Lesson

Title/Focu
s

Teach
er
Date

Math Grade 1-2 Number Lines

Ria Beekman
Nov 26 14 (30 min)

CURRICULUM OUTCOMES
GLO: Develop Number Sense
SLO: Number Strand
Grade 1:
8. Identify the number, up to 20, that is:
one more
two more
one less
two less
than a given number. [C, CN, ME, R, V]
Grade 2:
10. Apply mental mathematics strategies, such as:
using doubles
making 10
one more, one less
two more, two less
building on a known double
thinking addition for subtraction for basic addition facts and related subtraction facts to 18.
[C, CN, ME, PS, R, V]

LEARNING OBJECTIVES
By the end of the lesson students will be able to:
1. Identify the missing numbers in a number line.
2. Complete sections of a number line correctly.

ASSESSMENTS
Observations:
Key Questions:

Observe the students throughout the lesson. Watch how students are
completing their number lines.
What number comes before ___? What number comes after ____? If I
put a 20 here can I put a 5 here?

LEARNING RESOURCES
CONSULTED

MATERIALS AND
EQUIPMENT
Worksheets/Math booklets

Alberta Program of Studies - Math

PROCEDURE
Attention Grabber
Assessment of
Prior Knowledge

Advance
Organizer/Agenda
Transition to Body

Introduction
Eyes up here in 3-2-1.
Last math class we worked on our math
posters and our math booklets.
Who can tell me one way to show a
number? (What are other ways? Tally marks,
base tens, words, pictures, number lines.)

Print worksheets
What is a number line? A number line is a line
marked with numbers. A number line can have
numbers up to 10, 20, one hundred or more. Does
a number line have to start at 0? No it can have
an arrow on both sides and start at 2 or 10 etc.

Time

5 min

2
Learning Activity
#1

Assessments/
Differentiation:

Learning Activity
#2
Assessments/
Differentiation

CLOSURE:

Body
Show a number line and do some examples:
- Missing numbers
o If this is my number line what
numbers would I put in the blanks?
o Do an example first and then do one
where the students fill in the missing
numbers.
o Do it wrong: A number before 19 is 2
Why is this wrong?
- Estimating
o If this is my number line what number
could be at point A? Point B?
o Do an example first and then have the
students give me the answers.
Observe which students are ready to give an
answer and see who can give me the correct
answer.
Diff: Grade ones will have to fill in the lower
numbers while grade twos will have to be able to
fill in the numbers closer to one hundred. Also the
grade twos will have to be able to guess which
number is on which spot on the number line based
on the surrounding numbers.
By demonstrating how to fill in the number lines
students have a clear visual of how they should go
about doing their word individually.
Students will work on their math booklets
individually.
- Grade ones
- Grade twos
Walk around the class and observe how well
students are completing the worksheets. Are they
showing knowledge of number lines and what
numbers come before a certain number and what
numbers come after a certain number?
Once the students have finished they can hand in
their booklets (or I could look at them later) and I
will be able to know which students understand
how to fill in a number line.
Diff: Grade ones and two receive different booklets
to work in.
What is a number line? Does it have all of the
numbers on it?
Draw a number line and have students come up to
fill it in.
Closure

Time

10 min

10 min

5 min
Time

Assessment of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
What went well?
What changes
would you make in
your planning?
What have you
learned to improve
upon future
instruction?

Worksheets and questions at the end of the class

will show what students have learned.
Ask students what a number line is. Students will
be answering questions throughout the lesson
which will allow me to see how much they
understand.
Give students positive feedback while they are
working and guide them to the correct answer if
need be. Provide them with examples so that they
can fill in a number line on their own.
Quietly put your math booklets into your desks
and get ready to fill out agendas.
Reflections
A shorter lesson. I started by writing Number line on the board and
asked the students to read it. I then asked them what it meant. _____
came up and wrote the numbers 1-12 on the board. Is this a number
line? Most students didnt agree. ____ came up and added a line with
marks. Is this a number line? Most students now agreed expect for
one boy _________. He comes up and adds arrows to both sides! Do we
only have 12 numbers? No and so thats why we add our arrows.
Students also liked to write on the smartboard. I had students fill in one
number at a time on the number line. I went around to the grade ones
and they seemed to know what number went in the blanks. The grade
twos had to fill in different numbers. I helped groups of grade twos think
about what numbers could fit into the number line at different points by
asking guiding questions without giving the answer away.
GOALS:
- Have students introduce the topic students loved to come up
and give me the definition of a number line. This allows them to
take ownership of their learning!