Lesson Title: Hop! Hop! Adding on an open number line Grade Level: 2nd grade
Core Subject Area: Math Fine Arts Subject Area: movement
STANDARDS ALIGNMENT
Content Area Standard(s):2.1.2 Students will demonstrate the meaning of addition and subtraction with whole numbers and compute accurately.  Fine Arts Standard(s):FA 2.3.1.c Participate in movement invention, improvise (glossary) with others (e.g., demonstrate the roles of leader and follower or the activity of “give andtake”). 
Core Subject Vocabulary TensOnesPlace Value AdditionOpen Number Line  Fine Arts Vocabulary: MovementFollower leader 
Core Subject Learning Objectives:The learner will add 2digit numbers on an open number line  Fine Arts Learning Objectives:The learner will use movement to represent tens and ones on an open number line. 
LESSON TEACHING SEQUENCE

Introduction (5 Minutes) Lead the students in making numbers using base ten blocks
 Demonstrate how the same number can be counted by creating a number line. (Start at 0 and count four tens, showing one “hop” for each 10 and marking the place for each ten. Continue with the 7 ones.)
 Lead the students in counting the number using the number line.
 Tell the students that they will be learning how to add threedigit numbers using the number line strategy.
Explicit Instruction/Teacher modeling (5 minutes) Write the following problem on the board: 25 + 71.
 Using a whiteboard or interactive whiteboard, draw a long vertical line.

 Show the students how you can find the largest number. Circle that number and tell the students that this will be the starting number.
 Show the students how to label a point on the line with the starting number of 71.
 Demonstrate the process of labeling each part of the number, 71, with a “T” for tens, and “O” for ones.
 Show the students how you can draw a curved line from the starting point to another point, labeling that +10 and representing a hop. Continue by demonstrating the ones.
Guided Practice (10 minutes) Tell the students that they are going to get to practice timeline addition by using their bodies to add and count using different movements.
 Lead the students to the front of the room and use a piece of tape attached to the floor. Individual index cards can be used to place along the tape to designate adding tens, and ones.
 Tell the students that they will be using their bodies to do actions and add numbers using a number line.
 Invite students to make a circle around the number line so that all students can see the number line.
 Write the problem, 42 + 22, on the whiteboard so that all the students can see it.
 Invite a student to participate in hopping along the line as the class practices the strategy. (Other students can hop in place as you count.)
 Ask the students to help identify the starting number and to help label the tens, and one’s places of the second number.
 Lead the students in adding the tens, and ones to the number to get the answer, 64.
Independent working time (15 minutes) Divide the class into small groups of three or four students.
 Give each group a piece of sidewalk chalk, a whiteboard, and a whiteboard marker.
 Ask the students to complete the following problem using the number line strategy: 52 +29.
 Rotate around the area, checking students’ work.
 As students finish, give them additional practice problems: 26 + 47, 32 + 19, and 43 + 42 Differentiation
Enrichment: Preteach adding numbers with three digits and challenge students to complete threedigit addition problems.
 Ask students to compare and contrast the number line strategy with other addition strategies. Support:
 Provide examples with diagrams of hops drawn ahead of time. Technology Integration
 In place of using a rope and cards for an indoor activity, use the Promethean board and have the students hopin place as they count.
 Invite the students to create digital diagrams of the number line counting using digital drawings. They can use a single line and curved lines to represent each hop.
Assessment (10 minutes) Distribute the worksheet, Hop! Hop! Open Number Line Addition
 Ask students to complete the worksheet, showing how they used the number line strategy. Review and closing (5 minutes)
 Invite the students to form a circle.
 Ask the students to share what made this strategy easier or more difficult than other strategies. When would this strategy be easiest to use? When would it be more difficult?

ASSESSMENT & REFLECTION Content Assessment:Students will complete the assignment adding on the open number line.  Arts Assessment: See Rubric Attached 
Student Reaction (Engagement):  Teacher Reflection: 
Name____________________
Hop! Hop! Open Number Line Addition
Circle the largest number. Label the tens, and ones on the other number. Add the twodigit numbers, using a number line. Draw semicircles to show each time you hop and add.
1.
2.
3.
4.
5.
6.