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Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 2
2nd
Grade Unit
Relate Addition and Subtraction to Length
TABLE OF CONTENTS
Overview ..............................................................................................................................3
Standards for Mathematical Content ...................................................................................4
Common Misconceptions…………………………………………………………………..5
Standards for Mathematical Practice ...................................................................................5
Essential Questions ..............................................................................................................5
Background Knowledge ......................................................................................................6
Strategies for Teaching and Learning ..................................................................................6
TASKS……………………………………………………………………………………7
Slippin’ and a Slidin’……………………………………………………………………...8
Let There Be Light….…………………………………………………………………….12
How Lei Can You Go?..………………………………………………………………….21
Around, ‘Round, ‘Round You Go..………………………………………………………32
Line It Up…………………………………………………………………………………39
Light My Path…………………………………………………………………………….46
Hippity Hop………………………………………………………………………………50
Coning Around……………………………………………………………………………54
Game Time………………………………………………………………………………..60
Ready, Set, Go…………………………………………………………………………….68
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 3
OVERVIEW
RELATING ADDITION AND SUBTRACTION TO LENGTH
During this unit, students will use their previous skills of measuring objects with rulers,
yardsticks, meter sticks, and measuring tapes to solve addition and subtraction problems that
involve length. The unit will begin with tasks that require students to use their background
knowledge of addition and subtraction and apply it in a context that involves lengths. The end of
the unit will transition students into applying this new skill with representing whole numbers as
lengths on a number line.
In this unit students will:
Understand that length is the distance between the endpoints of an object
Count spaces on a ruler instead of looking at a ruler as just numerals.
Use equal sized units
Measure lengths of objects using appropriate tools
Solve problems using addition and subtraction
Create tasks for other students to solve
Draw distances on a number line
Determine how much longer/shorter one object is than another
Use drawings and equations to solve problems
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 4
STANDARDS FOR MATHEMATICAL CONTENT
Focus Standards:
2.MD.B.5: Use addition and subtraction within 100 to solve word problems involving
lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers)
and equations with a symbol for the unknown number to represent the problem.
2.MD.B.6: Represent whole numbers as lengths from 0 on a number line diagram with
equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number
sums and differences within 100 on a number line diagram.
Additional Standards:
2.MD.A.1: Measure the length of an object by selecting and using appropriate tools such as
rulers, yardsticks, meter sticks, and measuring tapes.
2.MD.A.4: Measure to determine how much longer one object is than another, expressing
the length difference in terms of a standard length unit.
2. OA.A.1: Use addition and subtraction within 100 to solve one- and two-step word
problems involving situations of adding to, taking from, putting together, taking apart, and
comparing, with unknowns in all positions, e.g., by using drawings and equations with a
symbol for the unknown number to represent the problem.
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 5
COMMON MISCONCEPTIONS
According to the Progressions Document, there are some enduring understandings that students must
have in order to be successful in this unit. One misconception that students may have is that students often
start counting a ruler or number line at 1 instead of the space from zero to one as one. They look at it as
numerals instead of as a space. Students at this age may still not realize that units have to be equal sized.
If using cubes to count, they all need to be centimeter cubes or inch cubes, not a mixture. When solving
addition and subtraction problems that involve length, students can easily lose track of what they are
counting. Students need to focus on counting inches, meters, etc. and not just what operation to use with
the numbers in the problem.
https://commoncoretools.files.wordpress.com/2012/07/ccss_progression_gm_k5_2012_07_21.pdf
STANDARDS FOR MATHEMATICAL PRACTICE
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
ESSENTIAL QUESTIONS
Which strategies can we use to find how much longer an object is?
How can we use addition and subtraction while measuring?
How can I use a number line to help me add and subtract?
What are important traits of a number line?
What strategies can I use for adding multiple numbers?
How can using a model help me solve problems?
What are the features of a number line?
Why is it important for us to know how to use a number line to add and subtract
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 6
BACKGROUND KNOWLEDGE
In order to be successful with this unit, students should already have mastered:
Using a ruler, yardstick, meter stick, and measuring tape
Measuring objects of different lengths
Selecting and using appropriate tools for measuring
Basic rules for addition and subtraction
Expressing lengths in units
This unit will be a foundation for third grade and beyond when students are required to
understand number lines and how it relates to fractions.
STRATEGIES FOR TEACHING AND LEARNING
Example of different types of word problems using addition and subtraction:
Result Unknown Change Unknown Start Unknown
Join Jeff has 5 feet of a
wood board. John has
3 feet of a wood
board. How many
feet do they have
together?
Jeff has 8 yards of
rope. He gets some
more rope to finish
the swings. Now he
has 16 yards of rope.
How much more rope
did Jeff get?
Jeff has some ribbon.
He gets 5 more
inches. Now he has
12 inches of ribbon.
How many inches did
Jeff have to start
with?
Separate Kylie had 36 inches
of a gold chain to
make a necklace. She
cut off 12 inches.
How many inches
does Kylie have
now?
Kylie had 24 inches
of a silver chain to
make a necklace. She
cut some off. Now
her necklace is 18
inches. How much
did she cut off?
Kylie had a long gold
chain. She cut off 30
inches of it. Then she
had 20 inches left.
How much chain did
Kylie have to start
with?
Part Part Whole Whole Unknown:
Lauren had 18 feet of light wood
boards to floor her closet. She had
80 feet of dark wood boards to
floor her bedroom. How many
feet of wood does she have in all?
Part Unknown:
Lauren had 12 feet of tiles for her
bathroom. She got more to floor
the second bathroom. Now she
has 36 feet of tile. How many
more feet did Lauren have to
buy?
Compare Aaron ran 10 miles
on Monday. Ian ran 8
miles on Monday.
How much further
did Aaron run than
Ian?
Aaron ran 9 miles on
Tuesday. Ian ran 2
miles further than
Aaron. How many
miles did Ian run?
Ian ran 7 miles on
Wednesday. This was
5 miles shorter than
what Aaron ran. How
many miles did
Aaron run?
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 7
TASKS
Scaffolding Task Introductions to a skill
Learning Task Tasks that involve learning a new concept or skill
Practice Task Tasks that students practice the new concept/skill
Performance Task Tasks that require students to apply their knowledge in a real world situation
Culminating Task Task that incorporates previous lessons in a final task that can be used as a formative
assessment.
Task Name Task Type
Grouping Strategy Content Addressed
Standard(s)
Slippin’ and a Slidin’ Scaffolding Task
Whole or Small Group
Addition and Subtraction
using Lengths MD.B.5
Let There Be Light
Learning Task
Whole/Small Group and
Partners
Addition and Subtraction
using Lengths MD.B.5
How Lei Can You Go?
Practice Task
Independently and Small
Group
Addition and Subtraction
using Lengths MD.B.5
Around, ‘Round, ‘Round
You Go
Practice Task
Independently and Small
Group
Addition and Subtraction
using Lengths MD.B.5
Line It Up
Learning Task
Whole and Small
Group/Individual
Using a Number Line MD.B.5
MD.B.6
Light My Path Learning Task
Whole or Small Group Using a Number Line
MD.B.5
MD.B.6
Hippity Hop Practice Task
Whole or Small Group Using a Number Line
MD.B.5
MD.B.6
Coning Around
Practice Task
Whole Group and
Individual
Adding and Subtracting on
a Number Line
MD.B.5
MD.B.6
Game Time Performance Task
Small Group Using a Number Line
MD.B.5
MD.B.6
Ready, Set, Go Culminating Task
Individual
Addition and Subtraction
using Lengths
Using a Number Line
MD.B.5
MD.B.6
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 8
SCAFFOLDING TASK: Slippin’ and a Slidin’
APPROXIMATE TIME: ONE CLASS SESSION
STANDARDS FOR MATHEMATICAL CONTENT
2.MD.B.5: Use addition and subtraction within 100 to solve word problems involving
lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers)
and equations with a symbol for the unknown number to represent the problem.
STANDARDS FOR MATHEMATICAL PRACTICE
1. Make sense of problems and persevere in solving them.
T: Provide students with an open ended question with no single solution
S: Persevere through problem solving to find the best slide or combination of slides to fit
within a given space.
2. Reason abstractly and quantitatively.
T: Helping students assign meaning to the length of slides
S: Representing an idea through a drawing and writing an equation to match it
3. Construct viable arguments and critique the reasoning of others.
T: Provides opportunity for all students to construct arguments and critique arguments of
others.
S: Justify and defend all conclusions to peers
4. Model with mathematics.
T: Provide problem that relates to real life
S: Write an equation to describe a situation
ESSENTIAL QUESTIONS
● Which strategies can we use to find how much longer an object is?
● How can we use addition and subtraction while measuring?
MATERIALS
● Student handout
● Number lines, blocks, counters, square tiles, etc.
GROUPING
Whole/Small Group
BACKGROUND KNOWLEDGE:
This task is a scaffolding task. It can be taught whole group or in a small group setting. Since it is
the introduction lesson, use your judgment as a teacher to scaffold questioning based on how
students are performing with the task.
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 9
TASK:
Tell students that throughout this unit they will be doing tasks that involve planning a party for
their friends. Each day, a different aspect of the party will be designed. Students will use their
knowledge of measurement to solve problems that require addition and subtraction.
Give students the handout.
A party isn’t a party without a water slide!
Trying to decide which water slide(s) you need for your party takes some math, though!
There are 3 main lengths of water slides.
Slide A: 20 Feet
Slide B: 18 Feet
Slide C: 15 Feet
Make a model of each slide. Use your slides to answer the following questions.
*Give students time to make a model of each slide. This can be done any method the student
wishes. Examples: number line, blocks, counters, square tiles
1. Write down what you notice and wonder about the slides.
*This question is one of the most important to pay attention to as a teacher. Give students
adequate time to answer. While students are measuring and investigating with the slides, walk
around and ask questions about what students are doing. Sample questions to ask:
Can you explain what you’ve done so far?
What strategies are you using?
What assumptions are you making?
Why is that true?
Does that make sense?
What would happen if you put two slides together?
What differences do you notice between the slides?
What’s the longest slide you could make?
2. My yard is 40 feet long. Which water slide(s) should I buy? How should they be arranged?
Why? Draw a picture with an equation to match and explain in words. (You can use just one
water slide or put more than one together to make a longer slide.)
*This question has multiple answers. Students must be able to explain their answer correctly.
Once students are finished, have a class discussion about the different answers to number 2. Give
students a chance to ask each other questions as well. Sample questions to ask during this time:
Why did you pick those slides?
What math did you use to get your answer?
How does your equation match your picture?
What models did you create?
How did you organize your information?
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 10
DIFFERENTIATION
Extension
Have students find all the possible combinations of slides possible.
Intervention
Give students premade number lines to use to draw lengths of the slides.
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 11
Name _________________________________________ Date ___________________
Slippin’ and a Slidin’
A party isn’t a party without a water slide!
Trying to decide which water slide(s) you need for your party takes some math, though!
There are 3 main lengths of water slides.
Slide A: 20 Feet
Slide B: 18 Feet
Slide C: 15 Feet
Make a small version of each slide. Use your slides to answer the following questions.
1. Write down what you notice and wonder about the slides.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. My yard is 40 feet long. Which water slide(s) should I buy? How should they be arranged?
Why? Draw a picture with an equation to match and explain in words. (You can use just one
slide or put more than one slide together to make a longer slide.)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 12
LEARNING TASK: Let There Be Light
APPROXIMATE TIME: ONE – TWO CLASS SESSION(S)
STANDARDS FOR MATHEMATICAL CONTENT
2.MD.B.5: Use addition and subtraction within 100 to solve word problems involving
lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers)
and equations with a symbol for the unknown number to represent the problem.
2. OA.A.1: Use addition and subtraction within 100 to solve one- and two-step word
problems involving situations of adding to, taking from, putting together, taking apart, and
comparing, with unknowns in all positions, e.g., by using drawings and equations with a
symbol for the unknown number to represent the problem.
STANDARDS FOR MATHEMATICAL PRACTICE
1. Make sense of problems and persevere in solving them.
T: Provides ample time for solving problems and facilitates discussion in problem
solutions
S: Actively engaged and making thinking visible through explanations
2. Reason abstractly and quantitatively.
T: Provides opportunities for students to make sense of quantities
S: Uses the context of problems to create equations
3. Construct viable arguments and critique the reasoning of others.
T: Allows students a chance to go back and critique their own journal writings
S: Changes journals based on new understanding and can critique reasoning of others
through class discussions
4. Model with mathematics.
T: Provide real life problems
S: Students write equations and draw pictures to model problems
6. Attend to precision.
T: Provides opportunities for students to explain reasoning to others
S: Uses mathematical precision when solving questions
ESSENTIAL QUESTIONS
● What strategies can I use for adding multiple numbers?
● How can using a model help me solve problems?
MATERIALS
● Student handout
● Journals
GROUPING
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 13
Whole/Small Group and Partners/Individual
BACKGROUND KNOWLEDGE:
This task is a learning task. It can be taught whole group or in a small group setting. Students
will also do some partner work. Since it is a learning lesson, students will be practicing a new
skill. Yesterday they were introduced to adding and subtracting lengths. Today they will learn
how to solve problems involving lengths.
TASK:
Yesterday’s task had students deciding which water slides they should order for a party. Today
we will be deciding how many feet of string will be needed to put on a porch.
Part One (Individual Journaling)
In journals, students will answer an Always, Sometimes, Never question. Students will read the
sentence and decide if it is always true, sometimes true, or never true. They then have to explain
their answer with examples.
The answer to an equation goes after the equal sign.
This question addresses a major misconception that students have that you are always solving the
left side of a problem and write the answer on the right. Read all students answers to the
questions to give you an idea of who already has background knowledge of this. Students will
have a chance to change and share answers after the task. Tell students that they are going to
have a chance to investigate this question while doing today’s task.
Part Two (Whole Group)
Show students a picture of a porch. Ask students what they know about stairs and porches.
Sample leading questions:
Why do houses have porches? Stairs?
What do you hold on to when you walk up and down stairs?
Are both sides of stairs the same size? What about both sides of a porch? (no)
Why do porches have railings on the sides without stairs?
How could I decorate railings of stairs and a porch?
Tell students that today we are going to figure out how many feet of lights are needed to cover
both sides of a staircase and a porch to light them up.
Do some examples with students first to introduce using symbols in equations:
If the right side of a porch uses 9 feet of lights and I need 17 feet total, how many feet of lights go
on the left side?
Ask students to help you write an equation on the board that represents the problem, by
asking first if they are taking apart, putting together, or comparing the number, then ask
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 14
which part of the problem they are missing. (I am putting two lights together. I am
missing the other number (addend) that I need to add.)
9 + @ = 17 (any symbol will work)
How can I figure out what number the symbol stands for? (Listen to student responses
and try them, correct and incorrect ones.)
Use drawings of rulers for your picture to help explain one method for solving the
problem, there are lots of other methods that students are free to use:
(First, I drew the 9 feet from the right side. Then, I will count up until I get to 17)
Where does my answer go? (after the plus sign)
What will the finished equation look like? 9 + 8 = 17
I opened a box of lights. I took out 7 feet of lights. Six feet of lights were left in the box. How
many feet of lights were in the box to begin with?
Ask students to help you write an equation on the board that represents the problem, by
asking first if they are taking apart, putting together, or comparing the number, then ask
which part of the problem they are missing. (I am taking 7 lights away, so it is a
subtraction problem equation. I am missing the starting amount.)
@ - 7 = 6
How can I figure out what number the symbol stands for? (Listen to student responses
and try them, correct and incorrect ones.)
Use drawings of rulers for your picture to help explain one method for solving the
problem, there are lots of other methods that students are free to use:
Where does my answer go? (at the beginning of the equation)
What will the finished equation look like? 13 – 7 = 6
I am wrapping lights on a stair case that is 7 feet long on each side. How many feet of lights do I
need?
Ask students to help you write an equation on the board that represents the problem, by
asking first if they are taking apart, putting together, or comparing the number, then ask
which part of the problem they are missing. (I am putting two lights together. I am
missing the total number (sum).)
7 + 7 = @
How can I figure out what number the symbol stands for? (Listen to student responses
and try them, correct and incorrect ones.)
Use drawings of rulers for your picture to help explain one method for solving the
problem, there are lots of other methods that students are free to use:
Where does my answer go? (after the equal sign)
What will the finished equation look like? 7 + 7 = 14
If students still seem to be struggling with this concept, continue to practice together additional
problems.
Part Three (Partner/Individual)
1 ft 1 ft 1 ft 1 ft 1 ft 1 ft 1 ft 1 ft 1 ft
1 ft 1 ft 1 ft 1 ft 1 ft 1 ft 1 ft 1 ft
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 15
Pass out the handouts. Read the problem to the students.
I want to put lights on my porch
so that they will light up when it starts to get dark.
This is a picture of my front porch. We need lights to wrap around both rails of the staircase and
across all the railings on the porch.
Each stair rail is 8 feet long.
The right side of the porch is 16 feet long.
The left side of the porch is 9 feet long.
Work with a partner to decide how many feet of lights we will need to buy.
Draw a picture of rulers to solve your problem and write an equation to match.
Show all your work.
*Pay attention to how students approach this part of the task. Since this problem involves adding
multiple addends, working with a partner may help students arrive at an answer. You may also
encourage students to take it one step at a time and only add 2 numbers at once. Sample
questions to ask as you walk around:
Can you explain what you’ve done so far?
What strategies are you using?
What assumptions are you making?
Why is that true?
Does that make sense?
How did drawing the rulers help?
Which numbers did you add first? Why?
Part Four
Have students do the back (2nd
page) of the handout independently. Use as a formative
assessment to check for understanding.
Part Five
Students should look back at their journal entry from the beginning of this task and decide if they
want to keep, change, or add to their answer. Let students share answers and allow other students
to critique and question responses.
DIFFERENTIATION
Extension
Lights cost $12 a box. Each box has one strand of 10 feet of lights. How much will it
cost to light the porch?
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 16
Intervention
Break the problem apart into steps. Only have students solve one step at a time. Use
actual string to put lengths together and compare lengths. Students can use the ruler to
check their addition and subtraction by measuring the string.
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 17
Name __________________________________________ Date __________________
LET THERE BE LIGHT
I want to put lights on my porch
so that they will light up when it starts to get dark.
This is a picture of my front porch. We need lights to wrap around both rails of the staircase and
across all the railings of the porch.
Each rail is 8 feet long.
The right side of the porch is 16 feet.
The left side of the porch is 9 feet.
Work with a partner to decide how many feet of lights we will need to buy.
Draw a picture of rulers to solve your problem and write an equation to match.
Show all your work.
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 18
The following questions are about 4 different porches.
Write an equation with a symbol for each question. You may draw rulers or another picture if
needed.
1. I decorated one side of stairs with 6 feet of light and used the rest on the right side of the
porch. I used 17 feet total. How many feet of lights were on the right side?
______________________________________________________________________
2. I opened a box of lights. I used 13 feet and had 4 feet left in the box. How many feet of lights
were in the box when I opened it?
______________________________________________________________________
3. I put lights on the left side of the porch and then put 8 more feet of lights on the right side of
the porch. I used 15 feet total. How many feet were on the left side of the porch?
______________________________________________________________________
4. My porch railing is 37 feet long (all sides added together). If I wrap the lights around the rails,
I will need double the amount. How many feet of lights will I need then?
______________________________________________________________________
5. Lights come in boxes of 10 feet. How many boxes will I need to buy to have enough for the
porch described in question 4 (use your answer for question #4)? Explain your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 19
ANSWER KEY
LET THERE BE LIGHT
I want to put lights on my porch
so that they will light up when it starts to get dark.
This is a picture of my front porch. We need lights to wrap around both rails of the staircase.
Each rail is 8 feet long.
The right side of the porch is 16 feet.
The left side of the porch is 9 feet.
Work with a partner to decide how many feet of lights we will need to buy.
Draw a picture and write an equation to match.
Show all your work.
8 + 8 + 16 + 9 = 41
41 feet of lights
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 20
The following questions are about 4 different porches.
Write an equation with a symbol for each question, then solve. You may draw rulers or another
picture if needed.
1. I decorated one side of stairs with 6 feet of light and used the rest on the right side of the
porch. I used 17 feet total. How many feet of lights were on the right side?
6 + @ = 17; @ = 9 ft
______________________________________________________________________
2. I opened a box of lights. I used 13 feet and had 4 feet left in the box. How many feet of lights
were in the box when I opened it?
@ - 13 = 4; @ = 17 ft
______________________________________________________________________
3. I put lights on the left side of the porch and then put 8 more feet of lights on the right side of
the porch. I used 15 feet total. How many feet were on the left side of the porch?
@ + 8 = 15; @ = 7 ft
______________________________________________________________________
4. My porch railing is 37 feet long (all sides added together). If I wrap the lights around the rails,
I will need double the amount. How many feet of lights will I need then?
37 + 37 = @; @ = 74 ft
______________________________________________________________________
5. Lights come in boxes of 10 feet. How many boxes will I need to buy to have enough for the
porch described in question 4 (use your answer for question #4)? Explain your answer.
I will need 8 boxes of lights. 7 boxes would be 70 feet and I have need 74 feet, so need another
box. I will end up with 6 feet left over.
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 21
PRACTICE TASK: How “Lei” Can You Go?
APPROXIMATE TIME: 2 - 3 CLASS SESSIONS
STANDARDS FOR MATHEMATICAL CONTENT
2.MD.B.5: Use addition and subtraction within 100 to solve word problems involving
lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers)
and equations with a symbol for the unknown number to represent the problem.
2.MD.A.1: Measure the length of an object by selecting and using appropriate tools such as
rulers, yardsticks, meter sticks, and measuring tapes.
2. OA.A.1: Use addition and subtraction within 100 to solve one- and two-step word
problems involving situations of adding to, taking from, putting together, taking apart, and
comparing, with unknowns in all positions, e.g., by using drawings and equations with a
symbol for the unknown number to represent the problem.
STANDARDS FOR MATHEMATICAL PRACTICE
1. Make sense of problems and persevere in solving them.
T: Facilitate discourse so that students understand the approaches of other students
S: Relate current problems to strategies learned in the past
2. Reason abstractly and quantitatively.
T: Provide opportunities for students to create their own problems
S: Create representations of the problem
3. Construct viable arguments and critique the reasoning of others.
T: Encourage students to justify their answers
S: Question other students and decide if their approach would work better for you
5. Use appropriate tools strategically.
T: Provide opportunities for students to decide which tool is best
S: Choose best tool when cutting string for the necklace
6. Attend to precision.
T: Consistently use and have students use mathematical terminology when
communicating
S: Use and understand the meaning of symbols
ESSENTIAL QUESTIONS
● Which strategies can we use to find how much longer an object is?
● How can we use addition and subtraction while measuring?
MATERIALS
● Student handout
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 22
● Rulers, yard sticks, measuring tape
● Small paper “books” for students to write stories in
● Task Cards
● Recording Sheet
● Scissors
● Glue
● String (40 inches for each student)
● Beads/lei flowers (optional)
GROUPING
Whole/Small Group
BACKGROUND KNOWLEDGE:
This task is a practice task. It can be introduced in a whole group or small group setting. Students
should work independently. While they work, watch for students that need additional assistance
or who are struggling to pull into a small group during Part Two of the lesson.
TASK:
Part One
“Yesterday we found out how to calculate how many feet of lights it would take to decorate a
porch and stairs. Now we are going to learn how to make lei necklaces. Does anyone know what
a lei necklace is? (Allow students a chance to answer) A lei necklace is a necklace from Hawaii
made of flowers that you are given when you arrive and leave as a sign of affection. When you
have a party, do you invite people you like or people you don’t like? (Students will answer) So,
for the party we are planning, we are going to learn how to make different sized lei necklaces to
give our friends at the party.”
Give students the handout.
Leis come in many
shapes and sizes.
Leis are made by putting
flowers on a string.
There are two most popular sizes for necklaces: 30 inches and 24 inches
Bracelets are usually 8 inches around.
Use this information to answer the following questions. Show your work.
For my party I need 3 necklaces that are 30 inches, 4 necklaces that are 24 inches, and 2
bracelets.
1. How many inches of string will I need to make all 3 large necklaces?
2. How many inches of string will I need to make 4 small necklaces?
3. How many inches of string will I need to make 2 bracelets?
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 23
4. How many inches of string will I need to make everything?
Once you are finished, pick one of the following questions to answer.
If you finish early, answer another one.
You may answer on the back of this paper.
If I want to make both sizes of necklaces, how many inches of string will I need?
Kylie picked the longest necklace. Joanna picked the smallest necklace. How much
longer is Kylie’s necklace than Joanna’s necklace?
If I cut a string that was 31 inches, how much will be left if I make a 24 inch necklace?
Pick a size necklace that you would want. How many inches of string will you need to
make your necklace and a bracelet?
While students working, walk around and ask questions about what students are doing. Sample
questions to ask:
Can you explain what you’ve done so far?
What strategies are you using?
Does that make sense?
Once students are finished, have a class discussion about the answers to top part of the handout
and how students solved them. Sample questions to ask during this time:
Why did you pick that question?
What was hard about it?
What was easy about it?
How did you solve it?
What math did you use to get your answer?
What models did you create?
How did you organize your information?
After students answer, ask students if anyone would solve their problem a different way or
answer a different question after hearing how their peers solved it and why. This is a good time
to use mathematical vocabulary and have students take a critical look at their own thinking.
Part Two (1 – 2 class sessions)
Today students will work in groups to rotate through 4 stations. During this time the teacher can
pull students to work in a small group or individually on any aspect of the current or previous
lessons that students need assistance with.
o Station One: Task Cards
Print the task cards for students to work through. Students can answer questions
on the recording sheet or in a math journal.
o Station Two: Make a Necklace and Bracelet
Have precut string of 40 inches for each student. Students should make a
necklace and a bracelet of whatever length they would like. They will need to
help each other in order to hold and cut the string correctly. Students have to use
rulers to measure their necklace and bracelet and figure out how much string is
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 24
left over. If you have beads, flowers, etc then students can use them to decorate
their jewelry.
o Station Three: Write a Lei Problem
Students will write and illustrate a short story problem that involves adding or
subtracting lengths of leis.
o Station Four: Too Much, Too Little, Just Right
Students will complete a cut and paste activity to determine if the amount of
string will be too much, too little or just right for the problem.
DIFFERENTIATION
Extension
Have students solve all the questions in number 6 on the handout.
Have students write and solve their own multistep problems involving leis.
Intervention
When measuring, have students use a measuring tape or yard stick since it is longer
and will not require moving the ruler.
Pull students in for a small group time to review during the station activities.
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 25
Name _______________________________________ Date _________________
Which Lei Would You Pick?
Leis come in many
shapes and sizes.
Leis are made by putting
flowers on a string.
There are two most popular sizes for necklaces: 30 inches and 24 inches
Bracelets are usually 8 inches around.
Use this information to answer the following questions. Show your work.
For my party I need 3 necklaces that are 30 inches, 4 necklaces that are 24 inches, and 2
bracelets.
1. How many inches of string will I need to make all 3 large necklaces?
2. How many inches of string will I need to make 4 small necklaces?
3. How many inches of string will I need to make 2 bracelets?
4. How many inches of string will I need to make everything?
If you are finished early, work on the following problems. You may answer them on the back of
this paper.
If I want to make both sizes of necklaces, how many inches of string will I need?
Kylie picked the longest necklace. Joanna picked the smallest necklace. How much
longer is Kylie’s necklace than Joanna’s necklace?
If I cut a string that was 31 inches, how much will be left if I make a 24 inch necklace?
Pick a size necklace that you would want. How many inches of string will you need to
make your necklace and a bracelet?
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 26
ANSWER KEY
Which Lei Would You Pick?
Leis come in many
shapes and sizes.
Leis are made by putting
flowers on a string.
There are two most popular sizes for necklaces: 30 inches and 24 inches
Bracelets are usually 8 inches around.
Use this information to answer the following questions. Show your work.
For my party I need 3 necklaces that are 30 inches, 4 necklaces that are 24 inches, and 2
bracelets.
1. How many inches of string will I need to make all 3 large necklaces? 90 in.
2. How many inches of string will I need to make 4 small necklaces? 96 in.
3. How many inches of string will I need to make 2 bracelets? 16 in.
4. How many inches of string will I need to make everything? 202 in.
If I want to make both sizes of necklaces, how many inches of string will I need?
30 + 24 = 54 inches
Kylie picked the longest necklace. Joanna picked the smallest necklace. How much
longer is Kylie’s necklace than Joanna’s necklace?
30 – 24 = 6 inches
If I cut a string that was 31 inches, how much will be left if I make a 24 inch necklace?
31 – 24 = 7 inches
Pick a size necklace that you would want. How many inches of string will you need to
make your necklace and a bracelet?
38 inches or 32 inches
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 27
Name ___________________________________________ Date ______________
Lei Recording Sheet
Be sure to show your work.
Card A Card B
Card C Card D
Card E Card F
Card G Card H
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 28
Card A
Jeff had a string that was 36 inches long.
He cut off 12 inches. Which lei can
he make?
30 in. 24 in. 8 in.
Card B
Laura put two pieces of string together to make a
necklace. One piece was 18 inches. She made the
30 in. necklace. How long was the second string?
30 in. 12 in. 8 in.
Card C
Brendan was given a string. He had to cut off 18
inches to make a 24 in. lei. How much string was
Brendan given to begin with?
42 in. 24 in. 8 in.
Card D
Liam had a 13 inch string. He cut off 5 inches.
Which lei can he make?
30 in. 24 in. 8 in.
Card E
Brandi had a 15 inch string. She cut off
some of it. She made the 8 in. bracelet. How
much did she cut off?
32 in. 23 in. 7 in.
Card F
Maddie put two pieces of string together to make
a lei. One piece was 14 inches. The other piece
was 16 inches. Which lei did she make?
30 in. 24 in. 8 in.
Card G
Garrett had two pieces of string that were
both 12 inches. If he put them together,
which lei can he make?
30 in. 24 in. 8 in.
Card H
Kevin had a 24 inch lei, but he wanted it smaller.
He ended up with an 8 in. lei. How much
did he cut off?
16 in. 24 in. 8 in.
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 29
ANSWER KEY
Lei Recording Sheet
Be sure to show your work.
Card A
36 – 12 = 24 inches
Card B
18 + 12 = 30 inches
Card C
42 – 18 = 24 inches
Card D
13 – 5 = 8 inches
Card E
15 – 7 = 8 inches
Card F
14 + 16 = 30 inches
Card G
12 + 12 = 24 inches
Card H
24 – 16 = 8 inches
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 30
25 in.
18 in.
12 in.
12 in.
6 in.
5 in.
17 in.
9 in.
3 in.
7 in.
11 in.
19 in.
7 in.
15 in.
Name __________________________________________ Date ________________
Too Much, Too Little, Just Right
Kylie is using pieces of string to make leis. Read the problems and decide if she will have too
much string or too little string to make the lei she wants to make.
Large Lei: 30 inches Small Lei: 24 inches Bracelet Lei: 8 inches
Large Lei:
Small Lei:
Bracelet:
Large Lei:
Small Lei:
Bracelet:
Large Lei:
Small Lei:
Too Much Too Much Too Much Just Right
Too Little Too Little Too Little Just Right
7 in.
9 in.
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 31
25 in.
18 in.
12 in.
12 in.
6 in.
5 in.
17 in.
9 in.
3 in.
7 in.
11 in.
19 in.
7 in.
15 in.
ANSWER KEY
Too Much, Too Little, Just Right
Kylie is using pieces of string to make leis. Read the problems and decide if she will have too
much string or too little string to make the lei she wants to make.
Large Lei: 30 inches Small Lei: 24 inches Bracelet Lei: 8 inches
Large Lei:
TOO MUCH
Small Lei:
JUST RIGHT
Bracelet:
TOO MUCH
Large Lei:
TOO LITTLE
Small Lei:
TOO LITTLE
Bracelet:
TOO MUCH
Large Lei:
JUST RIGHT
Small Lei:
TOO LITTLE
7 in.
9 in.
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 32
PRACTICE TASK: Around, ‘Round, ‘Round You Go
APPROXIMATE TIME: 1-2 CLASS SESSIONS
STANDARDS FOR MATHEMATICAL CONTENT
2.MD.B.5: Use addition and subtraction within 100 to solve word problems involving
lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers)
and equations with a symbol for the unknown number to represent the problem.
STANDARDS FOR MATHEMATICAL PRACTICE
1. Make sense of problems and persevere in solving them.
T: Push students to taking concepts to a higher level
S: Make thinking visible through journal entry
3. Construct viable arguments and critique the reasoning of others.
T: Ask useful questions to improve student thinking
S: Use strategies shared by peers to improve own strategy
6. Attend to precision.
T: Expect precision in communication
S: Express numerical answers with precision
ESSENTIAL QUESTIONS
● Which strategies can we use to find how much longer an object is?
● How can we use addition and subtraction while measuring?
MATERIALS
● Student handout
GROUPING
Independent
BACKGROUND KNOWLEDGE:
This task is a practice task. It can be introduced in a whole group or small group setting. Students
should work independently. This task also builds on students’ understandings of shapes. In
kindergarten and first grade, students had experience with rectangles, squares and circles. It may
be necessary to review that the opposite sides of a rectangle are the same length, all sides of a
square are the same length, and that a circle is the same distance all the way around.
This task can also be completed two ways. You can do the lesson as a part one and a part two or
use it as a differentiation task. Based on your observation of students over the past few days,
some students may receive the part one task and others the part two task. If you do it in parts,
then it may take 2 days to complete.
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 33
TASK:
Our previous lesson involved cutting string to make leis as party favors for our friends. Today
we are going to decorate tables. We will have table cloths for the tops of all the tables, but need
the ribbon skirt to go around it (show picture for clarification).
Part One
Student Handout
For the party, we are going to use different sized tables.
We need to put a ribbon skirt around the perimeter of each table
that will be different colors. Help me match the table skirt to the table.
While students are solving the problems, walk around and ask questions about what students are
doing. Sample questions to ask:
Can you explain what you’ve done so far?
What strategies are you using?
What assumptions are you making?
Why is that true?
Does that make sense?
Once students are finished, have a class discussion about the way different students solved the
problems. Sample questions to ask during this time:
Why did you pick that strategy?
What was hard about it?
What was easy about it?
How did you solve it?
What math did you use to get your answer?
How did you organize your information?
After students answer, ask students if anyone would solve their problem a different way or
answer a different question after hearing how their peers solved it and why. This is a good time
to use mathematical vocabulary and have students take a critical look at their own thinking.
Part Two
Student handout:
For the party, we are going to use
different sized tables.
We need to put a ribbon skirt around the perimeter of each table.
I started each table, but ran out of ribbon skirt before I finished.
How many more inches of ribbon do I need for each table?
Show your work.
Once students are finished, they are to write a journal entry about the task:
Describe how you solved the problems. What was hard about this task? What was easy about it?
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 34
After students finish, give time for them to share their answers and ask students if anyone would
solve their problem a different way or answer a different question after hearing how their peers
solved it and why. This is a good time to use mathematical vocabulary and have students take a
critical look at their own thinking.
DIFFERENTIATION
Extension
Students can create their own problems similar to Part Two.
Intervention
Students can only complete Part One or only do half of Part Two to cut down on the
amount of work.
For Part two, students can only figure out how much ribbon goes on each side instead
of using that to take it to the next level and adding the sides.
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 35
24 feet
4 feet
16 feet
20 feet
18 feet
6 feet
18 feet
Name _______________________________________ Date ___________________
Around, ‘Round, ‘Round You Go
For the party, we are going to use
different sized tables.
We need to put a ribbon skirt around the perimeter of each table
that will be different colors. Help me match the table skirt to the table.
8 ft
8ft
4ft 4ft 5 ft
5 ft
5 ft
5 ft
2 ft
2 ft
3 ft
3 ft
6 ft ? ft
7 ft
7 ft
2 ft ? ft
4 ft
4 ft ? ft
4 ft
3 ft
? ft
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 36
4 feet
20 feet
6 feet
ANSWER KEY
Around, ‘Round, ‘Round You Go
For the party, we are going to use
different sized tables.
We need to put a ribbon skirt around the perimeter of each table
that will be different colors. Help me match the table skirt to the table.
8 ft
8ft
4ft 4ft 5 ft
5 ft
5 ft
5 ft
2 ft
2 ft
3 ft
3 ft
6 ft ? ft
7 ft
7 ft
2 ft ? ft
4 ft
4 ft ? ft
4 ft
3 ft
? ft
24 feet
16 feet
18 feet
18 feet
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 37
Name _______________________________________ Date ___________________
Around, ‘Round, ‘Round You Go
For the party, we are going to use
different sized tables.
We need to put a ribbon skirt around the perimeter of each table.
I started each table, but ran out of ribbon skirt before I finished.
How many more inches of ribbon do I need for each table?
Show your work.
84 in
? in
? in 48 in
48 in
24 in 60 in
48 in
48 in
? in
? in
? in
24 in
? in
? in
36 in
36 in
18 in
36 in
72 in
30 in
? in
? in
? in
? in
48 in
12 in
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 38
ANSWER KEY
Around, ‘Round, ‘Round You Go
For the party, we are going to use
different sized tables.
We need to put a ribbon skirt around the perimeter of each table.
I started each table, but ran out of ribbon skirt before I finished.
How many more inches of ribbon do I need for each table?
Show your work.
132 inches
96 inches
24 inches
78 inches
84 inches
36 inches
66 inches
84 in
? in
? in 48 in
48 in
24 in 60 in
48 in
48 in
? in
? in
? in
24 in
? in
? in
36 in
? in
18 in
36 in
72 in
30 in
? in
? in
? in
? in
48 in
12 in
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 39
LEARNING TASK: Line It Up
APPROXIMATE TIME: 1-2 CLASS SESSIONS
STANDARDS FOR MATHEMATICAL CONTENT
2.MD.B.5: Use addition and subtraction within 100 to solve word problems involving
lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers)
and equations with a symbol for the unknown number to represent the problem.
2.MD.B.6: Represent whole numbers as lengths from 0 on a number line diagram with
equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number
sums and differences within 100 on a number line diagram.
STANDARDS FOR MATHEMATICAL PRACTICE
1. Make sense of problems and persevere in solving them.
T: Give students an opportunity to explain their thinking
S: Students must making thinking visible by explaining thought process
2. Reason abstractly and quantitatively.
T: Provide a problem that allows students to recognize that the number on the number
line represents a space.
S: Connect the space of an extension cord to a written number on a number line.
3. Construct viable arguments and critique the reasoning of others.
T: Guide students in critiquing the work of the example students in the problem.
S: Use viable arguments to critique the work presented in Part Two of the lesson.
6. Attend to precision.
T: Expect students to use clear and precise language in discussion
S: Use mathematical language when discussing the critiques of Part Two and Three
7. Look for and make use of structure.
T: Provide time for students to look for patterns in the creation of a number line
S: Look at the examples of number lines and decide if they meet the structure of a
number line.
ESSENTIAL QUESTIONS
● Which strategies can we use to find how much longer an object is?
● How can we use addition and subtraction while measuring?
● What are the features of a number line?
MATERIALS
● Sticky notes with numbers 0 – 10 on it
(If you want each student to participate, list numbers 0 through your number of students)
● Projector/Document Camera
● Blank Paper
● Student handout
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 40
● Rulers, square tiles, centimeter cubes, etc
GROUPING
Whole/Small Group
BACKGROUND KNOWLEDGE:
This task is a learning task. It can be taught whole group or in a small group setting. Since it is a
learning lesson, students will be practicing a new skill. Yesterday they practice adding and
subtracting numbers that used length. Today they will learn the importance of spacing on a
number line. Spacing on a number line is crucial as a foundation for third grade and beyond.
Starting in third, students will learn how to plot fractions on a number line. Without the
foundation of number lines being a space between two numbers, the concept of fractions being in
that space will be difficult for students to understand.
TASK:
Our last lesson involved putting ribbon skirts around tables. Today we are going to run extension
cords outside to plug in lights and a stereo.
Part One
Start with students gathered on the floor and ask what they know about a number line. Now is
not the time to answer the questions, but just get an idea of what the students already know.
Sample questions to ask:
What is a number line?
What are on number lines?
What number do number lines start on?
What number do they end on?
What do you know about the spaces between the numbers on a number line?
Before we start looking at extension cords, we are going to make our own number line.
What do you think the first step to making a number line would be?
o The line! (Draw a line on the board)
Now we have the line of a number line, what would come next?
o Numbers! (Pass out sticky notes with numbers on them starting at 0)
What should we do with the numbers? How should we place them?
o In order and equally spaced (Have students take turns placing the
sticky notes on the line.)
Look at the number line, should any numbers be adjusted?
o If it is obviously not equally spaced, then bring that to student’s
attention and discuss ideas on how to make each number equally
spaced?
Number lines remind me of something else I’ve seen with numbers on it
spaced equally?
o Rulers!
Let’s practice counting on the number line.
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 41
o Start at 0 and draw jumps on the number line to count up.
Part Two
Pose the following problem to students:
I need to connect two extension cords to reach outside. One cord is 4 feet long. The other cord is
3 feet long. Use a number line to show how long both cords are together.
On a blank piece of paper, have students draw what they think the number line would look like.
They may use square tiles, centimeter cubes, or rulers to help draw a number line.
Display the second problem on the board either through a projector or a document camera.
Damion, Carly, and David helped stretch out extension cards to plug in lights. They needed
extension cords that equaled 6 feet long, so had to use two cords put together.
Before taking the extension cords outside, they drew what they planned on doing on a number
line to make sure it would work. This is what they drew:
Damion
Carly
David
While students are looking at the three number lines, ask students what they notice about each
one. Make a list of student responses. Have students decide which one is drawn correctly.
Points to get across:
The number lines should begin with 0 because I am measuring a distance from
0.
Numbers should be equal spaces.
The spaces represent a distance, not just a line with numbers on it.
The space from 0 to 1 is an actual space. Spaces don’t start at 1, but at 0.
Damion’s number line is the only one correct.
Part Three
Pass out the student handout. Students can do this independently as a formative assessment, or
with a partner as practice. They may use rulers, square tiles, or centimeter cubes to help space
lines equally. While students are solving the problems, walk around and ask questions about
what students are doing. Sample questions to ask:
0 ft 1 ft 2 ft 3 ft 4 ft 5 ft 6 ft
1 ft 2 ft 3 ft 4 ft 5 ft 6 ft
0 ft 1 ft 2 ft 3 ft 4 ft 5 ft 6 ft
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 42
Can you explain what you’ve done so far?
How do you know your spaces are equal distances?
Why did you start at 0?
What strategies are you using?
What assumptions are you making?
Why is that true?
Does that make sense?
After discussing the handout, have students look back at their drawing from the beginning of Part
Two and see if they think they need to make any changes. Give students an opportunity to share
why they are making changes to their number lines.
DIFFERENTIATION
Extension
Students can create their own problems similar to Part Three.
Students can find all the possible extension cord combinations if we needed 8 feet of
cord.
Intervention
Keep the list up of what needs to be included in number lines while students work on
Part Three or provide struggling students with a checklist to use with each number
line to make sure they include all the details.
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 43
Damion, Carly, and David helped stretch out extension cards to plug in
lights. They needed extension cords that equaled 6 feet long, so had to
use two cords put together.
Before taking the extension cords outside, they drew what they
planned on doing on a number line to make sure it would work. This is
what they drew:
Damion
Carly
David
0 ft 1 ft 2 ft 3 ft 4 ft 5 ft 6 ft
1 ft 2 ft 3 ft 4 ft 5 ft 6 ft
0 ft 1 ft 2 ft 3 ft 4 ft 5 ft 6 ft
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 44
Name ________________________________________ Date ____________
Damion, Carly, and David helped stretch out extension cards to plug in
lights. They needed extension cords that equaled 6 feet long, so had to
use two cords put together.
Before taking the extension cords outside, they drew what they
planned on doing on a number line to make sure it would work. Please
help them draw them correctly.
Damion: 4 feet orange, 2 feet blue
Carly: 3 feet red, 3 feet green
David: 2 feet blue, 4 feet brown
Explain how you knew you drew the number lines correctly.
_____________________________________________________
_____________________________________________________
_____________________________________________________
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 45
ANSWER KEY
Damion, Carly, and David helped cover the food tables with table
cloths. They used two different table cloths on each table so the
tables would be different colors. All the food tables were 6 feet long.
Before beginning, they wanted to draw their plans on a number line to
make sure it would work. Please draw them correctly.
Damion: 4 feet orange, 2 feet blue
Carly: 3 feet red, 3 feet green
David: 2 feet blue, 4 feet brown
0 ft 1 ft 2 ft 3 ft 4 ft 5 ft 6 ft
1 ft 2 ft 3 ft 4 ft 5 ft 6 ft 0 ft
1 ft 2 ft 3 ft 4 ft 5 ft 6 ft 0 ft
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 46
LEARNING TASK: Light My Path
APPROXIMATE TIME: ONE CLASS SESSION
STANDARDS FOR MATHEMATICAL CONTENT
2.MD.B.5: Use addition and subtraction within 100 to solve word problems involving
lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers)
and equations with a symbol for the unknown number to represent the problem.
2.MD.B.6: Represent whole numbers as lengths from 0 on a number line diagram with
equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number
sums and differences within 100 on a number line diagram.
STANDARDS FOR MATHEMATICAL PRACTICE
1. Make sense of problems and persevere in solving them.
T: Provide open middle question with no obvious solution path that students must take
S: Be actively engaged in the problem
2. Reason abstractly and quantitatively.
T: Provide an opportunity for students to create representations of the problem
S: Take a pattern and provide numerical value to it on a number line
3. Construct viable arguments and critique the reasoning of others.
T: Encourage students to prove their answers through a number line
S: Prove that their pattern fits the rules
6. Attend to precision.
T: Allow students to make their own number line with precision
S: use precision in constructing a number line with equally spaced points
7. Look for and make use of structure.
T: Give students the freedom to create any pattern they desire with the lanterns
S: Use the patterns created to relate it to jumps on a number line
ESSENTIAL QUESTIONS
● How can I use a number line to help me add and subtract?
● What are important traits of a number line?
MATERIALS
● Student handout
● Rulers, Square tiles, Centimeter cubes
GROUPING
Whole/Independent
BACKGROUND KNOWLEDGE:
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 47
This task is a learning task. It can be taught whole group or in a small group setting. Since it is a
learning lesson, students will be practicing a new skill. Yesterday they learned how to construct a
number line. Today they will learn how to use a number line to model addition and subtraction.
TASK:
Yesterday’s task had students connecting extension cords on a number line, today they will use
number lines to track the diameter of lanterns.
Begin with students gathered together to use yesterday’s task as a lead in for today. Draw a blank
number line on the board.
Tell students, “Yesterday we connected extension cords to end up with 6 feet. One strand
of lights is far away and I need to use three cords. I have a 4 ft, 3 ft, and 5 ft cord. I need to see if
that is far enough to reach the 10 feet distance. Instead of drawing bars, to see if that equals 10
feet, I want to draw jumps. Drawing jumps helps me keep track of which number I am counting
by.” Ask a student to try to draw jumps. “Jumps are just like the bars from yesterday, but can
make counting easier. Today we will pick out which lanterns to use in different parts of the
yard.”
Give students the handout.
There are so many choices when picking out paper lanterns!
I want to hang lanterns on the back of the house.
I hung a string across the back porch that is 20 feet long.
There are two types of lanterns:
Lantern Choices:
Choice 1: Large lanterns that are Choice 2: Small lanterns that are
2 feet across. 1 foot across.
Create a pattern with the lanterns to fill the whole 20 feet of string. Once your pattern is drawn,
prove that it fits the 20 feet by showing jumps on a number line.
Students may use rulers, square tiles, or centimeter cubes to help with spacing.
*Pay attention to how students approach the task. Look for if students start at 0 or 1. Watch how
they make their “jumps” on the number line. Walk around and ask questions about what students
are doing. Sample questions to ask:
Can you explain what you’ve done so far?
What strategies are you using?
What assumptions are you making?
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 48
Why is that true?
Does that make sense?
Why did you start with that number?
What do you notice about the line spaces?
How did the two lanterns compare?
Once students are finished, give them an opportunity to share their pattern and number line.
Once students start to understand how a number line works, have students begin on the second
page. Again, walk around and ask the same questions as before.
DIFFERENTIATION
Extension
Have students find the cost of the lanterns if the large ones cost $3 each and the small
cost $2.
Have students create a different pattern.
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 49
Name __________________________________________ Date __________________
Light My Path
There are so many choices when picking out paper lanterns!
I want to hang lanterns on the back of the house.
I hung a string across the back porch that is 20 feet long.
There are two types of lanterns:
Lantern Choices:
Choice 1: Large lanterns Choice 2: Small lanterns
2 feet across. 1 foot across.
Create a pattern with the lanterns to fill the whole 20 feet of string.
Once your pattern is drawn, prove that it fits the 20 feet by showing
jumps on a number line.
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 50
PRACTICE TASK: Hippity Hop
APPROXIMATE TIME: 1 CLASS SESSION
STANDARDS FOR MATHEMATICAL CONTENT
2.MD.B.5: Use addition and subtraction within 100 to solve word problems involving
lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers)
and equations with a symbol for the unknown number to represent the problem.
2.MD.B.6: Represent whole numbers as lengths from 0 on a number line diagram with
equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number
sums and differences within 100 on a number line diagram.
STANDARDS FOR MATHEMATICAL PRACTICE
1. Make sense of problems and persevere in solving them.
T: Ask probing questions to check for understanding while students work
S: Apply past lessons to independently complete today’s lesson
2. Reason abstractly and quantitatively.
T: Guide students in understanding that number lines can be used as a representation of
math problems
S: Create a representation (number line) for an addition problem
6. Attend to precision.
T: Provide opportunity for students to use precision in creating additional number lines
S: Create equally spaced number lines
ESSENTIAL QUESTIONS
● How can we use a number line to add and subtract?
MATERIALS
● Student handout
GROUPING
Whole Group/Individual
BACKGROUND KNOWLEDGE:
This task is a practice task. The past few days have been introductions to a number line. Today
students will use those introductions to practice adding and subtracting on a number line as well
as drawing number lines with evenly spaced numbers. You can begin to encourage students to
“eyeball” this equal space. If students still feel the need to use a tool, allow it.
TASK:
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 51
We have finally finished decorating for our party! Now, it is time to design the games!
Pass out handout.
The Hippity Hop race will start
with my friends in 2 lines. Each person will have a bouncy ball to sit on.
They will have to bounce to the end and back before the next person can go.
Each bounce goes about one foot.
My brother, my sister, and I decided to play before the party started. We wrote down what
happened. Record our information on the number lines to make sure we each made it 20 feet (10
feet down and 10 feet back).
William: 7 hops then fell, 3 hops and turned around, 8 hops and fell, 2 more hops
Madison: 4 hops then fell, 5 hops and turned around, 10 more hops
Me: 8 hops then fell, 2 hops and turned around, 9 hops and fell, 1 more hop
On the back, draw 3 more number lines and decide on 3 more possible ways to get to 20 jumps.
While students are solving the problems, walk around and ask questions about what students are
doing. Sample questions to ask:
Can you explain what you’ve done so far?
How do you know your spaces are equal distances?
Why did you start at 0?
What strategies are you using?
What assumptions are you making?
Why is that true?
Does that make sense?
Once students are finished, give them time to share their answer to the last question that they did
on the back of their paper. Ask questions such as:
How did you know that would equal to 20?
What strategy did you use?
How did you add your numbers?
Is there a different way you could have done it?
DIFFERENTIATION
Extension
Students can find all the possible combinations of ten to put together to come up with
all the ways you could finish the hippity hop race.
Intervention
Reduce the number line to 10, so students are only adding 2 numbers while drawing
the number lines.
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 52
Name _______________________________________________ Date _____________
HIPPITY HOP
The Hippity Hop race will start
with 2 lines of my friends. Each one will have a bouncy ball to sit on.
They will have to bounce to the end and back before the next person can go.
Each bounce goes about one foot.
My brother, my sister, and I decided to play before the party started. We wrote down what
happened. Record our information on the number lines to make sure we each made it 20 feet (10
feet down and 10 feet back).
William: 7 hops then fell, 3 hops and turned around, 8 hops and fell, 2 more hops
Madison: 4 hops then fell, 5 hops and turned around, 10 more hops
Me: 8 hops then fell, 2 hops and turned around, 9 hops and fell, 1 more hop
William:
Madison:
Me:
On the back, draw 3 more number lines and decide on 3 more possible ways to get to 20 jumps.
Explain how the number line helps you prove your answer.
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 53
ANSWER KEY
HIPPITY HOP
The Hippity Hop race will start
with 2 lines of my friends. Each one will have a bouncy ball to sit on.
They will have to bounce to the end and back before the next person can go.
Each bounce goes about one foot.
My brother, my sister, and I decided to play before the party started. We wrote down what
happened. Record our information on the number lines to make sure we each made it 20 feet (10
feet down and 10 feet back).
William: 7 hops then fell, 3 hops and turned around, 8 hops and fell, 2 more hops
Madison: 4 hops then fell, 5 hops and turned around, 10 more hops
Me: 8 hops then fell, 2 hops and turned around, 9 hops and fell, 1 more hop
William:
Madison:
Me:
On the back, draw 3 more number lines and decide on 3 more possible ways to get to 20 jumps.
0 ft 1ft 2ft 3ft 4ft 5ft 6ft 7ft 8ft 9ft 10ft 11ft 12ft 13ft 14ft 15ft 16ft 17ft 18ft 19ft 20ft
0 ft 1ft 2ft 3ft 4ft 5ft 6ft 7ft 8ft 9ft 10ft 11ft 13ft 14ft 15ft 16ft 18ft 19ft 20ft
0 ft 1ft 2ft 3ft 4ft 5ft 6ft 7ft 8ft 9ft 10ft 11ft 13ft 14ft 15ft 16ft 18ft 19ft 20ft
12ft 17ft
12ft 17ft
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 54
PRACTICE TASK: Coning Around
APPROXIMATE TIME: ONE CLASS SESSION
STANDARDS FOR MATHEMATICAL CONTENT
2.MD.B.5: Use addition and subtraction within 100 to solve word problems involving
lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers)
and equations with a symbol for the unknown number to represent the problem.
2.MD.B.6: Represent whole numbers as lengths from 0 on a number line diagram with
equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number
sums and differences within 100 on a number line diagram.
STANDARDS FOR MATHEMATICAL PRACTICE
1. Make sense of problems and persevere in solving them.
T: Provide students with an open ended problem
S: Relate current task to previous lessons
2. Reason abstractly and quantitatively.
T: Provide opportunities for students to make sense of numbers through context
S: Assign a quantity an symbol and solve for that symbol
4. Model with mathematics.
T: Encourage students to represent numbers through various models
S: Model numbers through equations and number lines
6. Attend to precision.
T: Use mathematical language and encourage students to do the same
S: Use precision in solving equations
ESSENTIAL QUESTIONS
● How can I use a number line to help me add and subtract?
● What are important traits of a number line?
MATERIALS
● Student handout
GROUPING
Whole/Independent
BACKGROUND KNOWLEDGE:
This task is a practice task. It can be introduced whole group or in a small group setting. Since it
is a practice lesson, students should be able to conduct it independently. This could be taken as a
formative assessment/independent check. Yesterday they practiced adding number line starting
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 55
at zero. Today they will learn how to use a number line to model addition and subtraction with
different starting points. Since the focus of today’s lesson is to add and subtract on a number
line, the number line will already be drawn for them to save time, since it is dealing with larger
numbers.
TASK:
Yesterday’s task had students using a number line to add. Today they will use the placement of
cones to add and subtract on a number line within 100.
Begin with students gathered together to use yesterday’s task as a lead in for today.
Tell students, “Yesterday used a number line to add numbers for the Hippity Hop. Today,
we are going to use the placement of cones to add and subtract on a number line.”
Where have you seen cones at before?
o PE, the road, parking lot
Why would you use cones in a race?
o To mark the beginning, end, and/or where to turn around
Display the problem for students.
I set up cones for the 20 yard dash.
Then, my little brother moved one of the cones for each row!
I need to go back and fix the cones so that each row has a distance of 20 yards.
Use the number line to add or subtract to find the answer.
Write an equation to match the problem.
1. The first cone is placed at the 0 yard line. The second cone is at the 16 yard line. How many
more yards should I move the cone at 16 yard line to get to the 20 yard line?
2. The first cone is placed at the 3 yard line. I need the second cone to be 20 yards further. Where
should it be place?
3. The second cone is at the 62 yard line. If the distance needs to be 20 yards, where should the
start cone be?
4. The first cone is placed at 42 yards. The second cone is placed at 74 yards. How should I
move the cones so that there is a distance of 20 yards?
5. Look at the picture. What do you think the question is? Answer the question by drawing a
number line. *Pay attention to how students approach the task. Watch how they make their “jumps” on the
number line. Walk around and ask questions about what students are doing. Sample questions to
ask:
Can you explain what you’ve done so far?
What strategies are you using?
What assumptions are you making?
Why is that true?
Does that make sense?
7 yards 32 yards
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 56
Why did you start with that number?
Why do you think that is the question? (#5)
DIFFERENTIATION
Extension
Have students create their own problems for a 50 yard dash.
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 57
Name ______________________________________ Date ___________________
I set up cones for the 20 yard dash. Then, my little brother moved one of the cones for each row!
I need to go back and fix the cones so that each row has a distance of 20 yards. Use the number line to add or subtract. Write an equation to match the problem.
1. The first cone is placed at the 0 yard line. The second cone is at the 16 yard line. How many more yards should I move the cone at the 16 yard line to get to the 20 yard line?
2. The first cone is placed at the 3 yard line. I need the second cone to be 20 yards further. Where should it be place?
3. The second cone is at the 42 yard line. If the distance needs to be 20 yards, where should the start cone be?
4. The first cone is placed at 17 yards. The second cone is placed at 46 yards. How should I move the cones so that there is a distance of 20 yards?
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 58
5. Look at the picture. What do you think the question is? ___________________________________________________________________ ___________________________________________________________________ Answer the question by drawing a number line.
7 yards 32 yards
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 59
Answer Key
I set up cones for the 20 yard dash. Then, my little brother moved one of the cones for each row!
I need to go back and fix the cones so that each row has a distance of 20 yards. Use the number line to add or subtract. Write an equation to match the problem.
1. The first cone is placed at the 0 yard line. The second cone is at the 16 yard line. How many more yards should I move the cone at 16 yard line to get to the 20 yard line? 16 + __ = 20; 16 + 4 = 20
2. The first cone is placed at the 3 yard line. I need the second cone to be 20 yards further. Where should it be place? 3 + 20 = __; 3 + 20 = 23
3. The second cone is at the 42 yard line. If the distance needs to be 20 yards, where should the start cone be? ___ + 20 = 42; 22 + 20 = 42
4. The first cone is placed at 27 yards. The second cone is placed at 44 yards. How should I move the cones so that there is a distance of 20 yards? 27 + 20 = __; 27 + 20 = 47, 44 + __ = 47; 44 + 3 = 47
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 60
PERFORMANCE TASK: Game Time!
APPROXIMATE TIME: 1 CLASS SESSION
STANDARDS FOR MATHEMATICAL CONTENT
2.MD.B.5: Use addition and subtraction within 100 to solve word problems involving
lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers)
and equations with a symbol for the unknown number to represent the problem.
2.MD.B.6: Represent whole numbers as lengths from 0 on a number line diagram with
equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number
sums and differences within 100 on a number line diagram.
2.MD.A.1: Measure the length of an object by selecting and using appropriate tools such as
rulers, yardsticks, meter sticks, and measuring tapes.
2.MD.A.4: Measure to determine how much longer one object is than another, expressing
the length difference in terms of a standard length unit.
STANDARDS FOR MATHEMATICAL PRACTICE
1. Make sense of problems and persevere in solving them.
T: Provide opportunities to connect concepts to “their world”.
S: Be actively engaged in solving problems
2. Reason abstractly and quantitatively.
T: Provide a range of mathematical situations
S: Relate a quantity to an object (length to distance a cotton ball is blown
4. Model with mathematics.
T: Encourage students to represent numbers various ways
S: Represent quantities through a number line
5. Use appropriate tools strategically.
T: Make numerous measuring tools available
S: Decide on which measuring tool would make the job easier
6. Attend to precision.
T: Expect students to use mathematical language when communicating with partner
S: Be precise when measuring distances
ESSENTIAL QUESTIONS
● How can we use a number line to add and subtract?
MATERIALS
● Student handout
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 61
● Cotton balls
● Crayons
● Inch/Cm Rulers, yard sticks, meter sticks
GROUPING
Whole/Small Group
BACKGROUND KNOWLEDGE:
This task is a performance task. Students will use all the past lessons to independently solve
problems. This task would work best with students working with a partner so that there is an
extra set of hands to help with measurements of jumps and steps. You could set it up like stations
for students to rotate through or have each set of students work through the activities in their own
space. You can begin to encourage students to “eyeball” this equal space. If students still feel the
need to use a tool, allow it. They also do not have to write every number in the number line.
They can skip count by 2s, 5s, etc. as long as they show the correct amount. Students will also be
measuring larger amounts with this activity, so using yard sticks would be helpful. This would
also be a good time for students to use common sense when deciding which unit to use. For
example, when measuring two jumps, they should probably measure with feet instead of
centimeters. While students are working in groups, you may use this time to pull students into a
small group with you to work on any skills they are still struggling with.
TASK:
Today we will practice some of the party games! Each game will involve doing something twice
and showing the two amounts on a number line to find your total.
o Cotton Ball Blow: Students will stand behind a table, row of desks, or even on
the floor and blow a cotton ball with one breath. They will measure the
distance and record it on a number line. Then they or their partner will then
blow it back and record jumping back on the number line to see if they can
make it back to zero.
o Hop To It: Students will take one jump (partners can decide on feet together
or feet apart) and then measure it. From that point, they will jump again. Both
end points should be recorded on the number line to find the total number of
units jumped.
o Jumping Jacks: Students will jump with their legs out as far as they can. Their
partner will measure how wide their stance is. They will then repeat it. Both
end points should be recorded on the number line to find the total number of
units they can spread their feet.
o Grab It: Students will take a handful of crayons from a container. Next, they
will draw a ruler showing the length of the crayon.
While students are solving the problems, walk around and ask questions about what students are
doing. If you are working with a small group, then have a class discussion after. Sample
questions to ask:
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 62
Can you explain what you’ve done so far?
How do you know your spaces are equal distances?
Why did you start at 0?
What strategies are you using?
What assumptions are you making?
Why is that true?
Does that make sense?
DIFFERENTIATION
Extension
Students can repeat a station but use a different unit.
Intervention
Have students only pick up 3 crayons instead of more than 3 to reduce the amount of
adding.
Model with students how to count backwards on a number line.
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 63
COTTON BALL BLOW
1. Get a cotton bowl.
2. With one breath blow it as far as you can.
3. Get a ruler and measure how far you blew it.
4. Record it on a number line.
5. You or your partner stand at the cotton ball and try to blow it back in
one breath.
6. Measure how far you blew it back.
7. Record it on the number line by going backwards toward zero.
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 64
HOP TO IT
1. Lay down a pencil or paper for a starting point.
2. Jump as far as you can in one jump.
3. Lay something down to mark where you landed.
4. Measure how far you jumped and record it on a number line.
5. Start where you landed and jump again.
6. Lay something down to mark where you landed.
7. Measure how far you jumped and record it on the same number line.
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 65
JUMPING JACKS
1. Stand with your feet together and do one jumping jack.
(Jump with your feet out to your sides.)
2. Stay there while your partner measures how far apart your feet are.
3. Record the measurement on a number line.
4. Put your feet back together and do another jumping jack.
5. Stay there while your partner measures how far apart your feet are.
6. Record the measurement on another number line.
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 66
GRAB IT
1. Grab one handful of crayons.
2. Measure each crayon.
3. Draw a ruler that shows the length of each crayon.
4. Compare ruler drawings with someone else. What did you notice?
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 67
Name _____________________________________________ Date ______________
GAME TIME
Cotton Ball Blow
Hop To It
Jumping Jacks
Grab It
What do you notice?
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 68
CULMINATING TASK: Ready, Set, Go
APPROXIMATE TIME: 1 CLASS SESSION
STANDARDS FOR MATHEMATICAL CONTENT
2.MD.B.5: Use addition and subtraction within 100 to solve word problems involving
lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers)
and equations with a symbol for the unknown number to represent the problem.
2.MD.B.6: Represent whole numbers as lengths from 0 on a number line diagram with
equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number
sums and differences within 100 on a number line diagram.
STANDARDS FOR MATHEMATICAL PRACTICE
1. Make sense of problems and persevere in solving them.
T: Provide open beginning and open middle problems
S: Relate current task to previous tasks and use knowledge to answer questions
2. Reason abstractly and quantitatively.
T: Emphasize attending to the meaning of quantities
S: Use symbols to represent quantities and solve for those symbols
4. Model with mathematics.
T: Provide problems that relate to every day life
S: Represent numbers through equations, drawings, and number lines
6. Attend to precision.
T: Expect precision and accuracy.
S: Answer mathematical questions accurately
ESSENTIAL QUESTIONS
● Why is it important for us to know how to use a number line to add and subtract?
MATERIALS
● Student handout
● Blank paper
● Crayons/markers
● Rulers to help draw straight lines
GROUPING
Whole/Small Group (Individual Task)
BACKGROUND KNOWLEDGE:
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 69
This task is the culminating task. It can be used as the assessment for the unit. Students should
complete this task independently and allowed the freedom to create any type of race track as they
can think of. A rubric is attached for grading purposes. One of the requirements is for the race
track to equal 100 yards. Students are not expected to draw 100 marks on their number lines.
They are free to count by fives or tens to make the task easier. Leave the option to them of how
they want to organize their number lines.
TASK:
The final task is two parts:
Part One
Students will answer questions about a race track/obstacle course.
Here are the directions for completing the obstacle course above. Some of the measurements are
not complete and need your help!
1. First, jump over 3 beanbags that are each 7 inches long. Then, run to the first cone at the 3
yard line.
Draw a ruler to show how many inches all three beanbags together would be.
2. Write an equation and solve it to show how far you should run from the 3 yard cone to be at
the 17 yard cone.
3. Turn left to do the Hippity Hop race.
Draw a number line to show the jumps of the Hippity Hop if I jump 10 yards, then 7 yards and
fall, then 3 more yards. How many yards did I jump total?
4. Stop when you get back to the 17 yard cone.
How far is it to the next cone if the next cone is at the 38 yard line? Write an equation and solve.
5. At the cone on the 38 yard line, jump over 4 beanbags that are each 7 inches long.
Draw a ruler to show how long this would be.
6. Now, go to the next cone, turn around, and get ready to run back to the cone at the 3 yard line.
You are at the last cone. What yard line are you at if you will have to run back 37 yards
to get to the 3 yard line cone? Write an equation and solve.
Part Two
Students will design their own race track/obstacle course for the party. The race track must be
100 yards total and must have at least one turn. Draw a number line for the track that shows the
different paths (turns) taken by using a different color for each path. For example, if your track
goes straight for 20 yards and then turns left for 40 yards, your number line jumps should be one
color for 20 yards and then a different color for 40 more yards.
There is a rubric for grading. A proficient score is recommended at 11-12 points.
DIFFERENTIATION
Extension
Students can create additional race tracks.
3yd 17yd
10yd
38yd
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 70
Students can include parts of a track where they have to go backwards to include
subtracting.
Intervention
Instead of the race tracks all equaling 100 yards, make the number smaller.
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 71
Name __________________________________________ Date _______________
Ready, Set, Go!
Here are the directions for completing the obstacle course above. Some of the measurements are not complete and need your help!
1. First, jump over 3 beanbags that are each 7 inches long. Then, run to the first cone at the 3 yard line. Draw a ruler to show how many inches all three beanbags together would be. 2. Write an equation and solve it to show how far you should run from the 3 yard cone to be at the 17 yard cone. 3. Turn left to do the Hippity Hop race. Draw a number line to show the jumps of the Hippity Hop if I jump 10 yards, then 7 yards and fall, then 3 more yards. How many yards did I jump total?
4. Stop when you get back to the 17 yard cone. How far is it to the next cone if the next cone is at the 38 yard line? Write an equation and solve.
5. At the cone on the 38 yard line, jump over 4 beanbags that are each 7 inches long.
3yd 17yd
10yd
38yd
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 72
Draw a ruler to show how long this would be. 6. Now, go to the next cone, turn around, and get ready to run back to the cone at the 3 yard line.
You are at the last cone. What yard line are you at if you will have to run back 37 yards to get to the 3 yard line cone? Write an equation and solve.
7. On a separate sheet of paper, draw your own race track. Your track must:
Equal 100 yards total
Be labeled; each section or path of the track should show how many yards it is long.
Have at least one turn Draw a number line below that proves that your track is 100 yards by using a different color for each section or path of your track.
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 73
Answer Key
Ready, Set, Go!
Here are the directions for completing the obstacle course above. Some of the measurements are
not complete and need your help!
1. First, jump over 3 beanbags that are each 7 inches long. Then, run to the first cone at the 3
yard line.
Draw a ruler to show how many inches all three beanbags together would be.
2. Write an equation and solve it to show how far you should run from the 3 yard cone to be at
the 17 yard cone.
3 + @ = 17 yds; @ = 14 yds
3. Turn left to do the Hippity Hop race.
Draw a number line to show the jumps of the Hippity Hop if I jump 10 yards, then 7
yards and fall, then 3 more yards. How many yards did I jump total?
4. Stop when you get back to the 17 yard cone.
How far is it to the next cone if the next cone is at the 38 yard line? Write an equation
and solve.
17 + @ = 38 yards; @ = 21 yards
5. At the cone on the 38 yard line, jump over 4 beanbags that are each 7 inches long.
3yd 17yd
10yd
38yd
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 74
Draw a ruler to show how long this would be.
6. Now, go to the next cone, turn around, and get ready to run back to the cone at the 3 yard line.
You are at the last cone. What yard line are you at if you will have to run back 37 yards
to get to the 3 yard line cone? Write an equation and solve.
@ - 37 = 3 yards; @ = 40 yards
7. On a separate sheet of paper, draw your own race track. Your track must:
Equal 100 yards total
Be labeled; each section or path of the track should show how many yards it is
long.
Have at least one turn
Draw a number line below that proves that your track is 100 yards by using a different color for
each section or path of your track.
Christy Sutton 2nd
Grade: Relating Addition and Subtraction to Length 75
Student Name _______________________________________ Date ______________
Ready, Set, Go Rubric
Requirements
1 point
Not Meeting
Standards
2 point
Progressing Towards
Standards
3 point
Meeting Standards
2.MD.B.5
Use addition and
subtraction within 100
to solve word
problems in lengths
by using drawings
Incorrectly answers
#1 and #5
Correctly answers
either #1 or #5
Correctly answers #1
and #5
2.MD.B.5
Write and solve
equations with a
symbol for the
unknown to represent
the problem.
Correctly writes and
answers 1 or less from
#2, #4, and #6
Correctly writes and
answers at least 2
from #2, #4, and #6
Correctly writes and
answers #2, #4, and
#6
2.MD.B.6
Represent whole
numbers as lengths
from 0 on a number
line diagram with
equally spaced points.
Incorrectly draws
and/or labels number
lines for #3 or #7
without equally
spaced points.
Correctly draws and
labels a number line
for #3 or #7 with
equally spaced points
Correctly draws and
labels number lines
for #3 and #7 with
equally spaced points
2.MD.B.6
Represent whole
number sums and
differences within 100
on a number line
diagram.
Incorrectly answers
#3 and the number
line for #7 does not
show paths that equal
100 yards
Correctly answers #3
or the number line for
#7 correctly shows
paths that equal 100
yards
Correctly answers #3
and the number line
for #7 correctly shows
paths that equal 100
yards
Total:
Teacher Comments:
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