Tarleton State Universitys Expected Lesson Cycle

Clinical Teachers Name: Kyndal McHam Subject/Grade: Math, 2nd.

Objective of the Lesson: Students will understand a number line, the concepts of a number line,
and how it used in real world situations.
TEKS Addressed:
(2) Number and operations. The student applies mathematical process standards to understand
how to represent and compare whole numbers, the relative position and magnitude of whole
numbers, and relationships within the numeration system related to place value. The student is
expected to:
(E) locate the position of a given whole number on an open number line; and
(F) name the whole number that corresponds to a specific point on a number line.
9) Geometry and measurement. The student applies mathematical process standards to select
and use units to describe length, area, and time. The student is expected to:
(C) represent whole numbers as distances from any given location on a number line.

ELPS Addressed:
Listening- Student will listen to instruction, and listen to teacher as she calls out numbers to
locate on the number line.
Reading- Student will read the number line.
Writing- Student will draw a number line, and write down answers on worksheet activity
Speaking- Student will answer verbally when the teacher asks what number their finger should
be placed on.
Technology Application:
Students will use IPads to draw their version of a number line using a doodle app.
Materials and Resources Needed
Print out of a number line
Pencil
IPad (doodle app)
Activity Worksheet

Lesson Cycle Component Estimated Checks for understanding,

Time questioning, monitoring,
adjusting, Assessing
 Tarleton State Universitys Expected Lesson Cycle

Focus: 2 minutes
Teacher will ask students to take out their Ipads and use their Teacher will walk around and
doodle app to draw their version of a number line on it. monitor which students know what
While students draw their best number line the teacher will a number line is.
walk around checking for prior knowledge of a number line.

Explanation and Check for Understanding: 2 minutes Teacher will have students draw a
After students attempt a number line, the teacher will draw a correct number line (just like the
real number line on the board and discuss the components of teachers example) and give a
it thumbs up that they understand and
have completed drawing.

Lesson Cycle Component Estimated Checks for understanding,

Time questioning, monitoring,
adjusting, Assessing
Guided Practice and Check for Mastery: 3 minutes
The teacher will give each student a printed number line and Teacher will walk around room as
verbally practice locating numbers with their finger on the she calls out numbers to make sure
number line as a whole group. each student is placing their finger
on the numbers as she calls them
out. Teacher will call on students to
answer how far away their finger is
from 0.

Lesson Cycle Component Estimated Checks for understanding,

Time questioning, monitoring,
adjusting, Assessing
Independent Practice and Monitor 5 minutes
Teacher will give students an activity worksheet to accompany Teacher will monitor that all
their number line. Students will use their number line and their students are working and be
finger to complete the worksheet. Writing down how far their available to help a student who may
finger is away from 0 on each problem. be struggling.
 Tarleton State Universitys Expected Lesson Cycle

Intervention (as needed) Based on Mastery:

If time allows, let students make a human number line. Use the
human number line to add/subtract and talk about concepts of
a number line.

Closure: 2 minutes
For closure ask students how they could use a number line in Let students discuss and you will
real life situations? What they think number lines are used for? know who understands number
How they could use number lines to count? Etc. lines, their components, and
purpose.