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Get-In-Line Math

Subjects

• Mathematics
  --Applied Math
  --Arithmetic
  

Grade

• PreK
• K-2
• 3-5
• 6-8
• 9-12
  

Brief Description

Ellen Watson, math teacher at Alexandria (Louisiana) Middle Magnet School for Math and Science, submitted this lesson in which students review math skills by creating a human number line.

Objectives

Students will

• solve individual math problems.
• arrange numbers (that might include decimals, fractions, negative numbers) in the correct sequence.

Keywords

number line, sequence, decimal, fraction, negative, integers, computation

Materials Needed

• index cards with math numbers/problems (one per student); see instructions in Lesson below

Lesson Plan

This activity is a good one for reviewing a specific math skill; or you can use it regularly to review a wide range of math concepts. It can be adapted for use at any grade level.

Create a set of index cards; the set should include at least one card per student. Each card should have on it a number or a math problem that reinforces a skill students have been taught. For example, at the middle school level you might include cards that reinforce skills such as squares, square roots, decimals, fractions, mixed numbers, integers, percents A sample of cards at grade 5 might include the following:

• 0
• .02
• -2.7
• 7 + (-2) =
• 9 - (3 x 3) =
• -8
• 8 X .2 =

Pass out a card to each student. Each students must study/solve the problem on her/his card. Then they must create a human number line. The student who holds the card with zero (or a math problem that equals zero) on it, might line up first. Then have students come forward three or four at a time; they must arrange themselves in order on either side of the zero. The other students will "check their work" to make sure they did it correctly.

This activity can use the entire number line, or it could be designed to use only positive numbers or only numbers between zero and one

Extra Challenge
Have students space themselves correctly. For example, the amount of space between -5 and 0 should be about the same as between 0 and 5. Sometimes two people will have to stand really close together; for example:

• zero and .02 might occupy roughly the same spot
• zero and 9 - (3x3) might occupy exactly the same spot.

Assessment

Did students position themselves accurately?

After you have done this activity a number of times, it might be fair to spring a quiz on students. Provide them with a list of ten numbers/math problems and have them work on their own to arrange those numbers in the correct sequence.

Lesson Plan Source

A+ Lessons from Alexandria Middle Magnet School

Submitted By

Ellen Watson, math teacher at Alexandria (Louisiana) Middle Magnet School for Math and Science

National Standards

MATHEMATICS: Number and Operations
GRADES Pre-K - 2
NM-NUM.PK-2.1 Understand Numbers, Ways of Representing Numbers, Relationships Among Numbers, and Number Systems
GRADES 3 - 5
NM-NUM.3-5.1 Understand Numbers, Ways of Representing Numbers, Relationships Among Numbers, and Number Systems
GRADES 6 - 8
NM-NUM.6-8.1 Understand Numbers, Ways of Representing Numbers, Relationships Among Numbers, and Number Systems
GRADES 9 - 12
NM-NUM.9-12.1 Understand Numbers, Ways of Representing Numbers, Relationships Among Numbers, and Number Systems

MATHEMATICS: Representation
GRADES Pre-K - 12
NM-REP.PK-12.3 Use Representations to Model and Interpret Physical, Social, and Mathematical Phenomena

Find more great actvitiies from the teachers of Alexandria Middle Magnet School for Math and Science at A+ Lesson from Alexandria Middle Magnet School.