Number Line Lesson Plan 

 
Subtask:  Mathematics - Grade 2  Timeline:  1-2 classes (~20 minutes) 

Expectations Addressed: 

Math--Number Sense and Numeration 

- represent, compare, and order whole numbers to 100, including money amounts to 100¢, using a 
variety of tools (e.g., ten frames, base ten materials, coin manipulatives, number lines, hundreds 
charts and hundreds carpets 
- count backwards by 1’s from 50 and any number less than 50, and count backwards by 10’s from 
100 and any number less than 100, using number lines and hundreds charts 
- solve problems involving the addition and subtraction of two-digit numbers, with and without 
regrouping, using concrete materials (e.g., base ten materials, counters), student-generated 
algorithms, and standard algorithms 

Learning Intention:  Success Criteria: 

The learning intention is to have the students  I can… 

understand the uses of the number line up to  1) Subtract numbers starting at 20 
20, as well as determine the answer by  2) Show my work by demonstrating how I reached 
subtracting numbers on the number line.  my answer using the number line 
3) Use the number line to help me figure out the 
answer to the equation 
4) Count backwards from 20 
5) Order numbers from least to greatest 

Assessment:  Opportunities for Descriptive Feedback: 

● Modelled  - Assessing their ability to  During the introduction activity, asking 
● Shared  count backwards from 20  them if they have ordered themselves 
● Guided  - Assessing their use of the  according to the number line.  
● Independent  number line to help with   
Practice  their subtraction  During the second activity where they are 
● Other  - Assessing ability to order  figuring out number lines.  
from least to greatest 

Resources:  Differentiation:  Accommodations/Modifications (ELL/IEP): 

Worksheets  Allow for students to work their  Allowing for teacher help with students who 
Piece of paper with  way back to 50s. Set the number  are struggling. 
numbers  line to 20 in order for them to   
familiarize themselves with  Using finger counting, counters, physical 
subtracting double-digit numbers.  objects to show them what is being 
  subtracted. 
If this was simple for them, have 
them create a new number line, 
and increase it by 10 each time, to 
see where they are at. Do not 
exceed 50. 
 Beginning/Engagement:  Welcome them to the carpet to start the lesson. Ask them if they remember 
subtraction rules, and what methods they use. Then introduce the number line 
as a method to use when solving a subtraction equation. Explain that a number 
line is a tool they can use to help solve a subtraction problem that they are 
stuck on. We will be giving them a number line that starts at 0 and ends at 20, 
just as a refresher. Give them a couple of examples with equations such as 
20 - 6, 20 - 10, and 20 - 9. Observe how they think about this to see if it is difficult 
for them.  
 
Once this is done, have the students pick a number from a bucket from 0 - 20. 
Once they have all done so, tell them to keep that number with them and 
order themselves from least to greatest in a line across the classroom. Once 
they have done this, have them show their number in front of them so that we 
know that they are in order. Tell them that we will be subtracting each other to 
show how a number line works. Give them an equation on the board such as 
20 - 4. Have numbers 20, 19, 18, 17 kneel on the floor. Ask the students how 
many numbers are left standing. That is the answer to the question. Give them 
about 3-4 more questions in order for them to understand the concept, even as 
far as subtracting 2 double-digit numbers together.  
 
Ask students to put the papers in the bucket, have the students sit down at the 
carpet again, and introduce the activity. 

Middle:  Have the student of the day hand out the number line papers. On one side of 
the paper, have a prepared number line from 0 - 20, as well as 4 equation that 
they need to solve using that number line. They can use different colours to 
indicate which question they’re doing on the number line. 
 
Once they have completed this, they will turn their paper over and create their 
own number line from 0 - 20, and create 2-3 equations for another student to 
solve. Once they have finished their equation and number line, they are able to 
switch with their elbow partner to see if they can solve the equation. 

Wrap-Up:  Once they have completed the task, have them put their work in the ‘finished 
work’ basket, and have them sit at their desks before getting snack. 

Reflections: