## Hopping Backward to Solve Problems

- Lesson

In this lesson, students determine differences using the number line to compare lengths. Because this meaning is based on linear measurement, it is a distinctly different representation from the meanings presented in Lessons One and Two. At the end of the lesson, the students use reasoning and problem solving to predict differences and to answer puzzles involving subtraction.

Using chalk or masking tape, make a number line on the floor. (The students will use this to find differences on a number line by hopping from a number toward 0.) Tell the students that they will now use the number line to compare lengths. Ask one student to hop to 5 and another to hop to 3. Then ask, “Who hopped farther? How much farther?” Repeat with other students.

Next, draw a number line with the spaces one cracker apart, draw a red ring and place 3 fish-shaped crackers and a blue ring with 2 fish-shaped crackers inside. Ask: How many more fish-shaped crackers are in the ring with 3 fish-shaped crackers? How can we find out using the number line?

Diagram 1: Number line with numerals the distance of one fish apart |

Diagram 2: Circle with red fish and circle with blue fish | |

Encourage the students to line up the crackers from the red ring with the left end of the number line.

Then ask them to place the crackers from the blue ring in a line below the first line.

Diagram 3: Number line with fish |

Next show how to hop back from the end of the longer line, counting the hops aloud. Have the students record the comparison using the equation notation [3 - 2 = 1] on the Differences Activity Sheet.

Differences Activity Sheet |

It is not uncommon for the students to count the lines on the number line rather than the spaces covered by the hops. You may wish to highlight the fact that in this meaning for the operation of subtraction, spaces are counted, not points on the number line. You may demonstrate this by using a length of paper the size of a fish-shaped cracker to hop back with. After several examples, show the students that they do not need to place the crackers themselves on the number line, but can mark the length with a crayon.

To enrich the students' understanding of the number line concept, model how to use the Number Line Arithmetic Tool from the National Library of Virtual Manipulatives to compare lengths. Encourage the students to use this site during math center time, and assign students to work at the site in pairs. Those not taking their turn at the computer should complete the next activities.

Put the students into pairs and give each pair fish-shaped crackers, crayons, and one number line from the Number Lines activity sheet.

Number Lines Activity Sheet |

Ask each student to make two sets of crackers on a piece of paper, and then enclose each in rings of different colors. Then have the students line up the crackers carefully and draw, in the appropriate colors, a line as long as the number of crackers in the set. Then ask them to compare the lengths on the number line to find the difference and to record the comparison in pictures and in equation form. After allowing time for exploration, call the students together to read their equations and share their number line illustrations.

As a concluding activity, pose puzzles such as "I am thinking of two numbers on the number line that have a difference of 5. The larger number is 6. What is the other number?" (If the students are ready for a challenge, you might say only: "I am thinking of two numbers on the number line that have a difference of 5. What are the numbers?") You may wish to have the students create and share similar problems. One or more of these puzzles could be added to their learning portfolios.

- Fish-shaped crackers in resealable bags
- Paper plates
- Red and blue yarn
- Paper and crayons
- Number Line Arithmetic Tool
- Masking tape or chalk
- Differences Activity Sheet
- Number Lines Activity Sheet

**Assessments**

You may find it helpful to add to your recordings on the Class Notes recording sheet you began earlier in this unit. This data may be helpful as you plan strategies for regrouping students.

**Extensions**

Pose the following challenge to students: If I have a blue pencil that is 3 inches long and a red pencil that is 5 inches long, which pencil is longer? How much longer is it? How could you use a number line to prove your answer?

**Questions for Students**

1. How could you use the number line to compare two plates, one of which has five fish-shaped crackers and the other of which has three fish-shaped crackers?

[Draw a number line, mark the places for five and three with fish, and then compare the distance between them.]

2. What numbers have a difference of 2? Can you find some of them on the number line?

[Some examples include: 5 - 3, 4 - 2, and 3 - 1]

3. What would be the difference if two plates had the same number of crackers on them? Would the lines that showed how many crackers are in each plate be the same length? How do you know?

[0; yes; student responses may vary.]

4. How would you explain to a friend how to compare lengths on the number line?

[Student responses may vary.]

**Teacher Reflection**

- Which students counted as they took hops, and which moved directly to the number? [The latter is an indication of a more developed number sense.]
- What activities would be appropriate for students who met all the objectives?
- Which students had trouble using the number line? What instructional experiences do they need next?
- What adjustments will I make the next time that I teach this lesson?

### Counting Back

### How Many More?

### Balancing Equations

### Fact Family Fun

### Wrapping Up the Unit

### Learning Objectives

### Common Core State Standards – Mathematics

-Kindergarten, Algebraic Thinking

- CCSS.Math.Content.K.OA.A.1

Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

-Kindergarten, Algebraic Thinking

- CCSS.Math.Content.K.OA.A.2

Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

-Kindergarten, Algebraic Thinking

- CCSS.Math.Content.K.OA.A.5

Fluently add and subtract within 5.

Grade 1, Algebraic Thinking

- CCSS.Math.Content.1.OA.B.4

Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

Grade 1, Algebraic Thinking

- CCSS.Math.Content.1.OA.C.5

Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Grade 1, Algebraic Thinking

- CCSS.Math.Content.1.OA.C.6

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Grade 2, Algebraic Thinking

- CCSS.Math.Content.2.OA.B.2

Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

Grade 2, Number & Operations

- CCSS.Math.Content.2.NBT.B.5

Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Grade 2, Number & Operations

- CCSS.Math.Content.2.NBT.B.7

Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

Grade 2, Number & Operations

- CCSS.Math.Content.2.NBT.B.9

Explain why addition and subtraction strategies work, using place value and the properties of operations.

Grade 2, Measurement & Data

- CCSS.Math.Content.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.

### Common Core State Standards – Practice

- CCSS.Math.Practice.MP1

Make sense of problems and persevere in solving them.

- CCSS.Math.Practice.MP4

Model with mathematics.

- CCSS.Math.Practice.MP5

Use appropriate tools strategically.

- CCSS.Math.Practice.MP6

Attend to precision.