LEARNING PROGRESSION
PREREQUISITE SKILL
- Students will be able to identify numbers on a number line up to 100.
- Students will be able to count forwards and backward on a number line up to 100.
EXTENSION SKILL
- Students will be able to understand the pattern and sequence of numbers on a number chart up to 120.
- Students will be able to use counting strategies to identify missing numbers on a number chart up to 120.
DURATION
- Introduction (5 minutes)
- Instruction (15 minutes)
- Guided Practice (15 minutes)
- Misconception Review (5 minutes)
- Independent Practice (15 minutes)
- Exit Card Formative Assessment (5 minutes)
MATERIALS
- Number line chart up to 120
- Number cards (1-120)
- Whiteboard and markers
- Pencils and paper
VOCABULARY
- Number line
- Counting
- Missing numbers
TEACHING RESOURCES
CENTERS & TASK CARDS
No Centers or Task Cards Available
IEP GOAL WORKBOOKS
What is a Math IEP Objective Workbook?
- 40 daily fluency assignments
- 8 student self-monitoring progress sheets with weekly goal setting
- 2 baseline assessments
- 8 formative assessments
- 1 present level of performance self-graphing data tracking sheet (Perfect for
progress reporting and IEP meeting) - Teacher answer keys
5 AND 1 INTERVENTIONS
No Interventions Available
GAMES
Games can be used as a reward, as an introduction to a concept, or for independent practice.
ACTIVITIES
No Activities Available
LESSON INSTRUCTION
INTRODUCTION
- Review the concept of counting on a number line and the placement of numbers on the line.
- Introduce the idea of missing numbers on a number line and why it is important to be able to identify them.
INSTRUCTION
- Model how to find a missing number on the number line, using a few examples.
- Guide students through filling in missing numbers on the number line together.
GUIDED PRACTICE
- Guide students through filling in missing numbers on the number line together. Guided Practice (15 minutes):
- Hand out number cards to each student and have them practice identifying the missing numbers on the number line.
- Students can use the whiteboard or paper to write down the missing numbers.
INDEPENDENT PRACTICE
- Have students work independently or in pairs to fill in the missing numbers on a number line.
- Encourage them to use the number cards to help them with their counting.
HOMEWORK
- Assign a few problems to be completed at home, using the number line chart provided. Progress Monitoring Formative Assessment (10 minutes):
- Check student progress and understanding by reviewing their homework.
EXIT TICKET
- Hand out a small number line chart and have students fill in the missing numbers.
- Collect the exit cards to assess understanding.
ASSESSMENT
- Exit Card Formative Assessment
- Progress Monitoring Formative Assessment
- Summative Assessment 10 question worksheet 8/10 for mastery
CLOSURE
- Review the concept of finding missing numbers on a number line and how it can be useful in solving math problems.
EXTENSION
- Challenge advanced students by having them fill in missing numbers on a number line up to 1000.
- Have students create their own number lines and practice identifying missing numbers on them.
INTERVENTION
- Provide additional support for students who are struggling with counting by 10s or skip counting.
- Use manipulatives, such as counting cubes or number cards, to help students visualize the number line and practice counting.
VIDEOS
No Video Available
TEACHING TIPS
Use concrete examples and hands-on activities to help students understand the concept of missing numbers on a number line.
STUDENT MISCONCEPTIONS
Common misconceptions when identifying missing numbers on a number line up to 120 include:
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Skipping numbers: Students may skip numbers while counting or skip counting, leading to errors in identifying missing numbers on the number line.
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Counting by ones: Students may try to count by ones to identify the missing number, which can be time-consuming and confusing, especially for larger numbers.
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Confusing the placement of numbers: Students may have difficulty placing numbers correctly on the number line, leading to errors in identifying missing numbers.
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Not recognizing the pattern: Students may not recognize the pattern of the numbers on the number line and therefore have difficulty identifying the missing number.
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Difficulty with place value: Students may struggle with understanding place value and the significance of the position of the digits in a number, leading to errors in identifying the missing number.
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STANDARD
Common Core Standard:
1.NBT.A.1 - Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.