Locate, order and compare numbers from 0 to 20 using the number line and terms less than, equal to or greater than.

### Clarifications

*Clarification 1:*Within this benchmark, the expectation is not to use the relational symbols =,> or <.

*Clarification 2:*When comparing numbers from 0 to 20, both numbers are plotted on the same number line.

*Clarification 3:*When locating numbers on the number line, the expectation includes filling in a missing number by counting from left to right on the number line.

General Information

**Subject Area:**Mathematics (B.E.S.T.)

**Grade:**K

**Strand:**Number Sense and Operations

**Date Adopted or Revised:**08/20

**Status:**State Board Approved

## Benchmark Instructional Guide

### Connecting Benchmarks/Horizontal Alignment

### Terms from the K-12 Glossary

- Equal Sign
- Number Line

### Vertical Alignment

Previous Benchmarks

Next Benchmarks

### Purpose and Instructional Strategies

The purpose of this benchmark is to build on knowledge from comparing in MA.K.NSO.1.4 and to introduce the number line. This benchmark will deepen student understanding of the relationship between numbers, as well as provide the foundation for the number line as a strategy for operations later on.- Instruction includes varied orientations and ranges of the number line.
- For example, given number lines can be horizontal, vertical, starting at 0, starting at another number, include blanks or an open number line (MTR.5.1).

- Instruction includes making a connection to measurement when comparing numbers on a number line, which will help prepare students for using rulers in later grades.

### Common Misconceptions or Errors

- Students may assume that all number lines start at 0 or 1.
- When looking at number lines with hash marks, students may number the spaces between the hash marks instead of the hash marks.

### Strategies to Support Tiered Instruction

- Instruction includes building a number line using number cards. Students will benefit from experiences in which large number cards are used and placed on the floor so that students construct relationships about numbers and how far away or close they are to other numbers.
- Instruction focuses on building language for thinking about numbers and describing the location on the number line.
- For example, questions or statements that can be shared to elicit student thinking about numbers and their positions are:
- “Can you find the number 12?”
- “Where is 10? How far away is it to 12? How do you know?”
- “Is 11 greater than, or less than 13? How do you know?”
- “Here is the number 12. It comes before 13 and after 11.”
- “Ten is two away from 12.”
- “Eleven is less than 13 because it is two less than 13.”

- For example, questions or statements that can be shared to elicit student thinking about numbers and their positions are:
- Instruction includes building a number line to identify the value of hash marks.
- For example, using large number cards for the space and string/tape or marker to
represent the hash mark/value on the number line.
- Start at zero, place the number one next to the zero hash mark and then draw or identify the end of the card as the mark to represent one. Remove the large number card and replace with an arc/hop to show the jump from zero to one. Repeat this for each number up to 20.
- Scaffolds for building a number line can include providing the student with numbered strips to reference or using number cards to locate and match numbers on a number line.

- For example, using large number cards for the space and string/tape or marker to
represent the hash mark/value on the number line.

### Instructional Tasks

*Instructional Task 1 *

*Instructional Task 2 *

- Part A. What’s the third number following 6?
- Part B. What’s the fifth number before 14?

### Instructional Items

*Instructional Item 1 *

*Instructional Item 2 *

*Instructional Item 3 *

**The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.*

## Related Courses

This benchmark is part of these courses.

5012020: Grade Kindergarten Mathematics (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))

7712015: Access Mathematics - Grade Kindergarten (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current))

5012005: Foundational Skills in Mathematics K-2 (Specifically in versions: 2019 - 2022, 2022 and beyond (current))

## Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.

MA.K.NSO.2.AP.3: Locate and compare two numbers from 0 to 10 to determine which number is less than, equal to or greater than the other number.

## Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

## Lesson Plans

## Perspectives Video: Teaching Idea

## Student Resources

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## Parent Resources

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