NY Next Generation Math NY-2.MD.6
The Standard
Represent whole numbers as lengths from 0 on a number line with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line.
New York State Next Generation Mathematics Learning Standards
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students represent whole numbers as distances from zero on a number line with equally spaced points. They show sums and differences within 100 as movements or combined lengths on the line.
What Mastery Looks Like
- A student locates 37 as a length of 37 units from zero and shows 37 + 26 with forward jumps to 63. The student can show subtraction with backward movement or a missing length.
Common Misconceptions
- Students may count tick marks instead of equal spaces or begin a length at 1 instead of 0. They may draw unequal intervals or move in the wrong direction for subtraction.
How to Assess It
- Give students an open number line and ask them to represent 42 minus 17, label the jumps, and explain the endpoint.
Lesson moves
Ways to Teach It
Walk whole-number distances on a floor number line from zero, then combine forward or backward jumps for operations.
Ask students why the spaces, rather than the tick marks, represent units of length.
Play number-line route cards by drawing a start, operation, and amount and checking the resulting endpoint.
Model distances traveled forward and back along a hallway using a number line within 100 units.
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Printable NY-2.MD.6 Worksheet
A ready-to-print activity worksheet aligned to NY-2.MD.6, with an answer key for the teacher on its own page. No account needed.
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Related Standards
- NY-3.NF.3.c
Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
- NY-7.NS.1
Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers. Represent addition and subtraction on a horizontal or...
- NY-3.OA.2
Interpret whole-number quotients of whole numbers.
- NY-3.NF.2
Understand a fraction as a number on the number line; represent fractions on a number line.
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