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 (1120)
 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 selfmonitoring progress sheets with weekly goal setting
 2 baseline assessments
 8 formative assessments
 1 present level of performance selfgraphing 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 handson 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:


Skipping numbers: Students may skip numbers while counting or skip counting, leading to errors in identifying missing numbers on the number line.

Counting by ones: Students may try to count by ones to identify the missing number, which can be timeconsuming and confusing, especially for larger numbers.

Confusing the placement of numbers: Students may have difficulty placing numbers correctly on the number line, leading to errors in identifying missing numbers.

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.

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.

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.