# Educator Resources for Battleship Numberline

Estimating numbers on a number line can be a blast! Students use their knowledge of whole numbers, fractions, and/or decimals to sink ships that are hidden along the number line. The Battleship Numberline game can be used as a teaching tool and as independent student practice as students explore number sense concepts using the number line.

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# Number Lines and Estimation Lesson Plan: Battleship Numberline Game

In this lesson plan, which is adaptable for grades 3-12, students use BrainPOP resources to explore mathematical concepts such as whole numbers, decimals, and fractions. Students will use interactive game play to understand relationships between numbers and estimate positions on a number line.

Common Core State Standards Alignment:

CCSS.Math.Cont.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.

CCSS.Math.Cont.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.

CCSS.Math.Cont.3.NF.A.3a “Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.”

CCSS.Math.Cont.3.NF.A.3c “Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.”

CCSS.Math.Cont.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.”

CCSS.Math.Cont.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.”