CCSS-M Task Force:
CaMTE, CDE, CISC, CMC, CMP
Big Ideas of Module 2
Module 2: Get to the Point!
Use the structure
of the number line
and benchmarks
to determine value of
a point on number line.
CCSS-M Task Force:
M2 A1
CaMTE, CDE, CISC, CMC, CMP
Agenda for Module 2
Activity 1: Opening for Module 2
Activity 2: Number Line Puzzles
Activity 3: Ordering by Difficulty
Activity 4: Student Strategies
Activity 5: Sequence for Your Students
Activity 6: Textbook Connections and Fraction Domains
Activity 7: Summarize Learning for Module Two
CCSS-M Task Force:
M2 A1
CaMTE, CDE, CISC, CMC, CMP
Participant page 22
Number Line Puzzles
Work solo and determine value of “?”
pp. 23-25.
With a partner agree to value of “?” and
share strategies used.
CCSS-M Task Force:
M2 A2
CaMTE, CDE, CISC, CMC, CMP
Participant pages 23-25
Ordering 12 Cards
Easiest . . . . . . . . . . . . . . . . . . Hardest
Order Number Lines
1.
2.
.
.
.
.
.
.
.
12.
CCSS-M Task Force:
M2 A3
Explain Reasoning
CaMTE, CDE, CISC, CMC, CMP
Student Strategies
?
d
3
5
CCSS-M Task Force:
M2 A4
CaMTE, CDE, CISC, CMC, CMP
Number Line
Myles
CCSS-M Task Force:
M2 A4
CaMTE, CDE, CISC, CMC, CMP
Student Strategies
Were the strategies that Myles used
the same or different from
the strategies that you used
for Number Line D?
CCSS-M Task Force:
M2 A4
CaMTE, CDE, CISC, CMC, CMP
Student Strategies
?
3
5
CCSS-M Task Force:
M2 A4
CaMTE, CDE, CISC, CMC, CMP
Number Line
Gavin
CCSS-M Task Force:
M2 A4
CaMTE, CDE, CISC, CMC, CMP
Student Strategies
Describe the strategy Gavin used to find 4.
What caused the confusion
between 3⅓ and 3¼ ?
CCSS-M Task Force:
M2 A4
CaMTE, CDE, CISC, CMC, CMP
Student Strategies
j
?
3
CCSS-M Task Force:
M2 A4
5
CaMTE, CDE, CISC, CMC, CMP
Number Line
Bree
CCSS-M Task Force:
M2 A4
CaMTE, CDE, CISC, CMC, CMP
Student Strategies
What causes her confusion?
What does she know that helps her
reason to a solution?
CCSS-M Task Force:
M2 A4
CaMTE, CDE, CISC, CMC, CMP
Student Strategies
?
i
3
CCSS-M Task Force:
M2 A4
5
CaMTE, CDE, CISC, CMC, CMP
Number Line
Jaden
CCSS-M Task Force:
M2 A4
CaMTE, CDE, CISC, CMC, CMP
Number Line
Edward
CCSS-M Task Force:
M2 A4
CaMTE, CDE, CISC, CMC, CMP
Student Strategies
Both Jaden and Edward “split” to identify 4.
Jaden “splits” again to create equal intervals.
Edward “iterates” the measurement of length
between 3⅔ and 4 to create 3⅓ also
an equal interval.
CCSS-M Task Force:
M2 A4
CaMTE, CDE, CISC, CMC, CMP
Creating New Cards
Choose any two cards.
Create a sequence of 5 cards that
begin with the first card and
end with the second card.
You create 3 cards in between.
Justify order of each card.
CCSS-M Task Force:
M2 A5
CaMTE, CDE, CISC, CMC, CMP
Participant page 26
Summarize Learning
“Number lines are particularly advantageous
……. they provide a common tool for
representing the sizes of common fractions,
decimals, and percents; positive and negative fractions;
fractions that are less than one and greater than one;
and equivalent fractions.”
Rationale for Number Lines, page 9
CCSS-M Task Force:
M2 A7
CaMTE, CDE, CISC, CMC, CMP
Participant pages 3-10, 30
Summarize Learning
Talk with your group
and discuss
what has been learned
in Module Two.
Be prepared to share.
CCSS-M Task Force:
M2 A7
CaMTE, CDE, CISC, CMC, CMP