Common Core and the Number Line

Grade 1

Grade 1

Grade 1

Number Line & CCSS

• The number line first appears in the Measurement & Data domain of the Common Core Standards in second grade:– Students are expected to represent numbers as

lengths on the number line.– They are also expected to represent sums &

differences on a number line.– They utilize counting numbers within 100.

http://caccssm.cmpso.org/fractions

Grade 2

• Show me:

15

39

56

80

97

Grade 2

15 + 13

15

13

= 28

15 - 13

15

13

2

= = 28

2

Grade 3

Grade 3

• Number & Operations – Develop understanding of fractions as numbers.

2. Understand a fraction as a number on the number line; represent fractions on a number line diagram.

Grade 3

Grade 3

• Spend a few minutes finding the values.• Discuss your answers with a person or two

sitting near you.• Together, organize the problems in the order

they should be given to students.

http://caccssm.cmpso.org/

| | | | | | | | | | | 0 ? 1

1.

| | | | | | | | | | | ? 2 52.

| | | | | | | | | | | 0 1 ?

3.

4th grade

• Measurement and Data: – Solve problems involving measurement &

conversion of measurements from a larger unit to a smaller unit.

2. Use the four operations to solve word problems … including problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

1 cm = 0.39 inches

1 inch = 2.54 cm

One Day

24 Hours is One Day

One Hour is 60 minutes

1 Minute is 60 Seconds

Grade 4

Grade 4

Grade 4

Grade 4

Grade 4

5th Grade• Geometry

– Graph points on the coordinate plane to solve real-world and mathematical problems.

1. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

x-axis

y-axis

origin

From the origin (0,0) to point P.

I go two units to the right and

three units up.

P(2, 3)

(x-coordinate, y-coordinate)