Virginia SOL 2.NS.2.f
The Standard
Plot and justify the position of a given number up to 100 on a number line with pre-marked benchmarks of 1s, 2s, 5s, 10s, or 25s.
Virginia Standards of Learning for Mathematics · The student will demonstrate an understanding of the ten-to-one relationships of the base 10 number system to represent, compare, and order whole numbers up to 999.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students read a number line's scale and locate a target number between or on marked points. They use nearby benchmarks, spacing, and skip-counting to explain why the position is correct.
What Mastery Looks Like
- Students identify the scale, find the nearest labeled benchmarks, and place the number accurately. They justify the location by skip-counting or describing how far the number is from nearby benchmarks.
Common Misconceptions
- Students may count tick marks instead of spaces between them. They may assume each tick means one, even when the scale counts by 2, 5, 10, or 25. Some place a number between correct benchmarks but do not judge its relative position accurately.
How to Assess It
- Give students a number line from 0 to 100 marked by 5s. Ask, "Plot 65 and explain how the marks helped you choose its position."
Lesson moves
Ways to Teach It
Make a floor number line marked by 10s, then have students stand where number cards belong and explain their positions.
Ask students to explain where 38 belongs on a line labeled 0, 25, 50, 75, and 100.
Play Number Line Match by pairing target-number cards with lines marked by different scales.
Use a 100-centimeter measuring tape to locate classroom object lengths and explain each measurement's position.
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Printable 2.NS.2.f Worksheet
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Related Standards
- K.NS.1.c
Represent forward counting by ones using a variety of tools, including five-frames, tenframes, and number paths (a prelude to number lines).
- K.NS.2.g
Compare numbers up to 30, to the benchmarks of 5 and 10 using various models (e.g., five frames, ten frames, number paths [a prelude to number lines], beaded ra...
- 6.NS.2.b
Compare and order integers using a number line.
- 8.NS.1.c
Use multiple strategies (e.g., benchmarks, number line, equivalency) to compare and order no more than five real numbers expressed as integers, fractions (prope...
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