Number Line Adventures: Adding and Subtracting Fun!

Math Grades 1st Grade 4:21 Video
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Lesson Description

Learn how to use a number line to solve addition and subtraction problems. Join us on a journey of jumps and slides to find the answers!

Video Resource

How to Use a Number Line to Solve Problems

Miacademy Learning Channel

Duration: 4:21
Watch on YouTube

Key Concepts

  • Number lines as a visual tool for math.
  • Addition as moving to the right on a number line.
  • Subtraction as moving to the left on a number line.

Learning Objectives

  • Students will be able to use a number line to solve addition problems.
  • Students will be able to use a number line to solve subtraction problems.
  • Students will be able to identify the correct direction to move on a number line for addition and subtraction.

Educator Instructions

  • Introduction (5 mins)
    Begin by asking students what they already know about number lines. Explain that a number line is like a map for numbers, and it can help us solve math problems. Show the video 'How to Use a Number Line to Solve Problems' from Miacademy Learning Channel.
  • Addition on a Number Line (10 mins)
    Review the concept of addition. Explain that adding means putting things together or getting more. Demonstrate how to use a number line to add. Start at the first number and jump to the right the number of times indicated by the second number. The landing spot is the answer.
  • Subtraction on a Number Line (10 mins)
    Review the concept of subtraction. Explain that subtracting means taking things away or getting less. Demonstrate how to use a number line to subtract. Start at the first number and jump to the left the number of times indicated by the second number. The landing spot is the answer.
  • Practice Problems (10 mins)
    Provide students with several addition and subtraction word problems. Have them use number lines (printed or drawn on paper) to solve the problems. Encourage them to draw the jumps on the number line to visualize the process.
  • Wrap-up (5 mins)
    Review the key concepts of using a number line for addition and subtraction. Ask students to share their experiences and any challenges they faced. Reiterate that addition means moving right and subtraction means moving left on the number line.

Interactive Exercises

  • Number Line Hop
    Create a large number line on the floor using tape. Call out addition or subtraction problems and have students physically hop along the number line to find the answer.
  • Worksheet Fun
    Provide a worksheet with various addition and subtraction problems presented as word problems. Students draw a number line on the worksheet, mark the start number, and draw arcs to show their addition and subtraction movements.

Discussion Questions

  • What happens when we add on a number line? Which way do we move?
  • What happens when we subtract on a number line? Which way do we move?
  • Can you think of a time when using a number line might be helpful in everyday life?

Skills Developed

  • Addition
  • Subtraction
  • Problem Solving
  • Visual Representation

Multiple Choice Questions

Question 1:

When you add on a number line, which way do you move?

Correct Answer: Right

Question 2:

Megan has 2 apples. Her friend gives her 3 more. How many apples does she have in all? Where should you start on the number line?

Correct Answer: 2

Question 3:

Megan has 2 apples. Her friend gives her 3 more. How many apples does she have in all? How many spaces should you jump?

Correct Answer: 3

Question 4:

When you subtract on a number line, which way do you move?

Correct Answer: Left

Question 5:

You have 7 cookies and eat 2 of them. How many cookies do you have left? Which way do you move on the number line?

Correct Answer: Left

Question 6:

You have 7 cookies and eat 2 of them. How many cookies do you have left? What number do you land on?

Correct Answer: 5

Question 7:

A number line is a straight line with _________ in order.

Correct Answer: Numbers

Question 8:

What math operation means 'to take away'?

Correct Answer: Subtracting

Question 9:

What is the answer when you add?

Correct Answer: Sum

Question 10:

What is the answer when you subtract?

Correct Answer: Difference

Fill in the Blank Questions

Question 1:

A number line helps us _________ math problems.

Correct Answer: solve

Question 2:

When we add, we move to the _________ on the number line.

Correct Answer: right

Question 3:

When we subtract, we move to the _________ on the number line.

Correct Answer: left

Question 4:

If I start at 5 and add 2, I will land on the number _________.

Correct Answer: 7

Question 5:

If I start at 8 and subtract 3, I will land on the number _________.

Correct Answer: 5

Question 6:

Megan had 4 books. She got 5 more. She has ________ books in all.

Correct Answer: 9

Question 7:

Megan had 9 books. She returned 7 books. She has ________ books left.

Correct Answer: 2

Question 8:

Moving to the right on the number line shows us we are _________.

Correct Answer: adding

Question 9:

Moving to the left on the number line shows us we are _________.

Correct Answer: subtracting

Question 10:

The number line is a _________ tool to help with math.

Correct Answer: visual

Educational Standards

CCSS.Math.Content.1.OA.A.1:Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. CCSS.Math.Content.1.OA.C.5:Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). CCSS.Math.Content.1.OA.C.6:Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Teaching Materials

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