School Improvement in Maryland

Using the State Curriculum: Mathematics, Grade 3

Algebra | Geometry | Measurement | Statistics | Probability | Number | Processes
Clarifications: Each clarification provides an explanation of the indicator/objective to help teachers better understand the concept. Classroom examples are often included to further illustrate the concept. While classroom examples could be shared with the students, the intended audience for the explanation/clarification is the classroom teacher-not the student. In addition, classroom examples may or may not reflect the assessment limits.

Standard 1.0 Knowledge of Algebra, Patterns, and Functions

Topic C. Numeric and Graphic Representations of Relationships

Indicator 1. Locate points on a number line

Objective a. Represent whole numbers on a number line

  • Use whole numbers (0 - 500)

Clarification

All number lines should have arrows on each end to indicate that the number line continues in both directions infinitely. A line segment with no arrows is an incorrect representation of a number line.

It is also important to make sure that the tick marks are equally spaced on the number line regardless of whether you are counting by 1, or any other multiple.

Classroom Example 1

This example applies to objective 1.C.1.a.

What number is represented by H on the number line? Use what you know about skip counting and number lines to explain why your answer is correct. [H is 43 because the number line is marked in increments of 5 starting with 33. So the pattern it displays is 33, 38, 43, 48, 53, etc.]

Classroom Example 2

This example applies to objective 1.C.1.b.

Mark the point on the number line that represents the shaded part of this figure. Explain why you are correct.

Answer: [3 out of 4 are shaded. The 3rd of 4 tick marks represents that fraction.]
/instruction/clarification/mathematics/grade3/xml/1C1a.xml
Resources for Objective 1.C.1.a:
CLARIFICATIONS | Lesson Seeds | Public Release Items |