipate might surface?

What are some potential challenges, misconceptions, or errors you anticipate might surface?

What issues around academic language might surface in this task?

1. Vocabulary
2. Idioms
3. Peer communication demands

COMPONENT 8: COMMENTARY
How do key learning tasks in your unit plan build on each other to support student procedural
fluency, conceptual understanding, mathematical reasoning, positive dispositions toward

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mathematics, and the development of related academic language? Describe specific strategies that
you will use to build student learning across the unit plan. Reference the instructional materials
you have included, as needed.
I started off my Unit Plan by having the students build fluency and understanding of skip counting. I
started with this concept because I wanted the students to understand how to skip count, so when they are
introduced to the number line, they will be able to easily locate numbers throughout different intervals. I
also wanted the students to be able to use skip counting when using the number line to solve addition and
subtraction problems. When teaching skip counting, I used visuals as well as connecting this concept to
real life objects and situations. Connecting math to life situations can help build positive dispositions
towards mathematics, as well as develop related academic language within the household.
Throughout my lesson plans, I help the students build fluency and understanding of locating points on
a number line as well as use the number line as a tool to help students solve addition and subtraction
problems. To develop related academic language, the students have opportunities to work as partners and
in groups to help one another. I provide sentence starters on the whiteboard to help students gain
mathematical reasoning, as well as explain their thinking. I also, provide questions within the summative
assessment worksheets, that asks the students to describe how they would explain the steps to solving an
equation using a number line. To make sure I build positive dispositions toward mathematics, I incorporated
BINGO as well as art. I wanted the students to create their own number line tool that they could use
throughout the year. I also wanted to have the students play BINGO to earn rewards for their understanding
of and fluency for using the number line to solve addition and subtraction problems. The students are given
an equation and asked to use the number line to solve it. Once they solve the problem they can search for
their answer on their BINGO board. When they get BINGO, the students will be able to pick a prize.
Throughout the unit plan, the instruction is scaffolded so the students can build on their prior knowledge
and gain a sense of conceptual understanding when properly using the number line.

Discuss how you will draw out and address anticipated misconceptions and common errors
through your unit plan.
Throughout my lesson there are many concepts that students may have errors on and
misconceptions. During the first lesson the students are being introduced to skip counting by 5s and 10s.
To avoid students making errors when skip counting, I have planned to have the students create a skip
counting poster with their hands. I planned to have a visual so students are able to correct their own errors
and easily see their mistakes. During the rest of the lessons, the students will be using the number line.
For the first lesson when introducing the number line, I have planned to have the students create their own
number line tool. The tool will help the students better visualize the points on the number line as well as
how many hops they make from one number to another when solving addition and subtraction problems.
When discussing the number line, I anticipate students to have trouble knowing how many hops they
need to make to get the answer to the equation as well as knowing which way to hop. To address this
issue, I will make sure to give multiple examples on the board and explain to the students that the number

27
they start with will be their starting point on the number line. I will then explain, the operation of the equation
determines which direction you hop. When subtracting, you are taking away therefore, your number
should get smaller and you should hop left on the number line. When finding the sum, you are adding
therefore, your number should get bigger and you should hop right on the number line. Lastly, the other
number in your equation determines the number of hops you need to make. Another concept I anticipate
the students will make common errors on is setting up the number line. I want to make sure the students
understand that the number line does not always start at zero. I would also like the students to understand
that the number line can written in different intervals, such as, ones, fives, tens, or even twenties.

Explain how the collection of assessments (both formative and summative) from your plan allows
you to evaluate your students learning of specific student standards/objectives and provide
feedback to students on their learning. Be specific about the connections between the assessment,
the type of data you hope to attain, and what the data can tell you about student learning.
As a formative assessment I decided to use a checklist throughout the unit to assess the students on
how well they understand the concept of using a number line. I needed something to quickly check on the
students understanding throughout the lessons. By using the checklist I will be able to see what students
are struggling in what areas, as well as where the class is as a whole. The checklist includes the student's
ability to set up a number line, locate a point on the number line, and using the number line to solve
addition and subtraction problems. The summative assessments throughout the lessons provide a variety
of practice problems as well as questions that require an explanation. The explanation to these questions
will give me a gauge on how well the student really understands the concept of using a number line. These
explanations will also help me see if the student is able to not only know how to solve the problem, but why
they are doing what they are doing to obtain the answer. Throughout these assessments I hope to learn
whether or not the student has a conceptual understanding, as well as procedural fluency when using the
number line.

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