Using Number Lines to Calculate Difference: Leaps and Bounds
Day 1: Content Development
Title:Day One: Content Development / Grade Level:
2nd-3rd / Resources for Lesson:
High Yield Routines:
Origo Fundamentals: Purple Level
Lesson: Calculate the difference between a pair of two-digit numbers / Guiding (Focus) Question:
How can a number line help me calculate the difference between numbers?
Unit Learning Targets: Students will use mental math strategies and a number line to calculate the difference between a pair of two-digit numbers.
Success Criteria: I can subtract two-digit numbers using a number line and explain my reasoning.
Mathematical Practices / Content Standards
2.NBT-Number and operations in Base Ten
3.NBT-Number and Operations in Base Ten / Time for Lesson:
Warm up-10 minutes
Content Development-10 minutes
Game-30 minutes: Adding on a Hundred Chart
Reflection-10 minutes
Content Objectives: (Student Friendly)
I can use a number line to calculate the difference between a pair of two digit numbers. / Language Objectives: I can record a number sentence and explain the jumps I did on my number line.
(Throughout unit make sure all four language modalities, reading, writing, speaking and listening are addressed)
Key Vocabulary
Difference
Subtract
Number Sentence
Number Line / Lesson Supports / Materials:
For each group of two to three players (two number cubes)
· Cube A 25,27,29,35,36, 38
· Cube B 10,11,12,13,14,15
Each Player will need a “Leaps and Bounds” game board with the number lines on it.
Student Engagement: Leadership
How will this lesson develop leadership skills for our migrant students?
10. I work productively as part of a team. / Strategies to develop leadership skills:
Warm Up: (10 Minutes)
High Yield Routines Book
Content Development: (10 Minutes)
1. Draw a number line on the board, like the one on page 12. Have a student roll the number cubes and write a subtraction sentence.
2. Have students picture in their heads the jumps they would make to calculate the answer.
3. Call on students to explain his/her strategy.
4. Repeat a few times before introducing the game / Notes:
Game Activity: (30 Minutes)
1. Explain the rules of the game “Leaps and Bounds”
2. Hand out game board to each student and dice to each group of 2-3 students.
3. Model for students the “How to Play” section on page 12 of the Purple Fundamentals book.
4. The aim is to achieve the greater difference.
Reflection: (10 Minutes)
Draw another number line on the boards. Practice a few problems that involve all three models of subtraction
1. A school bus was carrying 37 students. Twelve students got off. How many students were left on the bus?
2. Jemma needs $29 to buy a gift. She has saved $14. How much more money does she need to save?
3. Andy planted 26 trees in the morning and 15 trees in the afternoon. How many more trees did he plant in the morning than the afternoon? / Review and Assessment:
1. Take Away
2. Missing Addend
3. Comparison/Difference
Home School Connection
1. Have students explain the game with their parents and how to subtract using a number line.
2. Students take 2 dice home for the extension and the game board titled “Leaps and Bounds Again” to play the game with family and extend on their learning. / Materials to Send Home:
Cube A with numerals 37,38,39,45,47,49
Cube B with numerals 10,11,12,13,14,15
Leaps and Bounds Again game board
Using number lines to show two different sums are equal
Day Two: Problem Solving (Frog and Toad on the Number Line)
Title:Day Two: Problem Solving / Grade Level:
2nd-3rd / Resources for Lesson:
High Yield Routines:
Illustrative Mathematics Task: Frog and Toad on the number line
Lesson: The purpose of this task is for students to use a number line to show why two different sums are equal and to represent that equality with an equation. / Guiding (Focus) Question:
How can I show that there are multiple ways to represent a different sums?
Unit Learning Targets: I can use a number line to show how two different sums are equal.
Success Criteria: I can write equations and use number lines to discuss how I represented different sums.
Mathematical Practices
. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning / Content Standards
2.MD / Time for Lesson:
Warm Up: 10 Minutes
Content Development: 20 Minutes
Problem Solving: 20 Minutes
Reflection: 10 Minutes
Content Objectives: (Student Friendly)
Students will understand that there are multiple ways to get a sum using a number line. / Language Objectives: I can read and discuss the task and show my work on a number line.
(Throughout unit make sure all four language modalities, reading, writing, speaking and listening are addressed)
Key Vocabulary
Sum
Number line
Jumps
Number sentence
Equation / Lesson Supports / Materials:
1. Frog and Toad on the number line task
2. Blank number line page
3. Pencil
4. Colored Pencils
Student Engagement: Leadership
How will this lesson develop leadership skills for our migrant students?
4. I use what I have learned. / Strategies to develop leadership skills:
Warm Up: High Yield Routines-Number Lines (10 Minutes)
1. Present students with a number line that only has one or two sets of values on it using the document camera.
2. Ask students to locate a particular value on the number line and explain their thinking. (An example could be where 12 on the number line is. How could you show that? Make a jump to 10 and another jump two more to twelve)
3. Do a few examples, introducing that to get 12 there are many ways to show it on a number line (10+2, 5+5+2, 10+1+1)
Content Development: (10 minutes)
Read through the task together and discuss the task. Students will need to show the jumps using a number line for Frog and Toad. Have students also write number a number sentence to match the number line for both questions / Notes:
Problem Solving Activity: (30 Minutes)
Allow students time to work through the Frog and Toad task. Show each of their journeys on a number line starting at 0. Use different colors for the morning, afternoon, and evening hops.
As students finish have groups write another problem or two and trade with another group and use the same process using the number line. / Colored pencils are needed to show the jumps
Reflection: (10 Minutes)
Review the process and how both Frog and Toad ended up at the same place. Model and discuss another similar problem to this task. / Review and Assessment:
Home School Connection / Materials to Send Home: