Human Number
Line
Grade Level(s): 2nd Grade
Content Area: Process Area:
Numbers
and Operations Problem-Solving
Algebra Reasoning
and Proof
Geometry Communication
Measurement Representation
Data
Analysis, Statistics, and Probability Connections
Common Core Standards:
CCSS.MATH.CONTENT.2.NBT.A.1 Understand that the three
digits of a three-digit number represent amounts of hundreds, tens, and ones;
e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as
special cases:
·
CCSS.MATH.CONTENT.2.NBT.A.1.A 100 can be thought of as a bundle of ten tens —
called a "hundred."
·
CCSS.MATH.CONTENT.2.NBT.A.1.B The numbers 100, 200, 300, 400, 500, 600, 700, 800,
900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds
(and 0 tens and 0 ones).
Targeted Needs of Student:
Reviewing
or assessing number lines, place value, moving a decimal, introducing
thousands, hundreds, and millions place, kinesthetic way of learning about
number lines, addition, subtraction
Goal:
Providing
students with understanding of place value, moving a decimal, and number lines
Materials Needed:
1. Painter’s tape
2. Ball of some sort
3. Number cards to place on
children standing at the front
Explanation/Summary:
Students
will stand up at the front of the classroom and each student will represent a
number (they will have a number attached to their shirt for the rest of the
class to see). Before the students complete the activity, the teacher will
construct a number line out of painter’s tape on the floor. The decimal point
will be represented by a ball (can be a dodgeball, soccerball, etc.) The
teacher can move the decimal around on the human number line and can have the
students read what the number is, ask certain students to say what place value
they represent or ask what a classmate represents. Great for assessing the
class to see what they know.
Resource:
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