1. Every model has limitations!!!
We need to move from blocks to the numberline so that students start seeing and thinking the jumps, not counting the blocks.

2. ROLL out a piece of tape to match your numberline..
Students have block lines, I show ten frames What number and where is it?

3. Mark the start of the blocks as 0 and every 5 with a hash line.....
Students have block lines, I show ten frames What number and where is it?

4. Show the count. Remove the blocks.
Show the count. Remove the blocks.

5. Grade 2’s extend their numberlines to 50 and even to 100.
Worksheet

6.
Worksheet

7. Build Numbers and lay them out as number lines.

8. In our workshop we looked at a 2 digit number in the hundred grid
In our workshop we looked at a 2 digit number in the hundred grid. Then we built it out onto a number line.

9. Practice finding and discussing some different numbers.
Practice finding and discussing some different numbers.

10.
Encourage students to show how they did their thinking by recording expressions….

11. I found 11 by jumping to 10 and eyeballing a little more. 10 + 1
I found 11 by jumping to 10 and eyeballing a little more
I thought

12.
I found 17 by jumping to 20 then going back a little more than half way to – 3
I thought I knew 3 was between 15 and 20 just over one half.

13.
When you are done, rip up the tape and throw it away... The numberline is a tool for thinking!!!!

14. Our Goal is to Visualize: See it in your head.
Think and feel the relationships.
We are connecting mind and body.

15. Think, see it in your head. About where is thirteen? 13
Visualize:
Think, see it in your head.
About where is thirteen?
Describe how you know.

16. Possible Prompt: How far away from 15 is it? 15 – 2 = 13. Listen for:
It is 2 away from 15. Prompt that is subtracting.
- 2 13
Students have block lines, I show ten frames What number and where is it?
15 – 2 = 13.

17. Listen for: It is 3 away from 10. I would add 3 to get to 13 from 10.
Possible Prompt:
How far away from 10 is it?
Listen for: It is 3 away from 10. I would add 3 to get to 13 from 10.
+ 3
= 15

18. There is more than one way to represent the thinking....
Do Not Proceduralize.
There is more than one way to represent the thinking....
This still shows = 13 13
+ 3

19. I thought 10, 20, 25, minus one. I can record 10+10+5-1 20 + 5 - 1
Worksheet

20. I thought 30 and go back to 25 then 24 30 – 5 - 1
Worksheet

21. I thought 10, 20,
Worksheet

22. Put a variety of numbers in a hat. Let students choose one.
This can be a starter task or a mini assessment task or a partner game for mental practice.
Put a variety of numbers in a hat. Let students choose one.
Record 4 different equations to show how you could think about where the number is.
Worksheet

23. Another numberline idea. You name a number. Students build with blocks
(in fives and tens), represent with expanded notation cards then diagram on an empty numberline.
Give students baggies with 2 colour sets of fives.. About 30.

24. 50 6 50 6 Here’s an example. My number was 56. Students build:
Give students baggies with 2 colour sets of fives.. About 30. 50 6 50 6

25. Put it on a mini numberline56
Put it on a mini numberline
Worksheet.

26. 56
Now show me the number that is ten less and the number that is ten more.
Worksheet.

27. Can you explain the relationships with equations?
Can you explain the relationships with equations?
Worksheet.

28.
56 – 10 = = 66
= – 20 = 46
Worksheet.

29. Can you put some other numbers in between
Can you put some other numbers in between
Worksheet.

30. +4
I know where 60 is......
= 60
Worksheet.

31. + 6
- 6
And I can say or 66 – 6 = 6-
= 66
Worksheet.

32. Sketch the numberline and record the equations in your book.-1
Sketch the numberline and record the equations in your book.
= 55
Worksheet.

33. Show and sketch in your book. 56 – 6 = 50
- 6
Show and sketch in your book.
56 – 6 = 50
Worksheet.