After game play has ended, have several students
share number sentences from their recording sheets
from Game 2. Ask individuals to demonstrate how
they moved using the class number line.
Next display the 200 Chart and ask students how the
following problems can be solved on the 200 Chart
and on the number line:
- Bert has 37 cents and he finds three more dimes.
Does this sound like an addition problem or a subtraction
problem? (Addition, because he finds
three more of something.)
- How much money does he have now? (Using the
200 Chart, I start at 37 and move three rows
below to 67. Using the number line, I start at 37
and make 3 hops of 10 to 67.)
- What number sentence matches that problem?
(37 + 30 = 67 or 37 + 10 + 10 + 10 = 67)
- Diana has 45 cents and loses 21 cents. Does this
sound like an addition problem or a subtraction
problem? (Subtraction, because she loses money.)
- How much money does she have now? (Using the
200 Chart, I start at 45 and move 2 rows of ten to
25 and then back 1 more to 24. Using the number
line, I start at 45 and make two backwards hops
of ten to 25 and one little hop to 24.)
- What number sentence matches that problem?
(45 − 21 = 24 or 45 − 10 − 10 − 1 = 24)
Assign the Number Line Moves pages in the Student Activity Book for students to complete independently.
Use the Number Line Moves pages in the Student Activity
Book to assess students’ abilities to connect representations
of quantities on a number line and in number sentences [E2]
and represent addition and subtraction using number
sentences and number lines [E3].
To provide targeted practice with these Expectations, place
copies of the Moving on the Number Line pages from the
Student Activity Book along with a spinner or a paper clip
and pencil in a center so students can play the game.
Assign the Fix the Number Line Homework Masters
after Part 2 of this lesson.
