Topic: Numerical Fluency
CLI Strategy: Idea and movement and Pathways
TEKS: K.1, 1.1, 2.1,3,4
Grade: Lower Elementary
Students will be able to: create movements to count by hundreds, tens, fives, and ones and then use these movements to figure out the distance between two numbers on a number line.Procedure:
Idea and Movement – Counting by ones, fives, tens, and hundreds
- Ask students to help you create a movement to help you travel forward when counting by one’s. Remind them that this will be the smallest we count by and the smallest distance we move. Practice moving this way forward and backward.
- Ask students to help you create a movement to travel forward when counting by one hundred. Explain that for now this will be the greatest distance we travel.
- Now, ask students to help you create a movement to travel forward when counting by tens and finally by ones.
- Practice moving around the space while counting by 1s, 5s, 10s, and 100
Pathways – Travel on a number line to find the distance between two numbers
- Have students line up shoulder to shoulder at one end of the room. Let them know that where they are standing is zero and the other end of the room is two hundred (or your greatest number.) The middle of the room is 100 (or the midpoint between the numbers you choose.)
- Give students a number and ask them to travel to that number using the steps they created.
- Now give them another number and ask students to travel from the first number to the second. As they are traveling they should count out loud.
- What did you notice as you were travelling?
- Which steps did you travel with first? Why did you choose those steps?
- How far did you travel? How did you figure that out?