2.2.F
The Standard
name the whole number that corresponds to a specific point on a number line
Texas Essential Knowledge and Skills for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students read a number line and name the whole number shown by a marked point. They use labeled numbers and equal spaces to determine each tick’s value.
What Mastery Looks Like
- Students correctly name the whole number at a marked point. They use labeled values and equal intervals to determine the number, even when the line does not start at zero.
Common Misconceptions
- Students may count tick marks instead of intervals. They may also assume every number line starts at zero or that each tick increases by one.
How to Assess It
- Give students a number line labeled 20, 25, and 30 with one point on each tick. Ask, “What number is at point P? Explain how you know.”
Lesson moves
Ways to Teach It
Make a floor number line with tape, place a marker on a tick, and have students stand there and name the number.
Show a point on a number line and ask, “How did the labels and spaces help you find its number?”
Play Number Line Match by pairing cards showing marked number lines with cards showing the matching whole numbers.
Use a bus route number line with stops at equal distances, then ask students to name the stop shown by each point.
Keep exploring
Related Standards
- 2.2.E
locate the position of a given whole number on an open number line
- 2.9.C
represent whole numbers as distances from any given location on a number line
- 3.2.C
represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers i...
- 3.3.B
determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number ...
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