Teaching Guide지도서 — 수직선 읽기와 어림
Place Value · Number lines
수업 하나를 쉬운 영어로 풀어 쓴 지도서예요. 전날 밤 주제 하나를 읽고, 다음 날 자기 말로 가르치면 돼요. 영어가 완벽하지 않아도 짧고 분명한 문장이면 충분해요.
This guide explains each lesson in easy English. It gives you the ideas, the words, the questions and the games. Read a topic the night before. Then teach it to Lia in your own way.
Lia can count to 100. The new part is the number line: reading a number from its place on the line, and estimating when there is no number. A good estimate is close. It does not have to be exact.
Made by Lia's dad with the help of AI. It follows the order of the White Rose Maths Year 2 small steps (Autumn Block 1, steps 9–11). It is home practice, not official school or White Rose material. If the school teaches something in a different way, follow the school.
What is in this guide
- AHow maths is taught in Year 2영국 Year 2 수학 수업 방식↗ 공통
- BThe five pictures (models)다섯 가지 그림 모델↗ 공통
- Part 110s on a number line수직선에서 10씩 세기Step 9워크북 2쪽 →
- Part 210s and 1s on a number line수직선에서 10과 1로 읽기Step 10워크북 3쪽 →
- Part 3What is each step worth?눈금 한 칸의 값 찾기Step 10워크북 4쪽 →
- Part 4–6Estimate on a number line수직선에서 어림하기Step 11워크북 5–7쪽 →
- For you DEveryday English for maths time수학 시간 생활 영어↗ 공통
- A–ZMaths words A to Z단어 사전 →
How to use this guide
Every topic has the same parts. Here is what they mean.
| Part | What it is for |
|---|---|
| The big idea | The one thing Lia must understand. Read this first. |
| Get ready | Things to put on the table before you start: a strip of paper, a ruler, a pencil. |
| Teach it, step by step | A small lesson in 3–5 steps. You lines are things you can say. Lia lines are answers she might give. Do lines tell you what to do with your hands. |
| Other ways to say it | The same question in different English. Lia will hear all of them at school. |
| Worksheet English | Instructions that are often printed on maths worksheets. Read them together. |
| Good questions to ask | Questions that make Lia think and explain. |
| If Lia is stuck | Common mistakes and what to say. |
| Game | A short game on the floor or on a strip of paper. |
- The big ideaWhat it is forThe one thing Lia must understand. Read this first.
- Get readyWhat it is forThings to put on the table before you start: a strip of paper, a ruler, a pencil.
- Teach it, step by stepWhat it is forA small lesson in 3–5 steps. You lines are things you can say. Lia lines are answers she might give. Do lines tell you what to do with your hands.
- Other ways to say itWhat it is forThe same question in different English. Lia will hear all of them at school.
- Worksheet EnglishWhat it is forInstructions that are often printed on maths worksheets. Read them together.
- Good questions to askWhat it is forQuestions that make Lia think and explain.
- If Lia is stuckWhat it is forCommon mistakes and what to say.
- GameWhat it is forA short game on the floor or on a strip of paper.
A good maths time at home (15–20 minutes)
| Time | What to do |
|---|---|
| 2 minutes | Warm up. Play one quick game from this guide. |
| 5 minutes | Teach the big idea with a paper number line or a tape line on the floor. Use the “Teach it” steps. |
| 8–10 minutes | Workbook. One Part is enough. Sit next to Lia. Ask her to explain each answer. |
| 2 minutes | Talk. “What did you learn today? What was tricky?” |
- 2 minutesWhat to doWarm up. Play one quick game from this guide.
- 5 minutesWhat to doTeach the big idea with a paper number line or a tape line on the floor. Use the “Teach it” steps.
- 8–10 minutesWhat to doWorkbook. One Part is enough. Sit next to Lia. Ask her to explain each answer.
- 2 minutesWhat to doTalk. “What did you learn today? What was tricky?”
If Lia does not understand an English word, you can explain it quickly in Korean. Then say the English word again, and ask her to say it too. Always finish in English.
On one page
Put this on the fridge.
| Part | Topic | The big idea in one line | Key words | Workbook |
|---|---|---|---|---|
| Part 1 | 10s on a number line | Count in 10s along the line. Each interval is worth 10. | number line, interval, label | 10s on the line |
| Part 2 | 10s and 1s on a number line | 47 is between 40 and 50. Start at the nearest 10, not at 0. | between, closer to, count on | 10s and 1s |
| Part 3 | What is each step worth? | Count the intervals between two numbers. A step can be 1, 2, 5 or 10. | interval, worth | What is each step worth? |
| Part 4–6 | Estimate on a number line | Find halfway. Which end is closer? A good estimate is close. | estimate, about, halfway | Estimate the arrow, Mark the number, Think about it |
- Part 1Topic10s on a number lineThe big idea in one lineCount in 10s along the line. Each interval is worth 10.Key wordsnumber line, interval, labelWorkbook10s on the line
- Part 2Topic10s and 1s on a number lineThe big idea in one line47 is between 40 and 50. Start at the nearest 10, not at 0.Key wordsbetween, closer to, count onWorkbook10s and 1s
- Part 3TopicWhat is each step worth?The big idea in one lineCount the intervals between two numbers. A step can be 1, 2, 5 or 10.Key wordsinterval, worthWorkbookWhat is each step worth?
- Part 4–6TopicEstimate on a number lineThe big idea in one lineFind halfway. Which end is closer? A good estimate is close.Key wordsestimate, about, halfwayWorkbookEstimate the arrow, Mark the number, Think about it
Every day, ask these three questions
- Question 1
“What is each interval worth?”
- Question 2
“Where is halfway?”
- Question 3
“Explain how you know.”
Next in class
After these steps, the class will compare and order numbers. The number line helps there too: the number further to the right is greater. Later, the same idea comes back when Lia reads rulers and scales, and in Year 3 on number lines up to 1,000.
On one page
Put this on the fridge.
| Part | Topic | The big idea in one line | Key words | Workbook |
|---|---|---|---|---|
| Part 1 | 10s on a number line | Count in 10s along the line. Each interval is worth 10. | number line, interval, label | 10s on the line |
| Part 2 | 10s and 1s on a number line | 47 is between 40 and 50. Start at the nearest 10, not at 0. | between, closer to, count on | 10s and 1s |
| Part 3 | What is each step worth? | Count the intervals between two numbers. A step can be 1, 2, 5 or 10. | interval, worth | What is each step worth? |
| Part 4–6 | Estimate on a number line | Find halfway. Which end is closer? A good estimate is close. | estimate, about, halfway | Estimate the arrow, Mark the number, Think about it |
- Part 1Topic10s on a number lineThe big idea in one lineCount in 10s along the line. Each interval is worth 10.Key wordsnumber line, interval, labelWorkbook10s on the line
- Part 2Topic10s and 1s on a number lineThe big idea in one line47 is between 40 and 50. Start at the nearest 10, not at 0.Key wordsbetween, closer to, count onWorkbook10s and 1s
- Part 3TopicWhat is each step worth?The big idea in one lineCount the intervals between two numbers. A step can be 1, 2, 5 or 10.Key wordsinterval, worthWorkbookWhat is each step worth?
- Part 4–6TopicEstimate on a number lineThe big idea in one lineFind halfway. Which end is closer? A good estimate is close.Key wordsestimate, about, halfwayWorkbookEstimate the arrow, Mark the number, Think about it
Every day, ask these three questions
- Question 1
“What is each interval worth?”
- Question 2
“Where is halfway?”
- Question 3
“Explain how you know.”
Next in class
After these steps, the class will compare and order numbers. The number line helps there too: the number further to the right is greater. Later, the same idea comes back when Lia reads rulers and scales, and in Year 3 on number lines up to 1,000.