Welcome to "Bakery Number-Line Hop", a Grade 2 Add/Subtract on a Number Line mission at the Challenger stretch problem level, staged in a bakery scenario. The mission opens with a hands-on prompt: "Start at 27. Make 4 hops of size 5. Place the END on the number line." Students work with the numbers 27, 4, 5 and reach a final answer of 1 across 3 guided steps.
Behind the story, this lesson builds add/subtract on a number line understanding aligned to CCSS 2.MD.B.6. The key strategy is: 27 + 20 = 47.
A common misconception this page surfaces is: Counting the start point as the first hop. Hops happen BETWEEN points. The starting tick is position 0 of the journey, not a step taken. The adaptive Socratic hints move from a small nudge to a fuller strategy, keeping the reasoning visible for students, parents, and teachers.
Grade 2 · Add/Subtract on a Number Line
Mission Progress
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Thinking Summary · 1
Mastered[object Object]
[Discovery] Start at 27. Make 4 hops of size 5. Place the END on the number line.
1
Active StepPlace the marker on 47.
2nd Grade Number Line Jumps challenger-1 representative practice page for students who need a crawlable, worked entry point into the topic without exposing every near-duplicate long-tail mission.
This challenger · stretch problem mission uses a number line to move from the story to a precise number line jumps idea. Work through the prompts in order: notice the structure first, name the quantities, then check whether the final answer fits the original situation.
Common wrong turn: 27 is where we BEGIN. Hops move us forward.
Common wrong turn: 4 is the COUNT of jumps, not the final position.
Common wrong turn: 3 is the DISTANCE, not the number of hops.
In 2nd Grade Number Line Jumps, students need to connect the story, the model, and the symbolic answer. The core move here is: 27 + 20 = 47. A useful check is to ask whether the answer avoids this pitfall: Counting the start point as the first hop. Hops happen BETWEEN points. The starting tick is position 0 of the journey, not a step taken.
