5E Lesson Plan Math

Grade Level: Second Grade Subject Area: Math

Lesson Title: Foundations of Number Lesson Length: 15 days
THE TEACHING PROCESS
Lesson Overview
This unit bundles student expectations that address the understanding of whole numbers up to 1,200 and
comparing and ordering of these numbers using number lines, including open number lines. According to the
Texas Education Agency, mathematical process standards including application, tools and techniques,
communication, representations, relationships, and justifications should be integrated (when applicable) with
content knowledge and skills so that students are prepared to use mathematics in everyday life, society, and the
workplace.
Prior to this unit, in Grade 1, students used place value to compose, decompose, and represent whole numbers
up to 120. They also compared and ordered numbers using open number lines.
During this unit, students extend their understanding of the base-10 place value system to include the
thousands period and numbers up to 1,200. Students compose and decompose numbers through 1,200 as a sum
of so many one thousands, so many hundreds, so many tens, and so many ones using concrete objects (e.g.,
proportional objects such as base-10 blocks, non-proportional objects such as place value disks, etc.), pictorial
models (e.g., base-10 representations with place value charts, place value disk representations with place value
charts, open number lines, etc.), and numerical representations (e.g., expanded form, word form, standard
form, etc.). Students use place value relationships in order to generate numbers that are more or less than a
given number using tools such as a hundreds chart or base-10 blocks. Students compare whole numbers up to
1,200 and represent the comparison using comparative language and symbols. Students use number lines,
including open number lines, to locate, name, and represent the order of these numbers.
After this unit, in Grade 3, students will extend their understanding of place value and the
thousands period to include the ten thousand and hundred thousand places. Students will compose,
decompose, represent, compare, and order whole numbers through 100,000. In addition to ordering
numbers, students will use the number line, including the open number line, as a tool for rounding
numbers and representing fractions.
In Grade 2, composing, decomposing, and representing numbers, and comparing and ordering
numbers using number lines and open number lines are foundational building blocks to the
conceptual understanding of the Grade 2 Texas Response to Curriculum Focal Points (TxRCFP):
Developing proficiency in the use of place value within the base-10 numeration system. This unit is
supporting the development of the Texas College and Career Readiness Standards (TxCCRS): I.
Numeric Reasoning and IX. Communication and Representation.
Unit Objectives:
Students will…
 Understand whole numbers up to 1,200 and comparing and ordering of these numbers using number lines,
including open number lines.
 Extend their understanding of base-10 place value system to include the thousands period and numbers up
to 1,200.
 Compose and decompose numbers through 1,200 as a sum of so many one thousands, so many hundreds, so
many tens, and so many ones using concrete objects, pictorial models, and numerical representations.

Standards addressed:
TEKS:
2.1A- Apply mathematics to problems arising in everyday life, society, and the workplace.

2.1C- Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and
techniques, including mental math, estimation, and number sense as appropriate, to solve problems.
2.1D- Communicate mathematical ideas, reasoning, and their implications using multiple representations,
including symbols, diagrams, graphs, and language as appropriate.

2.1E- Create and use representations to organize, record, and communicate mathematical ideas.

2.1F- Analyze mathematical relationships to connect and communicate mathematical ideas.

2.1G-Display, explain, and justify mathematical ideas and arguments using precise mathematical language in
written or oral communication.

2.2A- Use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way
as a sum of so many thousands, hundreds, tens, and ones.

2.2B- Use standard, word, and expanded forms to represent numbers up to 1,200.

2.2D- Use place value to compare and order whole numbers up to 1,200 using comparative language, numbers,
and symbols (>, <, or =).

2.2E- Locate the position of a given whole number on an open number line.

2.2F-Name the whole number that corresponds to a specific point on a number line.

ELPS:

ELPS.c.1C- use strategic learning techniques such as concept mapping, drawing, memorizing, comparing,
contrasting, and reviewing to acquire basic and grade-level vocabulary.

ELPS.c.2C- learn new language structures, expressions, and basic and academic vocabulary heard during
classroom instruction and interactions

ELPS.c.2E- use visual, contextual, and linguistic support to enhance and confirm understanding of
increasingly complex and elaborated spoken language

ELPS.c.3D- speak using grade-level content area vocabulary in context to internalize new English words and
build academic language proficiency

ELPS.c.3E- share information in cooperative learning interactions

ELPS.c.3H- narrate, describe, and explain with increasing specificity and detail as more English is acquired

Misconceptions:
 Some students may think the digit 3 in the number 326 represents the value 3 instead of the value
300.
 Some students may think if two numbers are composed of the same digits, they have the same value
even if the digits’ place value locations within the two numbers are different.
 Some students may think the total value of a number changes when the number is represented using
different decompositions, not realizing that the sum of the addends in each decomposition remains
the same.
 Some students may think, when comparing numbers, a number value is only dependent on the largest
digit, regardless of the place value location within the number (e.g., when comparing 169 and 243, the
student may think that 169 is larger because the digit 6 and/or 9 are/is larger than any of the digits in
the number 243).
 When ordering numbers, some students may think if the first digit is larger, it is the largest number
despite its place value location (e.g., when ordering 91, 135, and 456, the student may think that 91 is
the largest because the digit 9 is larger than both the digits 1 and 4).
 Some students may be confused about directionality when ordering by place value, rather than
understanding that quantifying descriptors determine the order of numbers as they are read from
left to right (e.g., largest to smallest, smallest to largest, etc.).
 Some students may not realize that a zero in a place value position does not have to be written in
expanded or word form, rather than understanding that it is only in standard form that the zero
must always be represented.

Vocabulary:
 Counting (natural) numbers – the set of positive numbers Compare numbers – to consider the value
of two numbers to determine which number is greater or less or if the numbers are equal in value
 Compose numbers – to combine parts or smaller values to form a number
 that begins at one and increases by increments of one each time {1, 2, 3, ..., n}
  Decompose numbers – to break a number into parts or smaller values
 Digit – any numeral from 0 – 9
 Expanded form (expanded notation) – the representation of a number using place value to show the
value of each digit (e.g., 1,189 as 1,000 + 100 + 80 + 9)
 Numeral – a symbol used to name a number
 Open number line – an empty number line where tick marks are added to represent landmarks of
numbers, often indicated with arcs above the number line (referred to as jumps) demonstrating
approximate proportional distances
 Order numbers – to arrange a set of numbers based on their numerical value
 Period – a three-digit grouping of whole numbers where each grouping is composed of a ones place, a
tens place, and a hundreds place, and each grouping is separated by a comma
 Place value – the value of a digit as determined by its location in a number, such as ones, tens,
hundreds, one thousands, etc.
 Standard form (standard notation) – the representation of a number using digits (e.g., 1,200)
 Whole numbers – the set of counting (natural) numbers and zero {0, 1, 2, 3, ..., n}
 Word form (written notation) – the representation of a number using written words (e.g., 1,152 as
one thousand, one hundred fifty-two)

Related Vocabulary:
 Base-10 place value system
 Increment
 Ones place
 Comparative language
 Landmark (or anchor) numbers
 Tens place
 Comparison symbol
 Less than (<)
 Thousands period
 Equal to (=)
 Magnitude (relative size)
 Tick mark
 Greater than (>)
 Number sequence
 Units period
 Hundreds place
 One thousands place

List of Materials:
Day 10:
The King’s Commissioners by Aileen Friedman
Hundreds Chart
Paper and Pencil
Beans, pennies, unifix cubes or other counters

Day 11:
1-9 Spinner ([Link]
Paper clip
Brad fasteners (optional)
Paper spinners
Paper and pencil
Handout: Make A Number

Day 12:
More or Less by Stuart J. Murphy
Poster board
Markers
Dry erase boards and dry erase markers
Handout: Mystery Number Clues
Index cards with numbers up to 1,200 written on them
Paper bags

Day 13:
Index cards with 3 to 4–digit numbers written on it
Yarn
Tape or clothes pin

Day 14:
Handout: Number line

Day 15:
Handout: Missing Number
Ruler
Handout: Distance Between Cities

Day 16:
Handout: Performance Assessment
INSTRUCTIONAL SEQUENCE
Phase One: Engage the Learner
Day 10 Activity:

Instructional Procedures:
1. Prior to lesson, read The King’s Commissioners by Aileen Friedman before introducing
it to the class. Make notes, comments and questions on sticky notes. Place the sticky notes
in the book.

2. Read The King’s Commissioners by Aileen Friedman aloud to the class. This book
demonstrates to students that there are many ways to count and reinforces the digits and
place value.

3. Discuss the numbers counted by each advisor. Stop after page six and
Ask:
 How would you count the commissioners (one by one) or the Royal Advisor’s
way? Answers may vary.

4. Stop on page eight and

Ask:
 How many commissioners did the First Royal Advisor count? 47
Write the number on the board.

5. Pause again on page nine and

Ask:
 How many commissioners the Second Royal Advisor count? 47
Write the number on the board.

6. Continue this for all counts. On pages fourteen and fifteen, point to the numbers the
princess indicates, and explain again that there are different ways to group numbers when
we count. In the story, the commissioners were counting by 2s, 5s, and 10s, with the
remainder added each time.

7. Pair students with a partner and have them come up with different ways to count 47 that
was not presented in the book. Students may use beans, pennies, unifix cubes or other
counters. When different ways have been found, have each pair of children share their
findings with the class.

8. Distribute handout: Counting using Patterns. Project a copy on the board.

9. Record findings on the handout: Counting using Patterns (handout can be glued into
Math Journal when activity is completed).

Number: 47
Count by Groups Left Over
3 15 2
4 11 3
7 6 5

10. Students will continue to work in pairs. Write the numbers 33 and 45 on the board.
Ask the students to group and count the numbers in four different ways (units, 2, 5, 10)
and write the results on paper. For the groups that are finished early, ask them to group the
class in two different ways and count each group.

What’s the teacher doing? What are the students doing?

(How is the teacher encouraging the students to use
what they already know about the topic).  Students are listening to the story and
answering guiding questions
 What are some other ways to group the .
number 47 that was not presented in the  The students will be working with a
book? (group by 3s, 4s, 7s) partner to come up with different ways to
count to a number.
 What if the king had more than 47
commissioners? Ask student pairs to count  The students will be sharing ideas to the
and record the number 33 and then 45 in whole class.
four different ways (units, 2, 5, 10).

 Why would the Royal Advisors and the

Princess group the Commissioners when
counting them? It is fast adding or counting
in multiples.

 Why is skip counting important? Skip

counting is important to help build a solid
foundation for multiplication, making
equivalent fractions and finding common
denominators. Relate skip counting to their
daily lives. For example, counting by twos
are eyes, ears, hands, feet, shoes, and socks.

 In the story, the Royal Advisors counted the

commissioners by 2s, 5s, and 10s. Are there
other ways we can skip count? Yes, by 3s,
4s, 6s, 7s, 8s, and 9s. Let’s look at the
hundreds chart. Show students on the
hundreds chart that they can skip count in
other ways to get to the number 47.

Phase Two: Explore the Concept

Day 11 Activity:

Instructional Procedures:
1. Prior to instruction, prepare 12 paper spinners in advance. The paper clip can be
attached using a brad fastener; however, students can also use their pencil point to hold
the paper clip in place when spinning the paper clip.

2. The class will play, “Make a Number” and the teacher will project a 0-9 spinner.
([Link]
Each student draws three squares on his/her paper or math journal shown below:

3. The object of this activity is to place digits in the blanks to make the largest possible
number. The teacher spins the spinner and announces the resulting digit. Each student
writes the digit in one space on his/her paper. This process is continued until the teacher
has spun 3 times. Once a number is written in a blank, it cannot be erased. The students,
who make the largest number, are awarded a point.

4. Repeat the game several times, and discuss the results.

5. As a variation, spin the spinner 4 times. Each student must pass on one number. The
passed number must be written in the margin of the paper and then marked out. When a
number is passed, it cannot be reclaimed.

6. Once a number is formed, have students practice saying the number out loud.

7. Pair students with a partner and continue this activity with students making the smallest
possible number. Distribute paper spinners to each student pair.

8. Students will be recording their answers on handout: Make A Number.

9. Allow time for students to come up with at least 5 numbers.

10. Students will practice saying the numbers created out loud, write their numbers in
expanded notation and draw a picture representing the number.

11. For early finishers, students may order their numbers from least to greatest and/or
greatest to least.

What’s the teacher doing? What are the student’s doing?

 Model and review the rules on how to play  Creating the largest or smallest possible
the game, “Make a Number.” number with 3 digits given to them.
 Monitor students as they create their own
numbers.  Play, “Make a Number” game with a
 Review place value, hundreds, tens, and partner.
ones.
 After the game is played, ask students, “If  Practice saying the number created out
 the first spin is 9, where would you place it? loud.
Why? If the first spin is 1, where would you
place it? If the first spin is 5, where would
you place it? Why? What is a general rule
that can be used to achieve the greatest
possible number? How will this rule change
if you want to find the least possible
number?
 Monitor students as they play, “Make a
Number” with a partner. Listen to them read
the numbers out loud.

Phase Three: Explain the Concept and Define the Terms

Day 12 Activity:

Instructional Procedures:
1. Prior to instruction, create 6 sets of Index Cards with 5 cards in each set. Each card will
have a number up to 1,200. Place 1 set of Index Cards in a paper bag. You will have a
total of 6 paper bags. Label each bag with numbers 1-6.

2. Read, “More or Less” by Stuart J. Murphy. This book is about comparing whole
numbers and understanding what is more and what is less. It is a good book to introduce
math vocabulary.

3. The class will create an anchor chart with the following terms:
Greater than (>), less than (<), equals (=), between, compare, digit, fewer, greatest, least,
order, place value, symbol and whole number.

4. The class will play a game to practice the vocabulary terms. The students will
determine a mystery number based on a set of clues. The teacher will project the handout:
Mystery Number Clues on the board and the students will use dry erase boards to
display the mystery numbers.
An example is shown below:
A mystery number goes in the . Use the clues to find the number.
 < 950
 > 900
 930 <
 < 932
Answer: = 931

5. Allow students to create their own mystery number. The students will work
independently to come up with at least 3 clues to their 3-digit mystery number. The
students will then trade their clues with a partner and determine the other person’s
mystery number with its given clues. Allow students a few minutes to complete this
activity.

6. Gather students back to whole group and write the following numbers 88, 89, 90 on the
board. Circle 89 and then point to 88 and 90. Say the words before and after using the
following sentence frame: 88 comes _____90. Repeat using other numbers.
Ask:
 What number comes between 86 and 88? 87
7. Divide students into groups of 5 or 6. The student groups will be comparing and
ordering 3 and 4-digit numbers (up to 1,200).

8. Distribute a paper bag with 5 numbers less than 1,200 written on index cards to each
group. First, the student will draw two numbers from the bag and compare them using the
terms greater than and less than. Then, the students will order all 5 numbers from greatest
to least and least to greatest.
Example:
1) 1,015 and 1,003 were pulled from the paper bag #1.

a) 1,003 is less than 1,015 b) 1,015 is greater than 1,003

1,003 < 1,015 1,015 > 1,003

2) 1,015, 1,003, 1,089, 998, 965 were all the number cards from the paper bag #1.

Ordering Numbers
a) Greatest Least
1,089 > 1,015 > 1,003 > 998 > 965

b) Least Greatest
965 < 998 < 1,003 < 1,015 < 1,089

8. Students will be recording their answers in their math journal or a piece of paper to be
turned in.

What’s the teacher doing? What are the students doing?

 Stop and discuss vocabulary terms in the  Listening and asking questions about the
story. read aloud.
 Discuss vocabulary terms, compare, equals  Actively participating in creating anchor
(=), fewer, greater than (>), less than (<), chart with vocabulary terms.
least, order, place value, whole number,  Write the mystery number on a dry erase
digit, between, greatest, symbol. board given the clues.
 Create anchor chart with the class with the  Work independently and with a partner to
vocabulary terms. come up with clues to their 3-digit mystery
 Model how to play the mystery number number.
game.  Practice using terms to compare numbers
 Monitor and assist students as they work to (greater than, less than, equal to).
create clues to their own 3-digit mystery  Engaged and activity participating in group
number, comparing numbers and ordering work to compare numbers, and order
numbers. numbers.

Phase Two: Explore the Concept

Day 13 Activity:

The students will continue to explore the concept of comparing numbers. Students will
use logic and reasoning skills to investigate the structure of number lines.

Instructional Procedures:
1. Prior to instruction, create a set of Index Cards 0-100 for each teacher labeled 0, 10, 20,
30, 40, 50, 60, 70, 80, 90, and 100. Create a set of index cards for each teacher labeled 0,
1, 2, 3, 4, 5, 6, 7, 8, 9, 10. These sets will be used for the modeling part of the lesson.
Additionally, create 5 sets of Index Cards with 4-5 cards in each set for each student
group with various ranges (e.g., 600-700; 600, 620, 640, 660, 680). On each of the cards,
draw and color in a circle underneath the number to represent a point.

2. Explain to students that today they will learn about number lines, beginning by building
a human number line. Explain to students that a number line is a model used to represent
numbers and the relationships between them.

3. Facilitate a discussion about lining up:

Ask:
 What does it mean to stand in a line or to line up? Answers may vary. People stand
behind or besides another, to get in order, etc.

4. Invite 5 students to line up in front of the class.

Ask:
 When you line up, does the line have a starting point and an ending point?
Answers may vary. Yes, the person in the front of the line and the back of the line
are the starting and ending points.

5. Ask students in line to reach their arms out to touch the shoulder of the person standing
next to them. Explain to students when standing in line we try to stand the same distance
apart to give each other space. Similarly, numbers on a number line are equally spaced to
show that they are the same distance apart.

6. Invite 11 student volunteers to the front of the class and randomly distribute the cards
0-100 to each student volunteer. Instruct the student volunteers to hold their card with the
number displayed for the class to see.

7. Instruct the seated students to give instruction to the 11 student volunteers to place the
student and their numbers in order from least to greatest as they appear from left to right.
Remind students to evenly distribute themselves and their card while in line to show that
the distance between 0-10, 10-20, etc., are the same distance apart.

8. Repeat this activity with card numbers 0-10.

9. Facilitate a discussion about both number lines:

Ask:
 What do the two number lines created by the class have in common? Answers may
vary. They both have numbers evenly spaced along the line; the numbers are
arranged in order from least to greatest; they both start with 0; etc.
 What is the difference between the two number lines? Answers may vary. There
are different number values on the lines; one counts by ones and the other counts
by tens; they have different ending points; etc.

10. Explain to students that each number displayed on the number line is called a “point,”
and that a point is represented by a dot on the tick mark on the number line. In addition,
explain to students that in between each point are tick marks that represent numbers that
are not displayed.

11. Students will now be divided into groups of 4-5 and will be creating a number line
with a range (e.g., 600-700). Give each student group 4-5 pre-made index cards with a 3-
digit number within the given range and a piece of yarn about a foot long. The yarn will
be used as a number line. The students will also be given either invisible tape or 4-5
clothes pins to attach the cards on the piece of yarn.

12. The students will place their card in the appropriate place on the number line. Discuss
why the numbers were placed the way they were and why place value is important. They
will be comparing the numbers and ordering them from least to greatest on the number
line. Remind students that the distance between the numbers is equally spaced. Once the
groups have determined that their number cards are placed in order from least to greatest,
students will secure the number cards on the yarn with a piece of tape or clothes pin.

13. Gather students together to discuss their group activity.

Ask:
 What number range were you assigned? Answers may vary.
 Does the point (e.g. 618) exist on your number line? Explain your thinking.
Answers may vary. Yes, it’s somewhere between 600 and 620.

14. Explain to students that the number 618 does exist between 600 and 620, but does not
need to be labeled because only the multiples of twenty were added to the line. Facilitate a
class discussion about labels between intervals.
Ask:
 Approximately, where do you think the point 618 should be located on the 600-
700 number line? Between which two labeled numbers? Explain your thinking.
Between 600 and 620 because 618 is greater than 600 and less than 620.
 What labels would you need for points between 620-640? 621, 622, 623….639.

What’s the teacher doing? What are the students doing?

 Set clear expectations on rules and  Arrange numbers in order from least to
procedures. greatest on a number line.
 Model what a number line is by using  Answer guiding questions.
student volunteers.  Create 3-digit numbers within a range and
 Facilitate classroom discussions. place on the number line.
 Monitor and assist student groups in the  Practice using comparative language (e.g.,
construction of their number line. greater than, less than, equal to).
 Ask guiding questions.  Practice using words such as number line,
 How is place value used to compare two intervals, points, and tick marks.
numbers? (e.g., How is place value used
to compare 625 and 675?).
 How can the comparison of two numbers
be described and represented? (e.g., How
can the comparison of 675 and 625 be
described and represented?).
 How is place value used to order a set of
numbers?
 How are quantifying descriptors used to
determine the order of a set of numbers?
(e.g., How do the quantifying descriptors
least to greatest or greatest to least
determine the order of the numbers 652,
625, and 575?).
 How can the order of a set of numbers be
justified? (e.g., How can the order of the
 numbers 652, 625, and 575 be justified?)

Phase Three: Explain the Concept and Define the Terms

Day 14 Activity:

The students will continue to explore the concept of comparing numbers. Students will
also explore a variety of number lines, with points, that may or may not begin with zero.

Instructional Procedures:
1. Distribute handout: Number lines to each student. Display Number lines for students
to see.

2. Facilitate a class discussion about why some number lines do not start with zero.
Ask:
 What do you notice about the ends of each number line on your handout? Each
number line has arrows at each end.
Explain to students that the arrows on the ends of a number line indicate that the
number line can continue in each direction.
 What do you notice about the numbers on each of the number lines on your
handout? Answers may vary. The number lines start with different numbers; the
number lines do not all start with zero; the number lines are counting by different
intervals, etc.
 Why do you think the number lines do not start with zero? Answers may vary. The
numbers that are represented on the number lines are big, so it would require a
long number line to get to the point on the number line; there is not enough room
on the paper to draw a number line long enough for these number points; etc.
Explain that the arrows on the ends of the number line, can start at any number and
isolate a given section of the number line.

3. Refer students to the first problem on the handout: Number lines.

Ask:
 What are the numbers counting by on the number line in problem 1? The numbers
are counting by 10).

4. Explain to students that the numbers you are counting on the number line are called
intervals. Instruct students to record the interval on question 1a on their handout.
Ask:
 What number is represented by the point on the number line? 209
 Who can explain how they determined the number represented by the point on the
number line? Answers may vary. I counted 1 back from 210, since it was 1 point
away; I noticed that the point was besides 210, so I knew it was only 1 away; etc.
Instruct students to record their responses for questions 1b and 1c on their
handout.

5. Model the next problem then place students in pairs. Instruct them to work with a
partner to complete the remaining problems. Instruct students to write the missing
number(s) on each number line, record the intervals and numbers represented by each
point on each number line.

6. Allow time to complete the activity.

What’s the teacher doing? What are the students doing?

 Monitor and assess students to check for  Answer guiding questions.

understanding.  Explore and Analyze patterns in number
 Facilitate individual discussions to allow lines.
students to share their written responses  Use vocabulary terms, intervals, points,
and explanations. number line
 Review question: Why do we use a  Work with partner in completing activity.
number line in math? (Possible answers:  Ready to explain responses to partner or
We use number lines to count, order, and teacher.
compare numbers. We use it to add or
subtract by leaping to the right or left, to
extend number patterns, to graph points
and to use as a bar graph scales).

Phase Four: Elaborate on the Concept

Day 15 Activity:
Students will continue to explore a variety of number lines, with points, that may or may
not begin with zero.

Instructional Procedures:
1. Gather students on the carpet and draw a number line on the board with the range of 0-
20. Give 5 students an index card with 5 numbers within the 0-20 range. Have them order
the numbers from least to greatest.

2. Facilitate a discussion.
Ask:
 If the ends of the number line are 0 and 10, where is 5? How do you know? In the
middle because 5 is half-way between 0 and 10.
 If the ends of the number line are 0 and 50, where is 25? How do you know? In the
middle because 25 is half-way between 0 and 50.
 I want to make a number line with 250 in the middle. Which numbers could be on
the ends? 0 and 500; 200 and 300, etc.
 How did you find your answer? What are some other correct answers? Answers
may vary.

3. Project the handout: Missing Numbers. Model how to find a missing number on the
number line. Explain to students that they must identify the number either before or after
the missing number on the missing line. Use that number to find the missing number.

4. Have students examine the pattern on the number line. Are they counting by ones, twos,
threes, etc.? Explain to students that number lines can show skip counting.

5. The students will be working independently to create a number line. Project the
handout: Distance Between Cities.
6. The students will be choosing one city listed on the table. The students will use a ruler
to draw a number line on a sheet of paper. Next, they will make 7 equally-spaced tick
marks on the line. The students will find the tick mark in the middle of the number line
and write the number of miles from Houston to the city chosen. They will write the name
of the city above the mark. Count up and count back by ones to complete the number line.
Write the missing numbers for each tick mark.

Example:
Wichita

| | | | | | |
603 604 605 606 607 608 609

7. For early finishers, they may choose to create another number line using a different
city.
What’s the teacher doing? What are the student’s doing?

 Delivers agenda clearly and routines and  Answer guiding questions about the
procedures are set for the day. number line.
 Explain and show where numbers go on a  Evaluating where numbers should go and if
number line as a whole class. there is a pattern on the number line.
 Monitor students learning as students are  Building their number lines with the given
engaged in working through the number information.
line activity.  Using the strategies of looking at the
 Collect student work to check for number before and after and if there is a
understanding. skip counting pattern to justify their
answer.

Phase Five: Evaluate students’ Understanding of the Concept

Day 16 Activity:

Students work on performance assessments from the IFD.

Provide a variety of counting manipulatives. Using a spinner with digits 0-9, demonstrate
and present the following classroom situation and tasks:

1) Dan, Mikey, and Susie are playing another game using a spinner with the digits 0-9.
Each player spins the spinner 3 times, recording the digit they land on each time. Susie’s
spinner landed on the digits 5, 6, and 7. Dan’s spinner landed on the digits 0, 1, and 8.
Mikey’s spinner landed on the digits 7, 7, and 6.
a) Using the digits from Susie’s spinner, create a concrete model to represent the
largest possible three-digit number Susie could have composed. Use expanded
notation to represent the value of each digit in Susie’s number and record the
number in standard form.
b) Using digits from Dan’s spinner, create a pictorial model to represent the largest
possible three-digit number Dan could have composed. Use expanded notation to
 represent the value of each digit in Dan’s number and record the number in
standard form.
c) Using digits from Mikey’s spinner, compose the largest possible three-digit
number and record the number in standard form. Use expanded notation to
represent the value of each digit in Mikey’s number.
d) Susie said her number was larger than Dan’s because one of his digits is a zero.
Use comparison symbols to represent the comparison of Susie’s number and
Dan’s number. Orally explain whether Susie is correct, and why or why not.
e) Use an open number line to represent the order of Susie, Dan, and Mikey’s
numbers.
2) Phillip, Melissa, and Arabella played a board game. Their scores are represented on the
number line below.
Philip Arabella Melissa
| | | | | | | |
850 900 1,100 1,200

a) Use the number line to determine Arabella’s score.

Standard(s): 2.1A, 2.1C, 2.1D, 2.1E, 2.1F, 2.1G, 2.2A, 2.2B, 2.2D, 2.2E, 2.2F
ELPS.c.1C, ELPS.c.2C, ELPS.c.2E, ELPS.c.3D, ELPS.c.3E. ELPS.c.3H

What’s the teacher doing? What are the student’s doing?

 Monitor students as they work on the  Display understanding of the topics and
performance assessment(s) to determine if skills taught in the unit by completing the
any re-teaching is necessary prior to the performance indicator.
unit assessments.

Grade 02
Mathematics
Unit 01: Lesson: 10

100s Chart
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

Grade 02
Mathematics
Unit 01: Lesson 10

Counting Using Patterns

Name _____________________________________ Date ______________________________

1)
Number: 47

Count by Groups Left Over

2)
Number:

Count by Groups Left Over

3) Number:

Count by Groups Left Over

Grade 02
Mathematics
Unit 01: Lesson: 11
 Paper Spinners 0-9

5 4
6
7 3
8 2
9 0 1

9 0 1
8
2
7
3
6 5 4

Grade 02
Mathematics
 Unit 01: Lesson 11

Make A Number

Name ____________________________________ Date ______________________________

Directions: Work with a partner to create at least 5 smallest possible number. Use a 0-9 spinner
to determine the numbers selected. Write it in expanded notation and draw a picture to represent
the number.

Example:
Smallest possible number: Expanded Notation: Picture:

1 5 8
100 + 50 + 8

# Smallest Possible # Expanded Notation Picture Representation

Grade 02
Mathematics
 Unit 01: Lesson 12

Mystery Number Clues

Example:
A mystery number goes in the . Use the clues to find the number.
 < 950
 > 900

 930 <
 < 932
Answer: = 931

1. 4.
 < 1,200  < 188
 > 1,180  > 160

 1,189 <  170 <

 < 1,191  < 172

Answer: = 1,190 Answer: =?

2. 5.
 < 455  < 1,000
 > 399  > 919

 425 <  980 <

 < 427  < 982

Answer: =? Answer: =?

3. 6.
 < 267  < 547
 > 249  > 529

 256 <  535 <

 < 258  < 537

Answer: =? Answer: =?

Grade 02
Mathematics
 Unit 01: Lesson 14

Number Line (pg. 1)

Name ____________________________________ Date _____________________________

Directions: Write the missing number on the points and then write the answer to the questions
below each number line.

1) | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
200 210 220 230 240

a) What are the intervals on the number line? __________________________________

b) What number is represented by the point on the number line? _____________________

c) Explain how you determined the number represented by the point on the number line.
____________________________________________________________________________

____________________________________________________________________________

2) | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
680 690 700 710 720

a) What are the intervals on the number line? __________________________________

b) What number is represented by the point on the number line? _____________________

c) Explain how you determined the number represented by the point on the number line.
____________________________________________________________________________

____________________________________________________________________________

3) | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
23 26 29 32 35 38 41 44 50 53 56 59 62 65

a) What are the intervals on the number line? __________________________________

b) What number is represented by the point on the number line? _____________________

c) Explain how you determined the number represented by the point on the number line.
____________________________________________________________________________

Grade 02
 Mathematics
Unit 01: Lesson 14

Number Line (pg. 2 continued)

4) | | | | | | | | | | |
478 479 481 482 483 484 485 486 487 488

a) What are the intervals on the number line? __________________________________

b) What number is represented by the point on the number line? _____________________

c) Explain how you determined the number represented by the point on the number line.
____________________________________________________________________________

____________________________________________________________________________

5) | | | | | | | | | | |
330 335 340

a) What are the intervals on the number line? __________________________________

b) What number is represented by the point on the number line? _____________________

c) Explain how you determined the number represented by the point on the number line.
____________________________________________________________________________

____________________________________________________________________________

6) | | | | | | | | | | |
882 884 886 888 992

a) What are the intervals on the number line? __________________________________

b) What number is represented by the point on the number line? _____________________

c) Explain how you determined the number represented by the point on the number line.
____________________________________________________________________________

____________________________________________________________________________

Grade 02
Mathematics
 Unit 01: Lesson 15

Missing Number
Analyze the pattern on the number line to find the missing number.

1. | | | | | | | | | | | |
996 997 998 ? 1,000 1,001 1,002 1,003 1,004 1,005 1,006 1,007

2. | | | | | | | | | | | |
500 ? 520 530 540 550 560 570 580 590 600 610

3. | | | | | | | | | | | |
71 73 75 77 79 81 83 85 ? 89 91 93

4. | | | | | | | | | | | |
144 147 150 153 ? 159 162 165 168 171 174 177

5. | | | | | | | | | | | |
600 604 608 612 616 620 624 ? 632 636 640 644

Grade 02
Mathematics
 Unit 01: Lesson 15

Distance Between Cities

Name ________________________________________ Date ___________________________

Directions: The table below shows the miles from Houston to each city. Choose a city. Use your
ruler to create a number line with 7 tick marks. Find the mark in the middle of the number line
and mark the city you chose. Count up and count back by ones to complete the number line.
Choose another city and create another number line.

Distance between Houston to Other Cities

City Distance (miles)
Houston 0
Dallas, Texas 247
Chicago, Illinois 1,083
Phoenix, Arizona 1,174
Orlando, Florida 963
Little Rock, Arkansas 435
Wichita, Kansas 606

Example:
Wichita
| | | | | | |
603 604 605 606 607 608 609

1.

2.

Grade 02
Mathematics
 Unit 01: Performance Assessment 02

Performance Assessment
Name _____________________________________________ Date ______________________

Directions: Please read the questions carefully and write your responses on the line.

1) Dan, Mikey, and Susie are playing another game using a spinner with the digits 0-9. Each
player spins the spinner 3 times, recording the digit they land on each time. Susie’s spinner
landed on the digits 5, 6, and 7. Dan’s spinner landed on the digits 0, 1, and 8. Mikey’s spinner
landed on the digits 7, 7, and 6.

a) Using the digits from Susie’s spinner, create a concrete model to represent the largest possible
three-digit number Susie could have composed. Use expanded notation to represent the value of
each digit in Susie’s number and record the number in standard form.

Largest 3-digit Number in Standard Form Expanded Notation

b) Using digits from Dan’s spinner, create a pictorial model to represent the largest possible
three-digit number Dan could have composed. Use expanded notation to represent the value of
each digit in Dan’s number and record the number in standard form.

Largest 3-digit Number in Expanded Notation Picture Representation

Standard Form

c) Using digits from Mikey’s spinner, compose the largest possible three-digit number and
record the number in standard form. Use expanded notation to represent the value of each digit in
Mikey’s number.

Largest 3-digit Number in Standard Form Expanded Notation

d) Susie said her number was larger than Dan’s because one of his digits is a zero. Use
comparison symbols to represent the comparison of Susie’s number and Dan’s number. Orally
explain whether Susie is correct, and why or why not.
 Compare the Numbers Explain

e) Use an open number line to represent the order of Susie, Dan, and Mikey’s numbers.

2) Phillip, Melissa, and Arabella played a board game. Their scores are represented on the
number line below.

Philip Arabella Melissa

| | | | | | | |
850 900 1,100 1,200

a) Use the number line to determine Arabella’s score.

Standard(s): 2.1A, 2.1C, 2.1D, 2.1E, 2.1F, 2.1G, 2.2A, 2.2B, 2.2D, 2.2E, 2.2F
ELPS.c.1C, ELPS.c.2C, ELPS.c.2E, ELPS.c.3D, ELPS.c.3E. ELPS.c.3H