Battleship Numberline Lesson Plans and Lesson Ideas

Educator Resources for Battleship Numberline

Estimating numbers on a number line can be a blast! This version of Battleship Numberline is specifically designed to help students quickly and confidently estimate the size of different fractions. Did you know that a student's accuracy in number line estimation correlates with their standardized achievement scores? Battleship Numberline was developed for students to build a strong and robust number sense, which is the foundation for future success in math.

Lesson Plan coming soon

Comments

Math Games: Battleship Numberline and My BrainPOP

Have your students signed up for individual logins through M...

Battleship Numberline Math Game Teaching Strategies

Collaborative Learning Tips: Allow learners to work in pa...

Educational Games: 5 Ways to Structure Game Play

There are lots of different ways you can have students explo...

BrainPOP & the Common Core »

Battleship Numberline Common Core State Standards Alignments

Grade: 02

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.

Grade: 03

CCSS.Math.Content.3.NF.A.1

Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

Grade: 03

CCSS.Math.Content.3.NF.A.2a

Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

Grade: 03

CCSS.Math.Content.3.NF.A.2b

Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

Grade: 03

CCSS.Math.Content.3.NF.A.3a

Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

Grade: 03

CCSS.Math.Content.3.NF.A.3b

Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.

Grade: 03

CCSS.Math.Content.3.NF.A.3c

Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

Grade: 03

CCSS.Math.Content.3.NF.A.3d

Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Grade: 04

CCSS.Math.Content.4.NF.A.2

Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Grade: 04

CCSS.Math.Content.4.NF.C.5

Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.2 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

Grade: 05

CCSS.Math.Content.5.NF.B.3

Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?

Grade: 06

CCSS.Math.Content.6.NS.C.6c

Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.