Student Actions

Teacher Actions

• Develop a deep and flexible conceptual understanding of the base ten number system, place value, and the relationship between numbers to locate numbers up to 100 on a number line.

• Communicate mathematically their reasons for placing numbers in certain positions on an open number line.

• Develop mathematical reasoning of the patterns of the base ten number system to locate numbers on a number line (i.e. 73 would be between the benchmarks of 70 and 80).

• Elicit and use evidence of student thinking of using number relationships and the base ten number system to locate numbers up to 100 on an open number line.

• Facilitate meaningful discussions on strategies for finding numbers on an open number line by analyzing and comparing strategies.

• Implement tasks that promote reasoning and problem solving such as using number relationships to locate the position of a given whole number on an open number line up to 100.

Key Understandings

Misconceptions 

• Numbers exist in relationship to one another (e.g. 7 comes after 6 but before 10 and 7 has a greater value than 6).

• Numbers have a given order and can be represented on an open number line in that order. (e.g. 7 comes after 6 but before 10 and 7 has a greater value than 6)

• The number line is a representational numeration system involving spacing and sequence.

• There is only one correct way to draw a number line.

• Number lines always start at zero.

• Number lines always increase/decrease by increments of one. 

  Knowledge Connections

Prior Knowledge

Leads to 

• Find a number 10 more or 10 less than a given number (1.N.1.6).

• Count forward with and without objects (1.N.1.4, 1.N.1.5).

• Locate a given whole number up to 20 on an open number line (1.N.1.8).

• Represent whole numbers up to 100,000 on a number line (3.N.1.1).

• Recognize when to round numbers (3.N.1.5).

• Represent multiplication facts using equal jumps on a number line (3.N. 2.1).