2.2.E
The Standard
locate the position of a given whole number on an open number line
Texas Essential Knowledge and Skills for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students place a whole number in the correct relative position on a line without preset tick marks. They use endpoints, midpoints, and nearby tens as guides.
What Mastery Looks Like
- Students place a number in a reasonable position based on the line's endpoints and other labels. They use benchmarks such as multiples of ten or the midpoint to explain their choice.
Common Misconceptions
- Students may put numbers in order but ignore the space between them. They may place 25 at the midpoint of a 0-to-100 line or count marks instead of intervals.
How to Assess It
- Give students a blank line labeled 0 and 100. Ask them to mark 37 and explain which nearby tens helped them choose the position.
Lesson moves
Ways to Teach It
Stretch masking tape across the floor, label 0 and 100, then have students place numeral cards where they belong.
Ask, "Where would 68 go on a line from 0 to 100, and which benchmark helps you decide?"
Play Closest Wins: name a number, have students mark it on a 0-to-100 line, then compare placements using nearby tens.
Show a 60-minute class timeline and have students mark when minute 25 occurs, using 0, 30, and 60 as anchors.
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Printable 2.2.E Worksheet
A ready-to-print activity worksheet aligned to 2.2.E, with an answer key for the teacher on its own page. No account needed.
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Related Standards
- 2.2.F
name the whole number that corresponds to a specific point on a number line
- 2.9.C
represent whole numbers as distances from any given location on a number line
- 6.2.C
locate, compare, and order integers and rational numbers using a number line
- 1.2.F
order whole numbers up to 120 using place value and open number lines
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