Math Numbers Grade 2 Lessons

Grade 2
Numbers
Math
Title: Estimation
Date: Day 1 (Monday, October 5, 2015)
Year Level: Grade 1-2
Overall Time Frame: 1 hour
Big Idea: Numbers are all around us and are essential to mathematics.
Integration with Other Subjects: Art, LA (read aloud)
Anticipated Challenges:

- Students may play with the food. Set up clear expectations for the cereal before
handing it out.

- have pre-organized baggies of materials for the students to use to avoid fights for
materials.

- There will be transitions within the lesson. Ensure that you clearly set out the
expectation prior to moveing.
Diverse Learner Needs:

Low: Use colour coded
sheets to distinguish
between grade groups.
Medium: Have pre-organized

sheets for students to fill
out, complete with photos of
the cereals they are using.
High: Allow students to move

around the objects they are
counting so that they are more
easily able to manipulate them.
Medium: Repeat movements/

transition if students do not
adhere to the expectations
that are set out. Repeat as
many times as necessary.
High: Have them stay after

class and discuss the decisions
made and if they were good
ones. Inform them that if the
behaviour is not corrected,
mentor teacher or principal will
be included.
Behaviour Modifications:

Low: Clearly explain the
expectations for movement
and how to complete the
project prior to beginning.
Key Learning Goal(s) / Criteria:

- For students to understand the basics of how to estimate.

- I can estimate the amount of objects in a given set.

- I can compare two sets of numbers.
Specific Learning Outcomes/Learning Strategy: Think-Pair-Share

Grade 1:

- Estimate quantities to 10 by using referents (O6)

- Compare sets containing up to 20 elements. (O5)

Grade 2:

- Estimate quantities to 100 by using referents (O6)
- Compare and order numbers up to 100. (O5)
Grade 2
Numbers
Math
Resources and Materials:

- Object Lessons: Teaching Math Through the Visual Arts, K-5, Holtzman & Susholtz (p.
31, 183)

- Missing Math: A Number Mystery; Leedy

- pixabay.com

- 2-3 Baggies with various items in them (with 20 or fewer items)

- Mini-whiteboards for each student with a 100-chart on it.

- Sample page with 10 pieces of each cereal glued together to give students a referent
to use while estimating the material they may need.

- Cereal (Cheerios, Froot Loops, Chex, Honeycomb, Lucky Charms

- Construction paper in sizes 9x12 (g 2s) and 9x6(g 1s) in blue, brown, green and black.

- Pictures of landscapes, city-scapes, and sea-scapes.

- Handout to record estimations. (green paper)

- Anecdotal assessment sheet.

- Students: pencil
Relevant Background Knowledge to Teach Lesson:

- Teacher: Whats a referent? (refer to previous knowledge)

- Students: Understanding of how to count.
Assessment:

- What success looks like: have a sample of what 10 of each cereal type looks like.

- Self reflection; have students reflect with how well they estimated during activities.

- Formative assessment: walk around the room as the students are completing their
artwork. Have them tell you how/why they estimated the amount of materials they
would need. (this is the first class they will have on this topic, this feedback will
allow you to see where there are going into the concept.)
Lesson:

Introduction: (10 minutes)

- Gather the students at the back reading corner. Remind students how we transition to
the carpet and go through the expectations. If the student do not follow the
expectations, have them return to their seats and try it again.

- Being by asking students Where do we see numbers? And have the students consider
this question as you read the book, Missing Math: A Number Mystery, written by Loreen
Leedy. (There will be many examples where we see numbers in the book for students to
think about.)

- As you read the book, point out some of the pictures and ask students what they see
that involves numbers.

- After you have read the book, ask students what are some things that require numbers.
(sports, math, street names, puzzles, clocks, money, recipes, etc.)

- After a discussion on numbers, turn back to the page with the calendar and estimation.
Point out that estimating is making a good guess. Ask students how they would be able
to make a good guess about what month/day it is?
Grade 2
Numbers
Math
- Bring out the baggies of items and have students make an estimate as to how many they
think are in the bag. Have them record their estimates on their mini-whiteboard by
circling the number they think is in the baggie.

- Count the number of items in the baggie and have the students do a self-reflection
about how close their estimations were.

- Repeat this for the other baggies. Encourage the students to use the previous baggies
as a referent to help them estimate the amounts in the new baggies. Ask students if
they think there are more or less in the baggies than the last one.

- Have the students do a Think-Pair-Share with the person sitting next to them and
explain why/how they estimated the number of objects.

- Have students return to their seats.

Lesson: (45 minutes)

- After the students have returned to their seats, write the words Skyscape, Cityscape
and Landscape on the whiteboard. Have the students see what smaller words they could
see in the bigger word. (sky, city, land).

- Show students pictures of skyscapes, cityscapes and landscapes on the smart board.
Have the students point out things that they see in the photos. Record their observation
on the whiteboard under the appropriate heading.

- Once you have gone through all of the photos, explain that the students will be creating
their own -scapes. Have the students choose some of the objects that they
brainstormed for the type of -scape they want to create. They will have to draw these
objects onto construction paper, then estimate how many cereal pieces they will need to
cover their objects/picture.

- Grade 1s choose 2 objects, Grade 2s choose 3.

- Handout construction paper for each students (grade 1s get the smaller sheet as they
dont estimate to the same amount), and their estimating planning sheet. Have students
draw their objects on their page, large enough that they take up a good portion of
their -scape.

- After drawing their pictures, students will use your sample with the sets of 10 of each
cereal type to estimate how many pieces of cereal they will need to cover their
picture/objects.

- Once students have drawn their objects onto their sheet and estimated how many pieces
of cereal they will need to cover their photo/objects, they are to show you their picture
and estimation sheet and you will hand them their cereal supplies.

- Students will arrange the cereal onto their sheet to cover their picture/objects. Once
they have filled in their page, they will raise their hands and you will go around and
take photos of their creations. By not glueing the pieces down, the students will be able
to manipulate them making it easier to count how many of each type of cereal they
used.

- After you take a picture of their creations, have the students count how many cereal
pieces they actually used to cover their photo and write this number in the correct
place on the planning sheet.

- Have discussions with the students as they are filling out their planning sheets to see
how they choose their estimations as well as how they determined how many pieces
they used all together.
Grade 2
Numbers
Math
Closure:

- Self reflection; have students reflect with how well they estimated how many cereal
pieces they would need to complete their picture.
Reflections and Next Steps:
Grade 2
Numbers
Math
Title: Odd Numbers

Date: Day 2 (Tuesday, October 6, 2015)
Year Level: Grade 2
Overall Time Frame: 30 minutes
Integration with Other Subjects: LA (Read Aloud)

- Have pre-organized baggies of materials for the students to use to avoid fights for
materials.

expectation prior to moving.





be included.


- For students to understand the concept of what makes a number odd.

- I can explain if a number is odd or even.
Specific Learning Outcomes/Learning Strategy:

- Demonstrate if a number is odd or even. (O2)

Learning Strategy: Think-Pair-Share
Grade 2
Numbers
Math

- One Odd Day, Doris Fisher, Dani Sneed

- Blocks or other counting material

- Mini-whiteboards with hundreds charts

- Markers

- Die Templates

- Spinner with body parts

- http://www.senteacher.org/worksheet/13/Fractions.html

- Teacher: What makes a number odd.

Assessment:

- I can explain why a number is odd.

- Gather Evidence: Worksheet, observations, conversations (record notes where
applicable), Exit Slip (Creating Creatures)

- Teacher Feedback: Encourage students are they are working. Point out details that my
be missing in students work.

- Peer Feedback: Students will share patterns in the numbers they see with each other.
Lesson:

** Grade 1s will be completing the cereal-scape estimation worksheet from the previous
day or playing a math game related to todays learning.

- Review concepts weve already learned; (counting to 20 by 2s, 50 by 5s, 100 by 10s,
numbers)

- Ask students if they know what odd means in regards to numbers. Explain that an odd
number is any number that doesn't have a pair. See if the kids are able to name some
odd numbers. Encourage them that if they dont know any, that's ok, because well be
seeing a bunch in the book that we read.

Read: One Odd Day by Doris Fisher and Dani Sneed. Explain that odd can also mean
things that are strange or out of place. Have the students pay attention to the different
odd numbers and things that the boy encounters in his odd day.

Ask the students what numbers they noticed in the book. Explain that these are all odd
numbers. An odd number is a number that doesn't have a pair.

Hand out blocks to each student. Have each student make numbers with their blocks,
starting with the number 1. Ask if all of their objects have a pair. Is this on odd
number? How do you know? Create a 2 (keeping the arrangement of 1), does each object
have a pair? Is this an even number? How do you know? Continue to the number 10.
(keeping all of the previous arrangements). What numbers didnt have pairs?

Handout mini-whiteboards and have students colour in the odd numbers on their charts.

Think-Pair-Share: Ask students what type of patterns they see. Have them look at the
numbers as well, not just the rows alternate colours; all end in 1, 3, 5, 7 or 9. Students
should share the patterns they see with their Sharing Partner. Share some of the
patterns in class.
Grade 2
Numbers
Math
- Ask students questions about numbers if they are odd. (use a mixture of odd and even
numbers)

- Explain and demonstrate the game that the children will be playing once they complete
the math worksheet. Remind students what games expectations are.

- Create Something: Hand out sheets of paper, a Creature Spinner and paper clip and
odd dice. Have students put their name on the back of their spinner. The students
will create odd creatures like the ones the boy found in the book (the creatures
should have an odd number of everything; eyes, wings, legs, etc.) Students will roll
their die and spin their spinner to determine what they will draw on their creature
and how many of each they will draw. I students land on the same body part more
than once, they have the option of adding more onto their animal or just re-spinning.

- Explain the Odd Numbers worksheet and have students begin to work on it. Students
will continue to work on this for the rest of class. Once this sheet is completed they
will be able to play the game.

** If the cereal-scapes are not complete, students must complete this before they move
onto the game.

- If any student seems unsure during the lesson, coach them more one-on-one (or in small
groups) during the remaining class time. If class is over, take them aside briefly during
recess to talk about the concepts and help them then. Be sure not to take their entire
recess, as the students still need fresh air and to run around.
Closure:

- Problem to think about: In the end of the book that we read, the boy woke up to his
odd day, he saw the numbers 1, 3, 5, 7, 9, and 11 on his clock. What numbers do you
think he saw at the end of the book when he woke up to an even day. Why?

- Create Something: hand out sheets of paper and have students put their name on the
back. Have students create odd creatures like the ones the boy found in the book. The
creatures should have an odd number of everything (eyes, wings, legs, etc). Look at
these during recess time. Include this task on their worksheet. (This is also part of their
game.
Grade 2
Numbers
Math
Title: Even Numbers

Date: Day 3 (Wednesday, October 7, 2015)
Year Level: Grade 2

materials.






be included.


- For students to understand the concept of what makes a number odd.



Learning Strategy:

- My Even Day; Doris Fisher, Dani Sneed

- Blocks or other counting material

- Mini-whiteboards with hundreds charts; Markers

- Game Materials

- https://www.pinterest.com/pin/533465518331801643/
Grade 2
Numbers
Math

- Teacher: What makes a number odd.

Assessment:

- I can explain why a number is even.

applicable), Exit Slip (Snowball Assessment)


- Peer Feedback: students will discuss with each other what makes (or did not make)
the snowball numbers even or not.
Lesson:

** Grade 1s will be finishing the worksheet from their lesson or playing a math game
related to todays learning.

- Review concepts weve already learned; (numbers, counting to 20 by 2s, 50 by 5s, 100 by
10s, what makes a number odd, what do odd numbers end in?)

- Ask students if they know what even means in regards to numbers. Explain that an even
number is any number that has a pair. See if the kids are able to name some even
numbers. Encourage them that if they dont know any, that's ok, because well be seeing
a bunch in the book that we read.

Read: My Even Day by Doris Fisher and Dani Sneed. Have the students pay attention to
the different even numbers that the boy encounters in his even day.

After reading, ask the students what numbers they noticed in the book. Explain that
these are all even numbers. An even number is a number that has a pair for each part.

Hand out blocks to each student. Have each student make numbers with their blocks,
starting with the number 1. Ask if all of their objects have a pair. Is this an even
number? How do you know? Create a 2 (keeping the arrangement of 1), does each object
have a pair? So is it an even number? How do you know? Continue to the number 10.
(keeping all of the previous arrangements). What numbers had pairs?

Handout mini-whiteboards and have students colour in the even numbers on their charts.

Ask students what type of patterns they see. Have them look at the numbers as well,
not just the rows alternate colours; all end in 2, 4, 6, 8, and 0. Share some of the
patterns in class.

Ask students questions about numbers if they are even. (use a mixture of odd and even
numbers)

Explain and demonstrate the game that the children will be playing once they complete

- Odd/Even Coin Toss and Cover: Students will work in pairs. Each pair will get two
coins, one game board and counters.
Grade 2
Numbers
Math
- Students will flip their coin, then using the legend, determine if they get to cover an
odd or an even number. They can choose whatever number to cover as they want, as
long as it is the correct type. Their partner must also agree that the number is the
correct type. Try to fill your side of the board before your partner fills theirs.

- Explain the Even Numbers worksheet and have students begin to work on it. Students

Closure:

- Snowball Assessment: Hand out colour-coded sheets of paper. Have the students write
down an even number and their name. Students crumple up the paper and throw it
around the room. Students pick up a page of their class colour and see if the number
is an even number. Explain to the one who wrote it why you know it is even (or odd if
it is).
Grade 2
Numbers
Math
Title: Review of Numbers to 10, Ordinal Numbers

Date: Day 4 (Thursday, October 8, 2015)
Year Level: Grade 2

materials.






be included.


- To understand how to order objects using terms like first, second, etc.

- I can tell the position of objects.

- Describe order or relative position, using ordinal numbers (up to tenth). (O3)

Learning Strategy:

- Ten Birds Meet a Monster; Cybele Young

- 10 objects to put in a line up.

- Mini-whiteboards with printing lines on them.

- Game Materials

- http://lifeovercs.com/ordinal-numbers-card-game-for-september/
Grade 2
Numbers
Math

- Teacher: Ordinal numbers to 10.

- Students: Understanding of how to count to 10.
Assessment:

- I can tell the position of objects in a series.

applicable), Exit Slip


- Peer Feedback: Students will self-check each others exit slip by comparing it to their
own. They will discuss any discrepancies and chose what one they think is correct
after the discussion.
Lesson:


- Prior to class: Have a series of items lined up in a row.

-
10s, what makes a number odd, what do odd numbers end in? What makes a number
even, what do even numbers end in?)

Introduce the concept of ordinal numbers, numbers which describe position of objects.
Have the students imagine the items were in a race and that is that order of them
finishing the race. Ask what position the objects would have finished the race.

Read: Ten Birds Meet a Monster by Cybele Young. At each page, have the students
count the amount of birds they see in the creatures they create to scare the monster.
Draw attention to the terminology of the birds, first, second, etc, ask students what
that word means in regards to the birds. Have the students connect the ordinal term to
the number it represents. (first represents 1, second represents 2, etc.)

Hand out the mini-white boards to the students. Show students how to write ordinal
numbers in numeral form; 1st, 2nd. Point out that the first three ordinals end in
something different than the last 7. Show students that the word tells us what it ends
is. First, second, third, forth, etc.

Have students practice making each numeral. Use the objects to ask questions; what
place is the stapler in?

Show the students how to write each word, paying attention to the guide lines on the
page. Have them practice writing each word on their own white board.

Talk to students about connecting the ordinal numbers to their lives. Share some
examples of how you can connect ordinal numbers; I have two nephews, my first
nephews name is Ryan. I was my parents second child. I was born in May which is the
fifth month. See if the students can think of any connections they have to ordinal
numbers. Challenge them to talk with their moms and dads that night and see if you
could find connections for each of the different ordinals. (send a note home to parents
as well explaining what youre wanting students to do)
Grade 2
Numbers
Math

- Ordinal Memory: Using the Ordinal Cards, lay all of the cards face down. Students
take turns with their partner to turn over one of the cards. Students read what the
card says then tries to find it's match by choosing another card to flip over. If the
cards are a match, the student gets to take the cards and goes again. If they cards
do not match, the cards are turned face down again and the other player gets to
play. Cards can be matched with word, position, numeral or calendar date.

- Explain the Ordinal Numbers worksheet and have students begin to work on it.
Students will continue to work on this for the rest of class. Once this sheet is
completed they will be able to play the game.

Closure:

- Have students think of how they can connect ordinal numbers to their lives. Send
home a note to parents to help their child connect ordinals. Provide examples from
your own life to give parents ideas of connections they can help their child make.

- Exit Slip: Hand out pages with a number of objects in a line. Have the students
answer questions at the bottom about the ordinal position of specific objects.
Compare their answers to their neighbours and have discussions on each difference
they have.
Grade 2
Numbers
Math
Title: Ordinal Numbers; Connecting Ordinals to Our Life

Date: Day 5 (Friday, October 9, 2015)
Year Level: Grade 2
Integration with Other Subjects:

materials.






be included.


- To understand how to order objects using terms like first, second, etc.



Learning Strategy:

- On the Stairs; Julie Hofstrand Larios

- 10 Objects to put into a line up.

- Lists of the objects in various positions.

- Ordinal Cards

- http://lifeovercs.com/ordinal-numbers-card-game-for-september/
Grade 2
Numbers
Math

- Teacher: Ordinal numbers to 10.

- Students: Understanding of how to count to 10.
Assessment:

- I can tell the position of objects in a series.


Lesson:


10s, what makes a number odd, what do odd numbers end in? and even?)

- Talk to students about connecting the ordinal numbers to their lives. Have the students
share some of the connections they have to ordinal numbers. (Children hopefully had
their parents help them connect ordinals to their lives. Discuss the connections they
were able to make.)

Review what we talked about yesterday. Hand out the mini-white boards to the
students. Have students practice writing ordinal numbers in numeral form; 1st, 2nd.
Remind them that the first three ordinals end in something different than the last 7.
Point out to students that the word tells us what it ends is. First, second, third, forth,
etc. Use the objects to ask questions; what place is the stapler in?

Give the students a list of objects with their positions and the objects. Have them work
together as a class to determine what order the objects go in and create a line with
the objects. After creating the line, have the students justify why they placed each
object where they did.

Have the students pair up with their neighbour and repeat the process. Go around to
the pairs and have each partner share why one object was placed where it was on the
line.

Help students think of further concessions to their lives. Talk about some of the things
we can connect ordinal numbers to; months, dates, order of birth, etc.


- Ordinal Slap-It: Choose one suit of cards to place in the center of the game, the rest
of the cards are distributed between the players and placed in front of them. Flip the
top card from the center pile and let it sit in the center of the play area. Players
take turns flipping over the top card of their deck. If the player card matches the
center card, students slap the center card. The first person to slap the card gets to
take the center cards as well as all the cards that have been played. There cards get
placed at the bottom of their play pile. Can you get all the cards?
Grade 2
Numbers
Math
- Explain the Ordinal Numbers worksheet and have students begin to work on it. Students

Closure:

- Exit Slip: Hand out pages with a number of objects and a position they are located.
Have the students place the objects within a line based on their given position.
__________

Grade 2
Numbers
Math
Title: 10 Fact Families

Year Level: Grade 2

- Have pre-organized bags of materials for students to use to avoid fights for materials.






be included.


- To review what the fact families of 10 are to better aid with mental math strategies.

- I can add numbers to 10.

- Demonstrate an understanding of addition. (O9)

Learning Strategy: Think-Pair-Share

- Math Success, Grade 2; Jean Roberts

- Math Fables: Lessons That Count; Greg Tang (River Sticks; Combinations of 10)

- Counters

- Mini-whiteboards

- Combinations of 10 Worksheet

- Deck of cards for each pair
Grade 2
Numbers
Math

- Teacher: Fact Families of 10.

- Students: Basic addition sums of 10
Assessment:

- I can count and add to 10 using only 2 numbers/sets.

applicable), Exit Slip (Chalkboard Splash)

- Teacher Feedback: Encourage students as they are working. Point out details that my

- Peer Feedback: students will discuss 10 Fact Families through creating stories.
Lesson:


-
10s, what makes a number odd, what do odd numbers end in? even? Ordinal numbers,
connections to the ordinal numbers)

Begin by discussing any connections that the students may have made to the ordinal
numbers; weve discussed birthdays and order of birth, see if they thought of any
others.

Read: Math Fables by Greg Tang, focusing on the story about 10, River Sticks. Before
reading, encourage the students to be thinking of the different pairs which create 10.
Discuss these pairs after the story.

After reading the story, give each student a baggie with ten counters in it. Have the
students come up with different ways that they can arrange the 10 counters using only
two separate groups.

Have each child share what different groupings they made with their counters.
Encourage students who haven't shared yet to see if they could create groups that the
other students haven't created yet. (Encourage the students first that the one they did
create was a good grouping)

If all of the students have a different grouping (reverse groupings count as two
separate ones), show any groupings which have not been shown at all (ie. if 4&6 has
been created, you do not need to show 6&4, but if both 4&6 and 6&4 are created but
5&5 has not, show 5&5).

If any of the students did reverse groupings (ie. 2&8 and 8&2) draw attention to these
groupings and ask the students what they notice about them. (same number in each
group, just a different order)

Ask students what they notice about the total number of counters in each grouping. (It
never changes.) Explain that this is because you can group the counters in different
ways but it doesn't change the total amount. This is called conservation of number.
Explain that conservation is just a fancy way of saying that it doesn't change the
number.
Grade 2
Numbers
Math
- Show the students that there are really only 6 different groupings for 10; 10&0, 9&1,
8&2, 7&3, 6&4 and 5&5.

- Take one of the examples that the students created and use it to show the 4 Stories
of 10 (ie. 0+10=10, 10+0=10, 10-0=10 and 10-10=0).

- Ask students to show where the largest number in the equation goes. (when we add,
we put things together and put it at the end, when we subtract we begin with the
largest number and take some away.

- Have the students work with a partner beside them to create another 4 Story Family
with one of the groupings. Have some of the groups share what they put for their
stories. Repeat this once more with another neighbour. Share their answers.

- Have the students create fact families for the remaining 3 grouping.

** Point out that with doubles there are only 2 facts in the story

the math worksheet.

- 7 Up; Take out all of the face cards and jokers out of a regular deck of cards. In
pairs, the student flips over 7 cards from the pile. They are to remove any
combinations of 10; 10s, 9&1s together, 8&2s together, etc. The child flips new cards
over in place of the ones they take until either there are no more cards in the pile to
draw from or there are not more possibilities of 10 in the 7 cards that are shown.
When this happens, the student draws another line of 7 cards and continues the
process. They may take from the first line of cards. Games goes until all the cards
have been collected.

- Explain the Combinations of 10 worksheet and have students begin to work on it.
Students will continue to work on this while you teach the grade 2s their lesson. Once
this sheet is completed they will begin to play the game.

Closure:

- Chalkboard Splash: Have each student write a fact family of 10 on the board.
Grade 2
Numbers
Math
Title: Connections with Numbers Book

Overall Time Frame: 1 Hour
Integration with Other Subjects: Art, LA

materials.






be included.


- Students will be able to make connections to numbers in their own personal life.

Grade 1:

- I understand how to count sets.

- I can print letters clearly using lines as a guide.

- I use appropriate spacing between letters and words.

- I write using capitals, including the pronoun I, and periods.

Grade 2:


- I can write using my own ideas and others.

- I can use capital letters for pronouns and at the beginning of my sentences.

- I write using complete sentences, proper size and spacing, capital letters and
punctuations.
Grade 2
Numbers
Math

Grade 1:

- Demonstrate an understanding of counting by: last number = how many, each set has
only 1 count, using parts or equal groups to count set. (O3)

- Math Competency: Connections

- LA: Generate and contribute ideas for individual or group oral, print and other media
texts

- LA: Print letters legibly from left to right, using lines on a page as a guide

- LA: Use appropriate spacing between letters in words and between words in sentences

- LA: Write simple statements, demonstrating awareness of capital letters and periods

- LA: Capitalize the first letter of names and the pronoun I in own writing

Grade 2:

- Describe order or relative position, using ordinal numbers, up to tenth.

- Math competency: Connections

- LA: use own and respond to others ideas to create oral, print and other media texts

- LA: use capital letters for proper nouns and at the beginning of sentences in own
writing

- LA: print legibly and efficiently, forming letters of consistent size and shape, and
spacing words appropriately

- LA: write complete sentences, using capital letters and periods

Learning Strategy:

- Emilys First 100 Days of School; Rosemary Wells

- Sample book of task; Connections to your own life.

- Writing handouts

- Previous connections students had made

- Small square of paper for students to decorate when complete

- Teacher: Have a book ready to show students the expectations of the assignment

- Students: How to connect numbers to our lives; examples of previous connections.
Assessment:

Grade 1:

- I can count and recognize numbers in my own life (O3, Competency: connections)

- I can use appropriate spacing between letters in words and words in sentence.

- I can write using capitals and periods.

- I know to capitalize the pronoun I.

Grade 2:

- I can recognize ordinal numbers in my own life. (O3, Competency: connections)

- I can use gathered information to create ideas. (LA:

- I can print with consistent size, shape and spacing. (LA:

- I can write in complete sentences using capital letters and periods. (LA:

Assessment will be of created book page based on rubric of the above outcomes.
Grade 2
Numbers
Math
Lesson:

- Review: skip counting (by 2s, 5s and 10s), numbers 1-10, ordinals numbers

- Read: Emilys First 100 Days of School by Rosemary Wells. Show students the book.
Students would have already heard the book during the first couple days of school.
Have the students pay attention to the connections that Emily makes to the days of
school and other numbers around her as you read. Do not really the entire book, it will
be suffice to only read up to the number 10.

- Explain to the class that you will be creating a class books together for each of the
grades. Their books will be about connecting numbers to our lives just like Emily did.

- Explain that the grade 1s will be connecting numbers to their lives and the grade 2s
will be connecting ordinals.

- Remind students that theyve already done this during their math classes during the
last couple of weeks by connecting the number we were learning about to their lives,
and that some of their parents even helped them.

- Show students a copy of a book you created about your life using connections to
numbers and ordinal numbers that you found. Before you begin reading, encourage the
students to think about what you connected your life to.

- Read both copies of the books. Have the students brainstorm different areas that we
can connect numbers to our lives. (grandparents, siblings, cousins, house number, street
number, counting objects in house, etc.) Write their suggestions on the SmartBoard.

- If the students are having trouble thinking of ways that they can connect the numbers
to their lives, point out the different comparisons you made in your book. Also have them
think about the connections that they already made to the numbers.

- After you have brainstormed various areas that we can connect the numbers to our
lives, show the Assessment Task outline on the SmartBoard so the students know what is
expected of them in the project. Read through both projects for the students.

- To chose numbers, write the numbers from 1-10 and 1st-10th on the board. Draw
students popsicle sticks and allow them to choose what number they want to work with.

- Hand out the writing pages and allow the students to begin working on their sentences.

- As the students are working, go around the room and discuss the connections that the
students are making. If the students are having problems thinking of connections, remind
them of the connections that they have already made to their lives. Bring out your
records of connections that the students made during the previous week.

- Students will continue to work on these until the end of class. Further class time will
be given the following day. Students will be expected to finish their pages by the end
of tomorrows class. Assess the pages that the students create, then bind them into a
book to show the students later in the unit.

- If students finish their page, and their picture is coloured, they can be given two
smaller cutout which they will decorate with their number. These cutouts will be put
together to create the front and back cover of the book.
Closure:

- Have students share what some of the connections they have made to their number.
Grade 2
Numbers
Math
Title: Connections with Numbers Book; Continued

Overall Time Frame: 1 Hour
Integration with Other Subjects: Art, LA

materials.






be included.


- Students will be able to make connections to numbers in their own personal life.

Grade 1:


- I can print letters clearly using lines as a guide.

- I use appropriate spacing between letters and words.

- I write using capitals, including the pronoun I, and periods.

Grade 2:


- I can write using my own ideas and others.

- I can assess gathered information and determine what to use.

- I write using complete sentences, proper size and spacing, capital letters and
punctuations.
Grade 2
Numbers
Math

- Demonstrate an understanding of counting by: last number = how many, each set has
only 1 count, using parts or equal groups to count set. (O3) (gr.1)

- Describe order or relative position, using ordinal numbers, up to tenth. (gr.2)

- Math competency: Connections

- LA: use own and respond to others ideas to create oral, print and other media texts

- LA: examine gathered information to decide what information to share or omit

- LA: print legibly and efficiently, forming letters of consistent size and shape, and
spacing words appropriately

- LA: check for capital letters, punctuation at the end of sentences and errors in
spelling

- LA: write complete sentences, using capital letters and periods

Learning Strategy:

- Sample book of task; Connections to your own life.

- Writing handouts

- Previous connections students had made

- Small square of paper for students to decorate when complete

- Teacher: Have a book ready to show students the expectations of the assignment

- Students: How to connect numbers to our lives; examples of previous connections.
Assessment:

Grade 1:

- I can count and recognize numbers in my own life (O3, Competency: connections)

- I can use appropriate spacing between letters in words and words in sentence.

- I can write using capitals and periods.

- I know to capitalize the pronoun I.

Grade 2:

- I can recognize ordinal numbers in my own life. (O3, Competency: connections)

- I can use gathered information to create ideas. (LA:

- I can print with consistent size, shape and spacing. (LA:

- I can write in complete sentences using capital letters and periods. (LA:

Assessment will be of book page that the students create based on rubric of outcomes.
Lesson:

- Review the assessment task the students were introduced to yesterday. Bring up the
assessment tasks and review that you will be creating class books together for each of
the grades. Their books will be about connecting numbers to our lives.

- Explain that the grade 1s will be connecting numbers to their lives and the grade 2s
will be connecting ordinals.

- Remind students that theyve already done this during their math classes during the
last couple of weeks by connecting the number we were learning about to their lives,
and that some of their parents even helped them.
Grade 2
Numbers
Math
- Show students the copy of a book you created about your life using connections to
numbers and ordinal numbers that you found. Briefly go through some of the pages
that you created as a reminder to students and to help them finish working on their
connections.

Bring up the page on Notebook outlining their suggestions for things we can connect our
lives to.

Hand out the writing pages and allow the students to begin working on their sentences.

As the students are working, go around the room and discuss the connections that the
students are making.

Students will continue to work on these until the end of class. Students will be
expected to finish their pages by the end of class. Assess the pages that the students
create, then bind them into a book to show the students later in the unit.

If students finish their page, and their picture is coloured, they can be given two larger
cutouts which they will decorate with their number (with the paper sitting horizontally)
and one smaller cutout that they can decorate however they would like. These cutouts
will be put together to create the front and back cover of the book, so encourage
students to colour in their entire rectangle so there is no more white showing.

Once these pages are decorated, students can complete one page of the Math review
booklet. Once they have shown this to the teacher, they may practice some of the math
games that weve already learned.
Closure:

- What were some of the connections that you made to your number? Was it difficult
to make these connections? What may have been an easier number to connect to? Can
you think of connections for each number/ordinal?
__________

Grade 2
Numbers
Math
Title: Adding 0
Year Level: Grade 2







be included.


- To understand that adding zero from a number will not change the number.

- I know what happens when you add zero to any number, and can explain why.

- Demonstrate and explain the effect of adding zero to, or subtracting zero from, any
number. (O8)

Learning Strategy:


- A Place for Zero; Angeline Sparagna LoPresti

- 0 Card

- Blocks

- Mini-Whiteboard with marker and eraser
Grade 2
Numbers
Math

- Teacher: That adding zero from a number will not change the number.

- Students: What zero is.
Assessment:

- I know what happens when you add zero to a number and can explain why.

applicable)


- Peer Feedback:

- Self-Reflection: students will give a self-reflection during Three-Minute-Pause
Lesson:


10s, odd/even numbers, ordinal numbers; connections, combination of numbers)

- Show students a card with a zero on it. Ask them what number it is and what it
represents.

- Read: A Place for Zero by Angeline Sparagna LoPresti. Before you read, explain to the
students that the book will tell us how we can use the number zero in math. Have the
kids think about the use for zero as we read. Discuss their observations after finishing
the book. As you read, have a white board beside you to use at various parts of the
book. Skip over the multiplication section of the book?

Once finished reading, ask the students what they noticed about how we use the
number zero in math (to create a place spot for moving tens, identity property in
addition)

Hand each student 10 blocks and write an equation that involves adding zero. Say the
equation out loud and ask the students to create the equation with their blocks. Have
different students explain what they do to solve the problem.

Ask students why the number doesnt change (zero represents nothing, when we add
nothing to the equation, the number stays the same)

Repeat this with different questions.

the math worksheet.

- Chutes and Ladders: Students pick a card and do the corresponding addition fact. They
move that many squares forward on the game board. If they land on a slide, they
move down to the square the slide ends on. If they land on a ladder square, they can
climb up the ladder. Who can make it to 100 first?

Explain the worksheet and have students begin to work on it. Students will continue to
work on this while you teach the grade 2s their lesson. Once this sheet is completed
they will begin to play the game.
Grade 2
Numbers
Math
Closure:

- 2 Facts and a Fib: write two truths on the board and one fib and have the students
tell which is the lie. Have them explain why it is a lie.
Grade 2
Numbers
Math
Title: Combinations of 6; Using Brackets

Year Level: Grade 2







be included.


- To understand the different combinations of numbers which make up 6 and the use of
brackets in addition equations.

- I can add numbers and know the corresponding subtractions.

- Demonstrate an understanding of addition with answers to 100 and the corresponding
subtraction. (O9)

Learning Strategy:
Grade 2
Numbers
Math


- Math Fables; Greg Tang

- Counters

- Mini-Whiteboards and markers

- https://www.pinterest.com/pin/201817627029131157/

- Teacher: Various combinations of 6

- Students: Counting to 6, basic addition knowledge.
Assessment:

- I know the different ways to add to get to 6.

applicable), Exit Slip (Laundry Day)


- Peer Feedback: Students will be working with each other and sharing their methods
for solving the problems.
Lesson:


-
10s, Odd/Even numbers)

Read: Math Fables by Greg Tang, focusing on the story about 6, Tools Gold. Before
reading, encourage the students to be thinking of the different pairs which create 6.
Discuss these pairs after the story.

Hand out 6 counters to each student. Have the create different variations of 6 using only
2 sets of numbers.

Have each child share what different groupings they made with their 6 counters.
Encourage students who have not shared to see if they can create a different
arrangement than the ones that have been shared. (encourage the students first that
the groupings they have made were good groupings)

After all of the students have presented their groupings, show any groupings that were
missed (reverse groupings do not need to be shown)


never changes.) Explain that this is because you can group the counters in different
ways but it doesn't change the total amount. This is called conservation of number.
Explain that conservation is just a fancy way of saying that it doesn't change the
number.
Grade 2
Numbers
Math
- Take one of the examples that the students created and use it to show the 4 Stories
of 10 (ie. 1+5=6, 5+1=6, 6-1=5 and 6-5=1).

- Have the students create more sets which total to 6, this time removing the restriction
to the number of sets and allowing 3 sets in the groupings. (3+2+1=6) Show students
the brackets cards and explain their role in math. We can put brackets around two
numbers and make them one addend; (3+2)+1=6 can become 5+1=6, or 3+(2+1)=6 is 3+3=6

Ask students which would be easier to add with?

Explain that you always add what is in the brackets together first.

Create some examples on your board with equations with three addends or more. Have
everyone copy your equation onto their boards, then using brackets, create different
groupings and a new equation. Have them write their new, simplified equation under the
original. Allow each student to pair up with their neighbour and share how they choose
to solve the problem. Then allow students to share with the class what method they
used to solve the problem.

Review the partners for 6 again, 6+0, 5+1, 4+2, 3+3 (have the students say them) Then
do a drill with them by calling out one number and having the students call out the
partner number.

the math worksheet.

- In/Out: Hand each students 6 beans and a play mat. Students will drop the beans on
the play mat and record the amount of beans that landed with the white side up, the
black side up and a mixture of both the back and white side up. They will record the
equation on their whiteboard game sheet, reworking the equation to include brackets
and writing it as an equation with two addends.


If any student seems unsure during the lesson, coach them more one-on-one (or in small
Closure:

- Laundry Day: Label the four corners with laundry detergent brands. Tide (drowning in
information), Gain (understanding basics but missing keep parts), Bold (fairly confident,
just missing details), Cheer (sure of success). Students go to the corner that best
represents their feelings on topic.
Grade 2
Numbers
Math
Title: Combinations of 6 Cont; Using Brackets

Year Level: Grade 2







be included.




subtraction. (O9)

Learning Strategy:


- Counters

Grade 2
Numbers
Math


Assessment:


applicable)


Lesson:


- Ask students to bring their sheet with the partners they worked on during the grade 1
lesson.

10s, Odd/Even numbers)

- Have students tell you what the different partners for 6 are. Write these on the mini
whiteboard.

- Do multiple drills with the students to solidify what the partners for each number are.
-
First say a number and have the class call out the partner number. Have the whiteboard
visible as a reference for students.

After you have gone through each number, multiple times, repeat this again but remove
the whiteboard so they must now use what they stored in their mind.

After you have gone through the partners again, split the class into pairs and assign
each pair a set of partner numbers. When you call a number that is in their set, both
students should leap frog into the air.

Repeat this again, but assign each student a specific number. When their partner
number is called, the student should jump into the air.

Repeat this again, switching students number.

If you feel that students are understanding the different partners for 6, ask how they
think knowing these partners can help us with adding? (if we know the partners we can
change problems to show the partners and make it easier for us to add.

If the students are ready to move on, toss folded slips of paper in the air. Have
students help you record how theyve fallen, on side, back or front. Record these
numbers on the board and review how we can use brackets to help simplify the problem
and create a related fact.

Grade 2
Numbers
Math
- Create some examples on your board with equations with three addends or more. Have

- Explain the worksheet and have students begin to work on it. Students will continue to

** A game will be determined the next day; either another review of partners of 6 similar
to todays lesson, or learning partners of 7 to solidify these partnerships prior to the
next lesson.

Closure:

- Self-Reflection: Thumbs up or to the side with how well students feel they have
mastered the concept.
Grade 2
Numbers
Math

Year Level: Grade 2







be included.




subtraction. (O9)

Learning Strategy:



- Counters

Grade 2
Numbers
Math


Assessment:


applicable)


Lesson:


10s, Odd/Even numbers, combinations of 6)

- Read: Math Fables by Greg Tang, focusing on the story about 7, Gone With The Wind.
-
Before reading, encourage the students to be thinking of the different pairs which
create 7. Discuss these pairs after the story.

2 sets of numbers.




never changes.) See if the students can explain that this is because you can group the
counters in different ways but it doesn't change the total amount. This is called
conservation of number, which is just a fancy way of saying that it doesn't change the
number.

Take one of the examples that the students created and use it to show the 4 Stories
of 10 (ie. 2+5=7, 5+2=7, 7-2=5 and 7-5=2).

Have the students work with a partner beside them to create another 4 Story Family
Grade 2
Numbers
Math
to the number of sets and allowing 3 sets in the groupings. (3+3+1=7) Show students the
brackets cards and explain their role in math. We can put brackets around two numbers
and make them one addend; (3+3)+1=7 can become 6+1=7, or 3+(3+1)=7 is 3+4=7

Ask students which would be easier to add with?



Review the partners for 7 again, 7+0, 6+1, 5+2, 4+3 (have the students say them) Then
do a drill with them by calling out one number and having the students call out the
partner number. Partner the class into pairs and assign each pair a set of numbers.
When you call one of the numbers in their pair, they both leap frog into the air calling
out the partner number.

the math worksheet.

- Super 7: Using the Super 7 Cards, have students one at a time draw a card and
determine the missing number needed for the equation to total 7. Students find that
number on the board and cover it with a counter.


Closure:

Grade 2
Numbers
Math

Year Level: Grade 2







be included.




subtraction. (O9)

Learning Strategy:



- Mini-Whiteboards and markers; counters

- http://www.education.com/activity/article/lets-make-14/
Grade 2
Numbers
Math


Assessment:


applicable), Exit Slip (Self-Reflection)


Lesson:


10s, Odd/Even numbers, combinations of 6, 7)

- Read: Math Fables by Greg Tang, focusing on the story about 8, Profile in Courage.
-
Before reading, encourage the students to be thinking of the different pairs which
create 8. Discuss these pairs after the story.

2 sets of numbers.




never changes.) See if the students can explain that this is because you can group the
counters in different ways but it doesn't change the total amount. This is called
conservation of number, which is just a fancy way of saying that it doesn't change the
number.

Take one of the examples that the students created and use it to show the 4 Stories
of 10 (ie. 3+5=8, 5+3=8, 8-3=5 and 8-5=3).

Have the students work with a partner beside them to create another 4 Story Family
Grade 2
Numbers
Math
to the number of sets and allowing 3 sets in the groupings. (3+3+2=8) Show students
the brackets cards and explain their role in math. We can put brackets around two
numbers and make them one addend; (3+3)+2=8 can become 6+2=8, or 3+(3+2)=8 is
3+5=8

Ask students which would be easier for them to add with?



Review the partners for 8 again, 8+0, 7+1, 6+2, 5+3, 4+4 (have the students say them)
Then do a drill with them by calling out one number and having the students call out
the partner number. Assign each student a number, excluding 4. When you call one of
the numbers in their pair,whoever is the partner number leap frogs into the air calling
out their number. If 4 gets called, the entire class leapfrogs calling out the partner
number.

the math worksheet.

- Pyramid (9 Partners): Remove all of the 10-K cards from the deck, shuffle the
remaining cards. Deal the cards face down into a pyramid with one card at the tip,
followed by 2 cards in the next row, then 3, etc until your 6th row with 6 cards.
Place the remaining cards at the bottom of the pyramid face down. One at a time,
flip the top card over from the deck and see if you can find it's match to create 9. If
the 9 is drawn, you may just remove the card from either the deck or pyramid.
Students may keep the top three cards that they draw available on the bottom. All
combinations must consist of 3 different cards with the exceptions of the 8 and 9
cards. 9 can be used on its own, and 8 can be paired with just one other card. Record
the equations used on the game sheet and write them using brackets and simplified
equations.


Closure:

- Observational: walk around the room as the students are working and see how the
students are doing. Make notes where possible.
Grade 2
Numbers
Math

Year Level: Grade 2


- There will be transitions, ensure the expectations are clear prior to moving.





be included.




subtraction. (O9)

Learning Strategy:



- Counters

Grade 2
Numbers
Math


Assessment:


applicable)


Lesson:


10s, Odd/Even numbers, combinations of 6, 7, 8)

- Read: Math Fables by Greg Tang, focusing on the story about 9, Antics. Before reading,
-
encourage the students to be thinking of the different pairs which create 9. Discuss
these pairs after the story.

Have the students create more sets which total to 9, by falling in one of three ways,
on their stomach, on their back or on their side.

Choose a student to help you record how many students choose to land in each position
and record these numbers. Then have all students get back into good Carpet-Ready
positions.

Re-explain how brackets work in math. We put brackets around parts of the equation to
simplify it. When we put brackets around 2 numbers, we are saying that we want to
simplify the equation by joining the two numbers and creating one single number.

Explain that we always do what is in the brackets first. Have students tell you want
number the brackets explain.

Repeat this one more time with your students as the manipulatives.

Create some examples on your board with equations with three addends. Have everyone
copy your equation onto their boards, then using brackets, create different groupings
and a new equation. Have them write their new, simplified equation under the original.

As students are working on this, go around to each group and have them explain what
they are doing and their reasoning for doing so. Take notes where possible.

the math worksheet.

- During the next class, students will repeat the use of their drills. Have them sort our
a deck of cards using the following cards; 4 jokers, 1-6 Hearts, 1-7 Shovels, 1-8
Diamonds, 1-9 Clovers. Have them work with a partner to practice all of their
partner numbers. Hearts are partners of 6, Shovels are partners of 7, Diamonds are
partners of 8 and Clovers are partners of 9.
Grade 2
Numbers
Math

Closure:

- Three-minute-Pause: teachers stops the lesson at any point and does a quick selfreflection with the students about their understanding.
Grade 2
Numbers
Math

Year Level: Grade 2

materials.






be included.




subtraction. (O9)

Learning Strategy:
Grade 2
Numbers
Math



- Counters


- http://playfullearning.net/2014/07/flip-10/


Assessment:


applicable)



- Self-Reflection: There will be a self-reflection as part of Three-Minute-Pause
Lesson:


10s, Odd/Even numbers, combinations of 6, 7, 8)

- Read: Math Fables by Greg Tang, focusing on the story about 10, River Sticks. Before
reading, tell students that we've already read this poem, but that it will be a good way
to remind ourselves about it. Encourage the students to be thinking of the different
pairs which create 10. Discuss these pairs after the story.

Have the children tell you all the different combinations of 10. They should have an idea
of this because they would have practiced these combinations prior to the lesson.

If any of the students suggest reverse groupings, draw attention to them and remind
students that the order of the numbers does not matter because the total or sum is the
same.

Have the students create more equations with three addends which total to 10. Explain
that students may choose either rock, paper or scissors and make that shape with their
hands. Total up the amount of each and record them on the white board. Explain that we
can put brackets around two numbers and make them one addend; instead of adding
rocks plus scissors plus paper, we can add paper to the number of people who choose
rocks and scissors together. Explain that you always add what is in the brackets
together first.

Make both possible bracket equations and ask students which would be easier for them
to add with? Have them explain their response.
Grade 2
Numbers
Math
- Create some examples on your board with equations with three addends or more. Have
original. Go around the class and have them explain how they solved the problem.

Review the partners for 10 again, do a drill with them by calling out one number and
having the students leap frog into the air and call out the partner number.

the math worksheet.

- During the next class, students will repeat the use of their drills. Have them sort out
a deck of cards using the following cards; 4 jokers, 1-6 Hearts, 1-7 Shovels, 1-8
Diamonds, 1-9 Clovers. Have them work with a partner to practice all of their
partner numbers. Hearts are partners of 6, Shovels are partners of 7, Diamonds are
partners of 8 and Clovers are partners of 9.


Closure:

- Three-minute Pause: Teacher stops at any point during the lesson and takes three
minutes to review what has been said and ask clarifying questions.
Grade 2
Numbers
Math
Title: Adding 1 and 2: Counting On - sub plans

Year Level: Grade 2

materials.






be included.


- To learn strategies that can be used for adding and subtracting.

- I can add or subtract numbers by counting forwards or backwards.

- I can use strategies to do math in my head.

- Demonstrate an understanding of addition and subtraction. (O9)

- Apply mental mathematics strategies for addition and subtraction. (O10)

Learning Strategy:
Grade 2
Numbers
Math


- Large cards labeled with the numbers 1-10

- Number lines from 1 to 10

- Goodnight Sweet Pig; Linda Bailey

- Teacher: The mental math strategy of counting on, or counting backwards.

- Students: Numbers from 1-50 counting forwards and backwards.
Assessment:

- I can count on by one and two.

applicable)

Lesson:


- Read: Goodnight Sweet Pig by Linda Bailey. See if the students can see the numbers on
the pages. Have students tell you what number will be coming next. After reading,
explain to students that they were counting on to know what number came next, that
they added one number.

Make a large number line on the floor using the numbers 1-10. Tell students an equation
that adds one. Use both formats of 1 + # and # + 1. Have various students show you
the answer using the number lines.

Observe wether students go, to the higher number or the first number thats read.

Encourage students to use the larger number first, no matter where it appears in the
equation, to make the addition easier. It is easier to add one number than 9 numbers.

Give students several different examples and have them show you the answer by first
going to the largest number, then jumping one more while telling you what they are
doing; start on the number and say the numbers they are jumping to (students do not
need to say the number that they start on, unless they say it in the form of start at 6,
plus 1 is seven).

Repeat these steps for adding two; begin at the largest number and jump two numbers
forward.

Give each student individual number lines. Give students various problems and have them
use their number line and their finger to show how to add one and two numbers.

Next, have the students put their hands behind them. Continue giving examples, but
having the students do it visually without the use of their hands.

Finally, have the students close their eyes. Continue giving examples, but having the
students orally answer the questions by visualizing the procedure in their heads.
Grade 2
Numbers
Math
the math worksheet.

- Addition Roll and Cover: Each student received a D20, a coin and a Roll and Cover
Sheet. Students roll their die and flip their coin. The coin determines if they add 1
(heads) or 2 (tails). Students find their sum on their Roll and Cover sheet and covers
it with a counter. Can you cover the entire board?


Closure:

- Observational/conversation: walk around the room and observe/talk with students
about what they are doing. Record notes.
Grade 2
Numbers
Math
Title: Adding 3: Counting On

Year Level: Grade 2

materials.






be included.







Learning Strategy:


- Large cards labeled with the numbers 1-10

- Number lines from 1 to 10
Grade 2
Numbers
Math

- Teacher: The mental math strategy of counting on, or counting backwards.

- Students: Numbers from 1-50 counting forwards and backwards.
Assessment:

- I can count on by three.

applicable)

Lesson:


10s, odd/even numbers, combinations)

- Review counting forward by 1 and 2 from the previous days lesson.

- Make a large number line on the floor using the numbers 1-10. Tell students an equation
that adds one. Have various students show you the answer using the number lines.

- Remind students to use the larger number first, no matter where it appears in the
equation. It is easier to add one number than 9 numbers.

- Share a couple different examples and have the students show you the answer by first
going to the largest number and jumping one more and telling you what they are doing;
start on the number and say the numbers they are jumping to (students do not need to
say the number that they start on, unless they say it in the form of start at 6, plus 1 is
seven).

Repeat these steps for adding two; begin at the largest number and jump two numbers
forward.

Tell students an equation that adds 3. Have various students show you the answer using
the number lines.

Remind students to use the larger number first, no matter where it appears in the
equation, to make the addition easier. It is easier to add 3 numbers than 9 numbers.

Share several different examples and have the students show you the answer by first
going to the largest number and jumping 3 more and telling you what they are doing;
start on the number and say the numbers they are jumping to (students do not need to
say the number that they start on, unless they say it in the form of start at 6; 7, 8, 9).

Give each student individual number lines. Give students various problems and have them
use their number line and their finger to show how to add 3 numbers.
Grade 2
Numbers
Math
- Next, have the students put their hands behind them. Continue giving examples, but
having the students do it visually without the use of their hands.

- Finally, have the students close their eyes. Continue giving examples, but having the
students orally answer the questions by visualizing the procedure in their heads.

the math worksheet.

- Addition Flip and Cover: Each student received a deck of cards, a spinner with the
numbers 1-3 on it, and a Roll and Cover Sheet. Students pick a card from the pile and
spin their spinner. The spinner determines if they add 1, 2 or 3. Students find their
sum on their Roll and Cover sheet and covers it with a counter. Can you cover the
entire board? Jack = 11, Queen = 2, King = 13, Joker = 14


Closure:

- Mini-Whiteboards: give student a mini-whiteboard and have them answer various
question which involve counting on by 3.
Grade 2
Numbers
Math
Title: Adding 4: Using Doubles

Date: Day 19 (Monday, November 2, 2015)
Year Level: Grade 2

materials.






be included.




Specific Learning Outcomes:




- Chart Paper

- Whiteboards

- Math Games for Kids Using Special Dice; Currah and Felling
Grade 2
Numbers
Math

- Teacher: The mental math strategy of creating doubles

- Students: Numbers from 1-50, 1-10 doubles (1+1=2, 2+2=4, etc.)
Assessment:

- I know and can use doubles in addition

applicable)

Lesson:


10s, odd/even numbers, combinations)

- Using chart paper, work with the students to create a chart showing the different
doubles to 5+5 (1+1=2, 2+2=4, 3+3=6, etc)

- Ask children if they see any patterns? What patterns do the numbers make?

- Remind students what the Four Stories are and have them work with a mini-
whiteboard to create Four stories for these problems. What do the students notice
about these families? (there are only two sets)

Have students help you remember the different combinations for 6 through 10 based on
our earlier classes. Record these on a separate chart paper.

Ask students to show which equations that weve already learned ways to solve (the plus
1, plus 2 and plus 3 equations and doubles).

Work together as a class to determine how many equations we did not learn tricks for.
(we should only have 5+4 and 6+4)

Have the students think of some tricks that we could use to solve these problems, are
they close to doubles, can we memorize them.

Show them that you can use our known doubles to determine what these equations are.
For instance, 5+4 is close to 5+5, we know 5+5 is 10, 4 is one number smaller than 5, so
our number needs to be one smaller than 10, therefore 9.

the math worksheet.

- Double Trouble: Each player makes a game board on the mini-white board with the
even numbers 2-20 printed on it. The goal of the game is to be the first player to
cross off all of their numbers off of their board. Each player recipes 2 10-sided dice
and take turns rolling both of their dice. If they roll doubles, they determine the
sum, then cross that number off of their board (their partner must agree that their
sum is correct). Each player gets three rolls during their turn. Who can cross of their
board first?
Grade 2
Numbers
Math

Closure:

Grade 2
Numbers
Math
Title: Making 10: Review of Addition

Date: Day 20 (Tuesday, November 3, 2015)
Year Level: Grade 2

materials.






be included.







Learning Strategy: Group-Pair-Solo


- Ten Frames (2 for each student)

- Double sided counters
Grade 2
Numbers
Math

- Teacher: The mental math strategy of addition for subtraction.

- Students: Numbers from 1-50, number fact families (1+5=6, 5+1=6, 6-1=5, 6-5=1)
Assessment:

- I can count and add to 10 using only 2 numbers.

applicable)


- Peer Feedback: Working with a partner to create and solve problems.
Lesson:


10s, even/odd numbers, combinations, counting on by 1, 2, and 3; doubles)

- Hand our 2 Ten-Frames and a handful of double-sided counters to each student.

- Explain that the chart is called a Ten-Frame. Ask students to hypothesis what the chart
is used for and how it can help us with math.

- Explain that we use Ten-Frames to more easily count. If the frame is completely full, we
know that there are 10 and can count on from there. Ask students what number we
have if both frames are completely full. Have them explain how they know (2 full frames
is two sets of 10 which is 20).

Have students place 6 counters, all the same side up, on one Frame and 5 counter,
showing the opposite side, on the other Frame. Ask the students if they can determine
how many tiles we have altogether.

- Some students may count each counter separately. Point out that the students did a
good job counting the counters, but challenge students to think of a way that would
make it a little easier for us to add.

For those who are unsure, demonstrate how we can add two numbers more easily if we
create 10s by moving enough of the 5 Frame tiles to the 6 Frame (4 altogether). Ask
students again how many tiles we have altogether.

Show students how we can show this using brackets and splitting up one of the
numbers.

Demonstrate this again with the numbers 9 and 4, having the students tell you how to
solve the equation by making a set of ten and counting on.

Repeat for 3 and 7, again having the students tell you how to solve the equation by
making a set of ten and counting on.

Have the students work with their neighbour partner to determine the answer for 8
and 3. Share their findings with the class. Repeat with 7 and 8.

Place a series of other addition problems on your white board and have the students try
to solve them on their own.
Grade 2
Numbers
Math
- As the students are working on these problem, go around to each student and observe
-
how they are solving the problem. Have students explain in words what they are doing
and why. Record these conversations/observation if possible.

Have students working in pairs to solve more problems. Have one student create a
problem on their mini-whiteboard and have their partner create the problem using both
Ten-Frames, then moving the counters over to create 10 and determine the answer.
Again, observe students as they are doing this and give help when necessary.

the math worksheet.

- Class Resource, Making 10: Take turns with your partner flipping over cards. Cover
the number that can be added to your card to make 10. If it is already covered, you
lose your turn. Whoever covers the most squares is the winner.


Closure:

___________

Grade 2
Numbers
Math
Title: Place Value from 10-19

Date: Day 21 (Wednesday, November 4, 2015)
Year Level: Grade 2
Integration with Other Subjects: None

materials.


sheets/supplies for students
to fill out, complete with
photos if needed.



be included.


- To understand place values and how knowing place value helps us with addition and
subtraction. To review odd and even numbers and to compare numbers.

- I understand the meaning of place values for numbers up to 19.

- I can use strategies, such as Count On, in my head.



- Illustrate, concretely and pictorially, the meaning of place value for numerals to 100.
(O7)

- Apply mental math strategies for addition and subtraction. (O10)

- Demonstrate is a number is odd or even. (O2)


Learning Strategy:
Grade 2
Numbers
Math
Assessment:

- I can explain if a number is odd or even, which number is larger, and am beginning to
understand place value and how it helps us to addition and subtraction using the
numbers 10-19.

- Gather Evidence: see where the students feel they are after their self reflection, if
needed spend extra time with a students explaining the concept. Pull them aside at
recess for a couple minutes if needed. Worksheets, observations. Record notes where
applicable.

- Teacher Feedback: Encourages students during the lesson when they are doing the
place values, trading/regrouping, etc, properly.

- Self-Reflection: Students will go to various areas of the carpet based on their
confidence in the concepts learned today.
Resources:

- Tens/Ones Chart mini-whiteboard

- Base Ten Rods and Units

- Mini-whiteboards with markers

- Place Value 10-19 Worksheet

- Game materials; The Trading Game Board, Coloured disks, a die for each child. (yellow = 1,
blue = 10, red = 100, green = 1000)

- Teacher: Understand the concept of place value, odd/even numbers, comparing sets/
numbers.

- Students: Counting to 19, odd/even numbers, more/less
Lesson:


- Review with students some of the concepts weve already talked about.

- Counting to 100 (including skip counting; 2s @ 1), comparing two sets, odd and even
numbers, various combinations of 6 though 10.

- After reviewing the concepts weve already learned, give each student a Tens/Ones
Chart.

- Ask students if they know what 2-digits mean. (A number with 2 different numbers
which make it up) Explain that we use Tens/One Charts to help us show bigger, 2-digit
numbers.

- Explain that there are two columns in the Tens/Ones Charts, and each with a heading.
Point out the two columns and explain that we show how many ones there are under
the Ones heading, and that below the Tens heading, we show how many sets of 10
are in a number.

- Show students a single stick and ask they where in the chart they would put it; have
them explain their reasoning.

- Have the students count with you as you add sticks to the ones side. Try to mess them
up and place singles in the 10s spot and have them correct you.
Grade 2
Numbers
Math
- Add enough single sticks that you have to bundle them. Ask the students what you need
to do.

- With the students, count out 10 sticks and show them how to bundle them. Ask how
many the bundle represents; how do they know this?

- Place a bundle in the 10s spot and nothing in the 1s spot. Ask students what number you
-
have. Have them explain their reasoning to you and write the number/explanation on the
board.

Then show students how you read a Tens/Ones Chart to make it into a numeral. Ask
students how many bundles you have on your chart, then write a 1 below it in the Tens
column. Ask students how many singles you have on your chart, then write a 0 in the
Ones column. Ask students what number you created.

Explain to students that you are going to count on to get to the next number. Show
that you will start at 10, because you already have a set of 10 on your Tens/Ones Chart,
then count on the singles.

Create some numbers between 10 and 20 on your board and have students tell you what
the number is; have them explain their reasoning.

Create 2 numbers and have the students tell you what is bigger; explain how they know.


- The Trading Game: Each student receives a game board, a baggie of money (20
pennies, 10 dimes, 10 loonies and 10 $10 bills) and a D6. Students roll the die and
take that many pennies and place them in the first column of their chart. They roll
the die again and grab the pennies that they need. When the students reach 10
pennies, they trade the 10 in for 1 dime. They continue to roll the die, trading 10
pennies for 1 dime, 10 dime for 1 loonies, 10 loonies for 1 $10 bill. How much money can
you get?

- Students can work with a pair if they would like.

Explain the Place Values 10-19 worksheet and have students begin to work on it.
Students will continue to work on this for the rest of class. If they run out of time
during class, they will work on it the following day during the Grade 1s lesson (prior to
the grade 1 lesson, quickly review the expectations for the worksheet and the game).
Once this sheet is completed they will begin to play the game.

Then place various numbers between 10 and 20 on your board and hand each student
their own T/O chart and some popsicle sticks. Have the students create the numbers.
While they are doing this, go around to each student and have them explain what they
are doing. Once you have observed them you may have them return to their seat and
begin working on the worksheet.
Closure:

Grade 2
Numbers
Math
Title: Making 10
Date: Day 22 (Thursday, November 5, 2015)
Year Level: Grade 2

materials.






be included.










Grade 2
Numbers
Math


Assessment:


applicable)


Lesson:



- Begin the class by explaining to students that we are able to break down numbers into
-
smaller numbers that they are made by. Ask students where they have done that
already? (combinations/partner numbers)

Have the students break down the number 10 to its components, recording this on the
whiteboard. Make this very visually obvious, similar to a fraction tree; 10 becomes
(4 + 6), 10 becomes (5 + 5), etc.

Once you have gone through all 6 of the break downs, allow the students to practice
these breakdown/partnerships a couple times by doing Leap-Frog.

Show the students an equation on the board. Ask the students what number we begin
with when we add (the biggest number), have students tell you what is the biggest
number.

Turn to the smallest number and tell students that we break the smaller number down
into its components, similar to how we did the 10s earlier. Ask students to tell you what
the partner number is for the biggest number. Use this partner number to break the
smaller number down; Partner Number plus what will give you the smaller number.

Write this procedure down on your board under the equation using brackets to break
down the smaller number.

Bring out two Ten Frames for yourself. Ask the students what the frame is and how we
can use it when we add.

Show the students how we put the largest number on our frame first, ensuring we have
a counter for each square.

Then show students how we use the break-down of numbers we already figured out to
fill in the rest of the Ten Frame, and put the remaining part of our breakdown on the
other frame. Ask students what number we have.

Repeat this with one other question, beginning with the number, then the breakdown,
then using the Ten Frame to use the breakdown.
Grade 2
Numbers
Math
- Then give the students 2 Frames each and write another equation on the board. Have
them solve this equation using the same format. Go around to each student and see
what they are doing and offer assistance.

the math worksheet.


- Explain the worksheet and have students begin to work on it.

Closure:

Grade 2
Numbers
Math
Title: Making 10 - Sub Plans

Date: Day 23 (Friday, November 6, 2015)
Year Level: Grade 2

materials.






be included.










Grade 2
Numbers
Math


Assessment:


applicable)


Lesson:



- Hand our 2 Ten-Frames and a handful of double-sided counters to each student.

- Ask students what a Ten Frame does; makes it easier to add in groups of 10.

- Explain that we use Ten-Frames to more easily count. If the frame is completely full, we
know that there are 10 and can count on from there. Ask students what number we
have if both frames are completely full. Have them explain how they know (2 full frames
is two sets of 10 which is 20).

Have students place 7 counters, all the same side up, on one Frame and 5 counter,
showing the opposite side, on the other Frame. Ask the students how we can break down
5 in order to help us add (we know that 7s partner number is 3, so we can break up 5
in 3 & 2)


Show students how we can show this using brackets and splitting up the 5s, creating a
new bracket equation and making a new 10. Explain that it is easier to do 10 + 2 than
7 + 5

Demonstrate this again with the numbers 3 and 7, having the students tell you how to
solve the equation by making a set of ten and counting on. Remind students that would
should start with the largest number, and break the smallest number down.


As the students are working on these problem, go around to each student and observe
Grade 2
Numbers
Math
the math worksheet.



Closure:

Grade 2
Numbers
Math
Title: Making 10
Year Level: Grade 2

materials.






be included.










Grade 2
Numbers
Math


Assessment:


applicable)


Lesson:



- Do practice drills with combinations of 10. Students may leap-frog the partners.

- Hand out 2 Ten-Frames and a handful of double-sided counters to each student. Have
-
students explain what the Ten Frame is and how it can help us add (if the frame is
completely full, we know that there are 10 and can count on from there.)

Have students place 6 counters, all the same side up, on one Frame and 5 counters,
showing the opposite side, on the other Frame. Ask the students how we can break down
5 in order to help us add (we know that 6s partner number is 4, so we can break up 5
in 4 & 1)


Show students how we can show this using brackets and splitting up the 5s, creating a
new bracket equation and making a new 10. Explain that it is easier to do 10 + 1 than
6 + 5

Give the students another expression with a different set of numbers. Have the students
show you how to solve the equation by making a set of ten and counting on. Remind
students that we should should start with the largest number, and break the smallest
number down.


Grade 2
Numbers
Math
the math worksheet.




- Since the students have been working on this concept for a few days, they may be
familiar with it and the lesson may go quickly. If you finished the lesson and have time
remaining, allow the student to return to their desks and begin to work on their
worsksheet. While they are doing that, assess the students on their ability to recognize
odd/even numbers and to read 2-digit numbers.
Closure:

Grade 2
Numbers
Math
Title: Making 10
Year Level: Grade 2

materials.






be included.









- Mini-whiteboards
Grade 2
Numbers
Math


Assessment:


applicable)


Lesson:



- Do practice drills with partners of 10. Students may leap-frog the partners.

- Give the students an expression on the white board. Tell students that we are going to
-
try to solve it without using our Ten Frames today (still have them available for those
who are still a little unsure of how to break down the numbers).

Using the same methods as the previous days, ask students what number we should
always begin with; the largest number. Ask students what one is the largest number.

Have them tell you what the largest numbers partner of 10 is.

Point out the smallest number and ask how we can break down the number to give us
the partner number plus another number. Model how they would record this by
breaking the number down into its components using brackets.

- largest number + smallest number

- largest number + (partner number + breakdown number)

Combine the partners of 10 by rearranging the brackets and add the additional number,
ask students what the answer is.

- (largest number + partner number) + breakdown number

- (10) + breakdown number = ___

Demonstrate this again with another set of numbers, write down each of the steps as
you go.

If you feel the students need another example, do another example.

When the students seem to understand this, write another expression on the board, but
simplify the steps involved in solving it, writing down only the numbers and having
students begin to simplify this process in their heads. (this is also a question format that
will show seen on the worksheet)

- largest number + partner number + breakdown number = ___
Grade 2
Numbers
Math
- If time permits, place a series of other addition problems on your white board and have
the students try to solve them on their own using the both the long form and short
form method.

- As the students are working on these problem, go around to each student and observe
and why. Record these conversations/observation if possible. Explain and demonstrate the
game that the children will be playing once they complete the math worksheet.



Closure:

Grade 2
Numbers
Math
Title: Making 10 - sub plans

Year Level: Grade 2

materials.






be included.









- Mini-whiteboards
Grade 2
Numbers
Math


- Students: Fact families up to 10
Assessment:


applicable)


Lesson:



- Do practice drills with partners of 10. Students may leap-frog the partners.

- Give the students an expression on the white board. Tell students that we are going to
-
try to solve it without using our Ten Frames today (still have them available for those
who are still a little unsure of how to break down the numbers).

Using the same methods as the previous days, ask students what number we should
always begin with; the largest number. Ask students what one is the largest number.

Have them tell you what the largest numbers partner of 10 is.

Point out the smallest number and ask how we can break down the number to give us
the partner number plus another number. Model how they would record this by
breaking the number down into its components using brackets.

- largest number + smallest number

- largest number + (partner number + breakdown number)

Combine the partners of 10 by rearranging the brackets and add the additional number,
ask students what the answer is.

- (largest number + partner number) + breakdown number

- (10) + breakdown number = ___

Demonstrate this again with another set of numbers, write down each of the steps as
you go.

If you feel the students need another example, do another example.

When the students seem to understand this, write another expression on the board, but
simplify the steps involved in solving it, writing down only the numbers and having
students begin to simplify this process in their heads. (this is also a question format that
will show seen on the worksheet)

- largest number + partner number + breakdown number = ___
Grade 2
Numbers
Math
- If time permits, place a series of other addition problems on your white board and have
-
the students try to solve them on their own using the both the long form and short
form method.


the math worksheet.


Explain the worksheet and have students begin to work on it.

Closure:

Grade 2
Numbers
Math
Title: Making 10
Year Level: Grade 2

materials.






be included.









- Mini-whiteboards
Grade 2
Numbers
Math


- Students: Fact families up to 10
Assessment:


- Gather Evidence: Worksheet, observations, conversations

Lesson:


- We will be at our desks today rather than in the learning corner. Remind students that
-
we are in our desks because they were not following the expectations for classes on the
carpet.

Review concepts weve already learned; (numbers, counting to 20 by 2s, 50 by 5s, 100 by

Do practice drills with partners of 10. Students may pop our of their desks for the
partners.

the math worksheet.

- Pyramid; Take all of the Jacks, Queens and Kings out of a deck of cards. Lay the
cards down into a pyramid shape starting with 1 card in the first row, 2 in the second,
etc until you have 7 rows with 7 cards in it. The rest become your deck. First remove
any combinations of 10 that you have access to (you only have access to the cards
without another card on top of it) Then, draw a card from the deck and see if you
have its partner card available. Keep drawing cards until you run out of your deck,
the reshuffle and draw again. Can you clear the entire pyramid?

Give students a mini-booklet with a number of problems for them to solve. Make the
problems various word problems, all dealing with the Making 10 strategy.

Have the students work on the booklet using the format that they have been taught. As
the students are working, conference with each student to see where they are and how
well they are grasping the concept of Making 10.

If you feel that they have a good understanding of the strategy, allow them to move
onto the game, regardless of if their booklet is complete.

If any student still seems unsure during the lesson, continue to coach them more oneon-one (or in small groups) during the remaining class time.
Closure:

Grade 2
Numbers
Math
Title: Discovering 11
Year Level: Grade 2

materials.


photos if needed.



be included.




- I can add numbers with 2-digits up to 19 and know the corresponding subtractions.



Grade 2
Numbers
Math

(O7)

- Demonstrate an understanding of addition (limited to 1- and 2-digit numerals) with
answers to 100 and the corresponding subtraction. (O9)


- Demonstrate is a number is odd or even. (O2)


Learning Strategy: Team-Pair-Solo
Assessment:

- I can use my previous knowledge on making 10 to help me with addition to 11.

- Gather Evidence: Worksheets, observations. Record notes where applicable. Teacher
Feedback: Encourages students during the lesson when they are doing the place
values, trading/regrouping, etc, properly.

- Peer Feedback: students will work with one another to learn the concept.


- 2 Ten-Frames for each student

- Double-sided counters

- Mini-whiteboards

- Teacher: Understand the concept of place value, odd/even numbers.

Lesson:



- Give each student 11 counters. Have them explore different combinations of 11 by
dropping the counters on their desk and telling what combinations of red and blue land.

- Assign each student a combination and have them create it using two Ten Frames.

- Have students slide their counters over to create a set of 10. Have students share how
many counters they had to move over. What do we notice about this number? (its a
combination of 10 with the first number) How does knowing this help us add
combinations of 11?

- Use one of the students equation examples, (ie. 8+3=11). Write it on the smart board. Ask
students to come up and show you how to solve the problem by making 10.

- Repeat this with another combination, having the students come up and show you the
steps.
Grade 2
Numbers
Math

- Addition Tic Tac Toe: Students will work with a partner, each player will need a D8
and a set of cards with only the number 1-3. Alternating turns, one student will roll a
D8 and flip a card. Students will add their roll with their card flip, then find that
number on the Tic-Tac-Toe game board. The point of the game is to get 3 in a row,
going horizontally, vertically or diagonally, while stopping their opponent from
winning.

- Explain the Place Values 10-19 worksheet and have students begin to work on it.

- If any student seems unsure during the self reflection, coach them more one-on-one (or
in small groups) during the remaining class time. If class is over, take them aside briefly
during recess to talk about the concepts and help them then. Be sure not to take their
entire recess, as students still need fresh air and to run around.
Closure:

Grade 2
Numbers
Math
Year Level: Grade 2

materials.


photos if needed.



be included.






(O7)



Learning Strategy: Team-Pair-Solo
Grade 2
Numbers
Math
Assessment:





- Counters

- Mini-whiteboards


Lesson:



- Counting to 100 (including skip counting; 10s, and counting back from 20), comparing
two sets, odd and even numbers, place value to 19 (have students make various
numbers on their Tens/Ones Chart), review of addition with sums to 19.

- Put the various equations for finding 11 on your whiteboard. As the students to think of
easy ways to remember these facts (instead of adding them overtime we see them,
what are some tricks we can use?) What are some lessons and strategies weve learned
that might help us?

- 10+1=11, 9+2=11, 8+3=11, 7+4=11, 6+5=11, 5+6=11, 4+7=11, 3+8=11, 2+9=11, 1+10=11

- Review each suggestion as the children suggest it. If the students are stumped, the
following are some examples of ideas that we can use to help us remember ways to add
to 11.

- We can flip the equations around, half as many equations (5+6=11 and 6+5=11)

- Adding 1, 2 or 3 by counting on.

- We can add 4 by adding on by 2 twice; counting by 2s twice.

- We can use the knowledge we already know to help us with the ones we don't know;
if we know that 6+6=12, could we use this to see what 5+6 equals?

- We can find the Magic 10 (previous days lesson)

- Review the Making 10 method
Grade 2
Numbers
Math

- Your Board or Mine?: Students work in partners and each receive a game board, 2 D4
and a deck of cards with only the number 1-3. Shuffle the cards together and place
them in the middle of the playing board. Alternating turns, students roll their die and
flip over a card from the center. They may choose to cover the number on either
their board or their partners. If they play it on their partners board, their partner
cannot use this number during the game. Players attempt to create three in a row on
their own board in any direction.

work on this for the rest of class. If they run out of time during class, they will work
on it the following day during the Grade 1s lesson (prior to the grade 1 lesson, quickly
review the expectations for the worksheet and the game). Once this sheet is completed

Closure:

Grade 2
Numbers
Math
Title: Place Value to 100

Year Level: Grade 2

materials.


photos if needed.



be included.






(O7)


Learning Strategy:
Grade 2
Numbers
Math
Assessment:

- I understand the place values to 29.



Resources:

- Hudnreds/Tens/Ones Chart

- Popsicle sticks

- The Blast Off Kid by Laura Driscoll

- Base Ten Blocks

- http://www.math-salamanders.com/image-files/1st-grade-math-worksheets-place-valuetens-ones-1.gif

- http://www.math-salamanders.com/image-files/first-grade-math-worksheets-place-valuetens-ones-2.gif

- https://dl.dropboxusercontent.com/u/39678673/Place%20value%20practice%20sheet.pdf


Lesson:

** Grade 2s will be finishing worksheet from the previous day or playing a math game
related to yesterdays learning.

- Review topics weve already discussed; (counting to 20, skip counting by 2s to 10,
-
formation of numbers 1-5, comparing numbers, equal sign, equation, plus sign)

READ: The Blast Off Kid by Laura Driscoll

Give each student a Hundreds/Tens/Ones Chart. Have students review the Chart (student
would have seen and worked with these earlier but may need a refresher). Ask what we
use Hundreds/Tens/One Charts for (to help us show bigger, 3-digit numbers).

Explain the Base 10 blocks and what each represents

Remind students how you read a Hundreds/Tens/Ones Chart to make it into a numeral.

- Demonstrate this with the blocks, going from units and have the students tell you
what you need to do when you get 10 units. Repeat with the transition between rods
and flats.

Create a number on your chart and ask the students what number you created. Explain
how we get that number (made up sets of tens and ones)

Take a Three-Minute-Pause to stop the lesson and ensure that all the students
understand what they are being taught. This may involve a self-reflection.

Create another number and ask individual students what number you created based on
the chart. Have them explain to you how they know what number you created.
Grade 2
Numbers
Math
- Demonstrate to students how to write the numbers in expanded form (43 = 40 + 3) and
how to draw the pictures.

- If time permits, allow each student to practice working with the blocks by writing
numbers on your board and having the students create them using the blocks and their
chart.


- Bingo: Students will be given a blank game board which they will need to randomly
fill in with the numbers from 1 to 29. Working in pairs or small groups, each group
will be given a deck of cards (use only Joker, 1 and 2) and a D10. The cards
determines the number of tens (spinner will be labeled 0-2) and the D10 the number
of ones. Players take turns rolling the die and flip the card. Students will determine
the number based no the roll and card. All students will find that number on their
own board and cover it with a counter. First to get an entire row or column wins.


Closure:

Grade 2
Numbers
Math
Year Level: Grade 2

materials.


photos if needed.



be included.






(O7)



Learning Strategy:
Grade 2
Numbers
Math
Assessment:







- Mini-whiteboards


Lesson:


- Review with students some of the concepts weve already talked about; (Counting to 100,
skip counting; 5s, counting on, comparing two sets, odd/even numbers, place value to 19).

- Review combinations of 10

- Give each student 12 counters. Have them explore different combinations of 12 by
-
dropping the counters from a short height and recording the number of counters that
landed blue and landed red.

One of these equations will be 10+2=12, 10 is the Magic Number. Ask students how can
we use 10 to help us add to 12?

- 10+2=12, 9+3=12, 8+4=12, 7+5=12, 6+6=12, 5+7=12, 4+8=12, 3+9=12, 2+10=12

Hand each student a mini-white board and a marker. Write an series of equations to 12
on your white board and have the students show you how they can solve the equation
using our Magic 10 (making 10). As students are doing this, go to each students and
discuss what they are doing and have them explain why they are doing it the way they
are.


- Fair Game Addition: Students will work in pairs and will need 2 D6 and a coin each.
Each player rolls their dice and determines their sum. One students flips the coin. If
the coin lands on heads, the lowest sum wins, if it lands on tails, the highest sum
wins. Students may keep track of their points on either a scrap piece of paper of a
whiteboard.

on it the following day during the Grade 1s lesson. Once this sheet is completed they
will begin to play the game.
Grade 2
Numbers
Math
Closure:

- Three-minute Pause: Take a moment in your lesson to review what you have taught
and allow students to ask clarifying questions.
Grade 2
Numbers
Math
Title: Discovering 12: Ways to Add - SUB PLANS

Year Level: Grade 2

materials.


photos if needed.



be included.






(O7)



Learning Strategy:
Grade 2
Numbers
Math
Assessment:





- Counters

- Mini-whiteboards


Lesson:




what are some tricks we can use?)

- 10+2=12, 9+3=12, 8+4=12, 7+5=12, 6+6=12, 5+7=12, 4+8=12, 3+9=12, 2+10=12

to 11.



- 6+6 is double, can we simply remember it?




- Review the re-grouping method (what we learned the day before by splitting a number
to make it easier to create a 10, the using 10 to make adding easier.) Use Ten Frames,
then whiteboards with just the numerals and crossing out numbers to replace them with
their smaller parts.
Grade 2
Numbers
Math

- Pick and Freeze: Working in partners, each player gets 2 D6 and a deck of cards with
the face cards and jokers removed. Each player rolls their dice and adds the sum.
Repeat this three times recording their sums for each of the three rolls. Students
look at their rolls and must chose to select either their greatest number, or smallest
number. Students alternate flipping a card over. If the card is odd, the player with
the lowest sum wins. If the card is even, the player with the greatest sum wins.
Whoever wins the round collect the card as a point. How many points can you win?


Closure:

- Self-Reflection: Thumbs up or to the side to show how the students feel with the
concept we learned today.
Grade 2
Numbers
Math

Year Level: Grade 2

materials.


photos if needed.



be included.






(O7)



Learning Strategy:
Grade 2
Numbers
Math
Assessment:




Resources:

- 10-Frames

- Tens/Ones Chart



Lesson:


-

READ:

Create baggies for each of the numbers 31 to 39 out of unit blocks. Allow each child to
pick a baggie to count at their spot. (make note of any students who made a ten).

Ask students if anyone lost track of where they were while counting. Ask students what
they can do to help them not lose track of where they are (create sets of 10)

Give each student a Tens/Ones Chart. Have students review the Tens/Ones Chart
(student would have seen and worked with these earlier but may need a refresher). Ask
what we use Tens/One Charts for (to help us show bigger, 2-digit numbers).

Have students explain the rods and units and what each represents

Have the students trade their unit cubes for rods using sets of 10 units. Have students
explain why you can trade the 10 units for 1 rod.

Remind students how you read a Tens/Ones Chart to make it into a numeral. Ask
students how many rods they have on their chart, then write the numeral below it in
the Tens column. Ask students how many units they have on their chart, then write that
number in the Ones column. Ask students what number you created. Explain what we
get that number (made up sets of tens and ones)


Have the students trade their rod for 10 units again and scramble up their units then
swap places with another students and count the sticks on their classmates chart.
Repeat the steps of creating 10 out of the units, trading it for a rod and creating the
numeral. Have the students share what their numeral is in terms of tens and ones.
Grade 2
Numbers
Math
- Once the students have gone to the different number sets, point out two students
-
charts. Ask the class what one has more blocks on the Chart. Have the students turn to
their neighbour and explain how they know which is largest.

Pull the students back together and ask for a student to volunteer (or select a student)
to tell the class how they knew which was the biggest number. Explain that when we
look at two different numbers, we look at the number in the Tens place first and see
what is the bigger number. If the Tens are the same, they look at the ones.

Pick two other students charts and repeat this process.

Print a number from 31-39 on your white board and have the students share how they
are created in terms of number of 10s and ones.


- Place Value Toss: Working in pairs, each student is given a coin and a D10. Students
will flip their coin and roll their die and create a number (coin represents the place
value, Heads = 1 ten, Tails = 2 tens). Players receive a point if they have the largest
number.


If any student seems unsure during the self reflection, coach them more one-on-one (or
Closure:

- Have students pair up with a grade partner and have them take turns explaining the
concept that we learned today to their partner.
__________

Grade 2
Numbers
Math
Title: Discovering 13 - SUB PLANS

Year Level: Grade 2

materials.


photos if needed.



be included.






(O7)



Learning Strategy:
Grade 2
Numbers
Math
Assessment:


- Gather Evidence: Worksheets, observations. Record notes where applicable. Plickers
Assessment






- Mini-whiteboards


Lesson:


-
skip counting; 5s, counting on, comparing two sets, odd/even numbers, place value to 39).

Review combinations of 10

Give each student 13 counters and 2 Ten Frames. Have them explore different
combinations of 13 putting one colour of counters on one frame and the other colour on
the other frame.

Give each student a mini-whiteboard to record their combination equations.


- 10+3=13, 9+4=13, 8+5=13, 7+6=13, 6+7=13, 5+8=13, 4+9=13, 3+10=13

Have the students create one of their combinations of 13 using the two Ten Frames
(assign these so each combination is being covered).

Have students slide their counters over to create a set of 10. Have students share how
combinations of 13?

Use one of the students equation examples, (ie. 8+5=13). Write it on your whiteboard. Ask
students what the partner number for 8 is (2). How can we break 5 down to get
2+another number? (2+3). Cross the five out in your equation on your whiteboard and
replace it with 2+3. Ask students what the brackets mean? (creates another addend, do
the stuff in the brackets first)

Ask students what we are trying to create by splitting the 5 up (a 10), so where should
we put our brackets to create a 10, remember, we do the brackets first, (around our 8
and 2)
Grade 2
Numbers
Math
- Rewrite the equation to be (8+2)+3=13, then have students help you figure out the
answer; 10+3=13.

- Repeat this with another combination, having the students tell you the steps.

- Have students work with a partner to complete another equation following these same
steps. Repeat with one more equation.

- Finally, have the students try an equation on their own. As they are doing this, go
around to each group and have students explain the what they are doing and why. Help
and give directions when needed. Make notes where applicable.


- Reach for the Top: Each student receives a game board, a D8 and cards number 1-5.
The goal is to fill in a column of their board in as few rolls as possible. The player
rolls the die and draws a card, then adds the number and records the equation on
their game board.


Closure:

- Plickers: Set up questions with multiple choice answers and have students hold hold
plicker signs to show what they think the answer is. (*be sure to make the grade 1
and grade 2 answers correspond to one another. ie. A is the correct answer for both
grades)
Grade 2
Numbers
Math
Title: Discovering 13; Ways to Add

Year Level: Grade 2

materials.


photos if needed.



be included.






(O7)



Learning Strategy:
Grade 2
Numbers
Math
Assessment:





- Counters

- Mini-whiteboards


Lesson:



numbers on their Tens/Ones Chart).


- 10+3=13, 9+4=13, 8+5=13, 7+6=13, 6+7=13, 5+8=13, 4+9=13, 3+10=13

to 13.






Grade 2
Numbers
Math

- Roll and Flip: Players work with partners and receive 2 D4 and cards with the
numbers 1 to 5 on them. Each player rolls their dice and flips over one card. Players
add their numbers and determine their sum. The player with the greatest sum takes
their players card. If the sums are the same, each player flips an addition card and
adds it to their sum. How many points can you gain in the game.


Closure:

- Team-Pair-Solo: Work on problems together as a class, then move to working with
pairs, then to individual work.
Grade 2
Numbers
Math

Year Level: Grade 2

materials.


photos if needed.



be included.






(O7)



Learning Strategy:
Grade 2
Numbers
Math
Assessment:




Resources:

- 10-Frames

- Tens/Ones Chart



Lesson:


-

READ:

Create baggies for each of the numbers 41 to 49 out of unit blocks. Allow each child to
pick a baggie to count at their spot. (make note of any students who made a ten.

Ask students if anyone lost track of where they were while counting. Ask students what
they can do to help them not lose track of where they are (create sets of 10)

Give each student a Tens/Ones Chart. Have students review the Tens/Ones Chart
(student would have seen and worked with these earlier but may need a refresher). Ask
what we use Tens/One Charts for (to help us show bigger, 2-digit numbers).

Have students explain the rods and units and what each represents

Have the students trade their unit cubes for a rod using a set of 10 units. Have students
explain why you can trade the 10 units for 1 rod.

Remind students how you read a Tens/Ones Chart to make it into a numeral. Ask
students how many rods they have on their chart, then write the numeral below it in
the Tens column. Ask students how many units they have on their chart, then write that
number in the Ones column. Ask students what number you created. Explain what we
get that number (made up sets of tens and ones)


Have the students trade their rod for 10 units again and scramble up their units then
swap places with another students and count the sticks on their classmates chart.
Repeat the steps of creating 10 out of the units, trading it for a rod and creating the
numeral. Have the students share what their numeral is in terms of tens and ones.
Grade 2
Numbers
Math
- Once the students have gone to the different number sets, point out two students
-
charts. Ask the class what one has more blocks on the Chart. Have the students turn to
their neighbour and explain how they know which is largest.

Pull the students back together and ask for a student to volunteer (or select a student)
to tell the class how they knew which was the biggest number. Explain that when we
look at two different numbers, we look at the number in the Tens place first and see
what is the bigger number. If the Tens are the same, they look at the ones.

Pick two other students charts and repeat this process.

Print a number from 41-49 on your white board and have the students share how they
are created in terms of number of 10s and ones.


- Hundred Board Connect 4: Students work in pairs and receive a 5-section spinner
(0-4), D10 and a game board each. They use the spinner to determine the number of
tens and the D10 is to determine the number of ones. Students will take turns rolling
the die and spinning their spinner. They create the number based on the number of
tens and ones. They use a counter to cover the number on the 50s chart. The object
of the game is connect 4 before their partner does.


Closure:

- Three-minute Pause: stop your lesson at any point and review what you have taught.
Ask questions to your students to ensure that they are understanding and allow them
to ask clarifying questions of you.
Grade 2
Numbers
Math
Year Level: Grade 2

materials.


photos if needed.



be included.






(O7)



Learning Strategy:
Grade 2
Numbers
Math
Assessment:

- I can use my previous knowledge on making 10 to help me with addition to 14

- Gather Evidence: Worksheets, observations. Record notes where applicable. Laundry
Day Self-assessment



- Self-Reflection: Laundry Day self-reflection




- Mini-whiteboards


Lesson:


skip counting; 5s, counting on, comparing sets, odd/even numbers, place value to 49).

- Review combinations of 10

- Give each student 14 counters and 2 Ten Frames. Have them explore different
-
the other frame.



- 10+4=14, 9+5=14, 8+6=14, 7+7=14, 6+8=14, 5+9=14, 4+10=14


combinations of 14?

2+another number? (2+4). Cross the six out in your equation on your whiteboard and
Grade 2
Numbers
Math
- Ask students what we are trying to create by splitting the 6 up (a 10), so where should
-
and 2)

Rewrite the equation to be (8+2)+4=14, then have students help you figure out the
answer; 10+4=14.

Repeat this with another combination, having the students tell you the steps.

Have students work with a partner to complete another equation following these same

Finally, have the students try an equation on their own. As they are doing this, go


- Between Friends: Working in groups of 3, each student receives a 2 D4 and D6.
Together, students roll their dice and add their sum. They then must put their sums in
order from least to greatest. The player with the sum in the middle wins a point. If
there is a tie, then no one is in the middle and no points are rewarded.


Closure:

- Laundry Day: Label the four corners with laundry detergent. Tide (drowning in
information), Gain (understanding basics but missing keep parts), Bold (fairly confident,
just missing details), Cheer (sure of success). Students go to the corner that best
represents their feelings on topic.
__________

Grade 2
Numbers
Math
Title: Discovering 14; Ways to Add

Year Level: Grade 2

materials.


photos if needed.



be included.






(O7)



Learning Strategy:
Grade 2
Numbers
Math
Assessment:


- Gather Evidence: Worksheets, observations. Record notes where applicable. Plickers




- Counters

- Mini-whiteboards


Lesson:





- 10+4=14, 9+5=14, 8+6=14, 7+7=14, 6+8=14, 5+9=14, 4+10=14

to 14.



- 7+7 is double, can we simply remember it?




Grade 2
Numbers
Math

- Winning Track: Each student is given a mini-whiteboard, a D10 and a D4. On their
white-board they will write down the numbers 2-14. Students will roll their dice and
add the numbers together. They will then need to cross this number off on their
board. Players continue to roll their dice and determine the sum. If at any point, their
sum is already crossed off of their board, students receive a strike (marked by an x
on the bottom of their white board). Once students receive 3 strikes they start over.
See if students can get all of their numbers crossed out before they get 3 strikes.


Closure:

- Plickers: Set up questions with multiple choice answers and have students hold hold
plicker signs to show what they think the answer is. (*be sure to make the grade 1
and grade 2 answers correspond to one another. ie. A is the correct answer for both
grades)
Grade 2
Numbers
Math
Year Level: Grade 2

materials.


photos if needed.



be included.


subtraction.






Learning Strategy:
Grade 2
Numbers
Math
Assessment:

- I can use my previous knowledge on making 10 to help me with addition to 14

- Gather Evidence: Worksheets, observations. Record notes where applicable. 2 Facts and
a Fib






- Mini-whiteboards


Lesson:


-
skip counting; 5s, counting on, comparing sets, odd/even numbers, place value to 49).

Review combinations of 10

Give each student 15 counters and 2 Ten Frames. Have them explore different
the other frame.



- 10+5=15, 9+6=15, 8+7=15, 7+8=15, 6+9=15, 5+10=15


combinations of 15?

2+another number? (2+5). Cross the six out in your equation on your whiteboard and
Grade 2
Numbers
Math
- Ask students what we are trying to create by splitting the 7 up (a 10), so where should
-
and 2)

Rewrite the equation to be (8+2)+5=15, then have students help you figure out the
answer; 10+5=15.

Repeat this with another combination, having the students tell you the steps.

Have students work with a partner to complete another equation following these same

Finally, have the students try an equation on their own. As they are doing this, go


- Puzzling Pluses: With a partner, shuffle a deck of cards consisting of only the number
1-7 together and deal them out evenly to the players. Student each draws 2 different
cards from their hand and adds them together. The player with the greatest sum
wins both cards. If the sums are equal, they draw two more cards from their pile and
add them, again the highest sum collects all the cards. Once your pile of cards are
finished, reshuffle the cards youve won. See if you can get the entire deck.


Closure:

- Two Facts and a Fib: Hand students colour coded sheets of paper and have them write
their name on it. On it, the must write two correct statements about todays lesson
and one false statement. Students may crumple up their paper and toss it throughout
the room. Students collect a page of their grade colour and determine which
statement is false. Have students discuss their answer with the creator.
Grade 2
Numbers
Math
Title: Discovering 15; Ways to Add- SUB PLANS

Year Level: Grade 2

materials.


photos if needed.



be included.


subtraction.






Learning Strategy:
Grade 2
Numbers
Math
Assessment:


- Gather Evidence: Worksheets, observations. Record notes where applicable. Exit Slip




- Counters

- Mini-whiteboards


Lesson:





- 10+5=15, 9+6=15, 8+7=15, 7+8=15, 6+9=15, 5+10=15

to 15.






Grade 2
Numbers
Math

- Triple Snap: Students work in groups of 3 and are given 3 decks of cards with just
the numbers 1-5. Students will shuffle their deck of cards, then at the same time,
each student draws a card from their pile. Students must add the three cards and
determine their sum. The first person to say the sum earns a point. Students may
record their scores on a piece of scrap paper or a whiteboard. In the event of a tie
(two or more say the number at the same time and a decision cannot be made) no one
gains a point.


Closure:

- Exit Slip: Hand students a colour coded sheet with a subtraction question and a circle
one with the strategies that we have learned with an option for Other. Have
students answer the questions and circle which strategy they used to solve it. If they
used Other either have them describe it, or have a conversation with them during a
later class.
Grade 2
Numbers
Math
Title: Review of Unit; Math Centres

Integration with Other Subjects: Art (cutting, gluing).

materials.

- There will be a lot of movement within the class. Ensure that you clearly set out the
expectation prior to moving to ensure safety and smoothness.

- Pre-explain all the centres before allow students to move. Have instruction at each
center as well in case students forget.


photos if needed.



be included.

Resources:

- http://www.havefunteaching.com/worksheets/math-worksheets/

- Pinterest

- montgomeryschoolsmd.org

- pixabay.org

- Copies of the Math Center activities complete with materials needed and instructions.

- Math Center Passport.

- Pencils, Markers, Glue, crayons, (at the stations they are needed)
Grade 2
Numbers
Math

- To refresh the students on the outcomes and concepts that they have learned within
the unit.

Grade 1:

- I can skip count by 2s, 5s, and 10s.

- I an recognize numbers at a glance.


- I can compare two sets.

- I can estimate the amount of objects in a set.

- I can tell the number that is one or two more or less than another number.

- I can add numbers with sums up to 10 and know the corresponding subtraction.

Grade 2:

- I can say the numbers 1-49 and can skip count by 2s, 5s, and 10s.


- I can tell the position of things.

- I can compare two sets of objects.


- I can understand the meaning of place values for numbers up to 49.

- I can add numbers with 2-digits up to sums of 49 and know the corresponding
subtraction.

Grade 1:

- Say the number sequence 1 to 100 by 1s (between any two given numbers), 2s (1-20),
5s and 10s (1-100). (O1)

- Subitize (recognize at a glance) and name familiar arrangements of 1 to 10 objects or
dots. (O2)

- Demonstrate and understanding of counting. (O3)


- Estimate Quantities to 20 by using referents. (O6)

- Identify the number, up to 20, that is 1 more, 1 less, 2 more, or 2 less. (O8)

- Demonstrate an understanding of addition of numbers with answers to 20, and their
corresponding subtraction facts. (O9)

Grade 2:

- Say the number sequence 0 to 100 by 2s, 5s, 10s (starting at multiples), 2s (at 1), 10s
(at 1 through 9). (O1)

- Demonstrate if a number is even or odd. (O2)


- Compare and order numbers to 100. (O5)

- Estimate quantities to 100, using referents. (O6)

(O7)


Learning Strategy: Learning stations; self-appointed learning/practicing
Grade 2
Numbers
Math
Assessment:

- Explain that the students will be practicing the skills that they learned in the unit at
various math centres.

- Walk around the centres as the students are moving around them and ask questions
of the students to see where their thinking is. Record anecdotal notes.

- Students are able to work in pairs and gather help from their classmates if they are
struggling with various tasks.

- As students are completing the centres, give feedback and assistance where needed
to help the students growth and learning.

- At the end of class, have students do self-reflections on their work in the centers.
Ask them to share things that they felt they did really well at and things they found
difficult.

- Teacher: an understanding of all the skills learned within unit, what the expectations
for the task are.

- Students: an understanding of all the skills that we learned, how to draw/cut out the
symbolic numbers.
Lesson:

- Prior to class, set up the various stations/centres for the students to work through.

- Put together the Math Centre Passport (a booklet with all of the activities the students
will be doing.)

- At the beginning of class, explain that we will be reviewing all of the topics that we
learned about in the math unit. Explain that the students will each be given a Passport
with various activities to do. They will need to visit each station at least once, but can go
to stations multiple times if they wanted to (just like you might visit the same place
multiple times).

- Explain what the students are to do at each of the stations. (also have instructions at
each station for those students who may forget).

- Go over expectation for the stations. Remind students that other classes are also
learning so we don't want to be a distraction for them so we need to stay quiet even
though were having fun.

- Remind students that they are able to ask their classmates for help if they need to and
are encouraged to discuss their work with others.

- Students are able to go to the stations in any order, so if there are a lot of students at
one station already, to go to another station first.

- Once all the centers and expectations are explained, hand out the Math Centres
Passports and allow the students to begin to explore the different areas.

- As students are completing the centres, walk around and ask students about why/how
they are completing the tasks. Record anecdotal notes and take pictures of the students
work if possible.

- Be available to all students who would like further instruction to complete any of the
projects.
Grade 2
Numbers
Math
Stations:

Grade 1:

- Skip Counting Center: Students will create skip-counting paper chains counting by 2s.
They will then record their sequences in their passport.

- Spin and Colour Center: Students spin the spinner, then determine what number the
colour represents and colours that colour in on their picture.

- Comparing Sheet Center: The teacher will pre arrange 10 baggies of various amounts.
Students will count the bags and answer the questions on their sheet.

- Estimating Center: Students will grab a handful of pom-poms and estimate how many
they grabbed. They will record this number in the first circle. Then they will count the
actual amount and record this number in the second circle.

- More and Less Center: Students will roll a 10-sided die to get a number between 1 and
10. They will record this number in the star and then determine the number that is 1
greater, 2 greater, 1 less and 2 less.

- Addition Ice Cream Center: Students will build Ice Cream Cones by matching the ice
cream scoop equation which matches the cone. They will record these numbers in their
passport and write a corresponding subtraction sentence.

Grade 2:

- Skip Counting Center: Students create a skip-counting paper chain counting by 2s
starting at 1. They then roll a 10-sided die, then count by 10s starting at whatever
number they rolled. They will have to write the numbers they use on their chain, then
record both chain sequences in their passport.

- Odd or Even Center: Students will sort the cards onto either the even or odd mat. They
will then use these piles to help them answer their passport sheet.

- Ordinal Numbers Center: There will be two series set up, the first will be a series of
objects (such as a ball, stapler, etc, labeled) which the students will write above the
correct position in their passport. The other series will be with cards showing pictures
of toys, which the students must record the position of each toy on the bottom half of
the paper.

- Comparing Center: The teach will pre arrange 10 baggies of various amounts. Students
will count the bags and answer the questions on their sheet.

- Estimating Center: Students will grab a handful of pom-poms and estimate how many
they grabbed. They will record this number in the first circle. Then they will count the
actual amount and record this number in the second circle.

- Addition Ice Cream Center: Students will build Ice Cream Cones by matching the ice
cream scoop equation which matches the cone. They will record these numbers in their
passport and write a corresponding subtraction sentence.
Closure:

- At the end of class, gather the students on the reading corner foam and ask the
students to do self-reflections on their work for the days. Have some students share
what they thought they did really well at, and some things they found difficult.
Grade 2
Numbers
Math
Title: I Saw the Figure In Gold Math Final Assessment

Integration with Other Subjects: Art

materials.


photos if needed.



be included.


- To apply multiple skills that the students learned within the unit to make an art
project that we can then display in the classroom/hallway.

Grade 1:


- I can show and describe numbers to 10.



Grade 2:




- I know what happens when you add or subtract zero to any number, and can explain
why.

Grade 2
Numbers
Math

Grade 1:

- Demonstrate an understanding of counting. (O3)

- Represent and describe numbers to 20, concretely, pictorially and symbolically. (O4)

- Demonstrate the number, up to 20, that is: 1 more, 2 more, 1 less, 2 less. (O8)

- Demonstrate an understanding of addition of numbers with answers to 20 and their

- Competency: connections.

Grade 2:



- Illustrate, concretely and pictorially, the meaning of place values for numerals to 100.
(O7)

- Demonstrate and explain the effect of adding zero to, or subtracting zero from, any
number. (O8)

- Demonstrate and understanding of addition with answers to 100 and the corresponding
subtraction. (O10)

- Competency: connections.

Learning Strategy:


- Sparkly Paper

- Graphic Organizer

- Assessment Task Outlines

- Rubric

- Teacher: Knowledge of Assessment Task, understanding of concepts learned in unit

- Students: Understanding of concepts learned during unit.
Assessment:

Grade 1:





Grade 2:




- I know what happens when you add or subtract zero to any number, and can explain
why.


- Assessment will be on their created project based on created rubric.
Grade 2
Numbers
Math
Lesson:

- Teach this lesson twice, once to the grade 1s while the grade 2s are completing their
worksheet from Wednesdays class, then again once you have finished explaining the
project to the grade 1s. At this point, the grade 1s can begin to work on their
components for the project. This method will allow there to be less confusion as to what
each class will be doing for their project.

- Explain to the class that you will be creating an art project using the skills we learned
in math. Show examples of your project so kids can see what they will be creating.

- Explain that grade 1s will be focusing on numbers between 1 and 10, and the grade 2s
will be using 2-digit numbers between 11 and 50.

- Point out that there are 8 sections in the background of the photos and explain that
each student will be using the skills that they learned in math to complete the 8
sections of the project

- Grade 1: 1. Connection to Life, 2. 1 or 2 More, 3. 1 or 2 Less, 4. Picture, 5/6. 2 Addition
problems with sum of number, 7/8. 2 Subtraction problems with difference of their
number.

- Grade 2: 1. Odd or Even, 2. Place Value picture, 3. Adding 0, 4. Skip Counting by 5s
5. Skip Counting by 10s, 6/7/8. 3 Addition problems with a sum of your number.

- Show the Assessment Task outline on the SmartBoard so the students know what is
expected of them in the project. Read through the project for the students.

- Once going through the expectations for the project and all students have shown that
they understand what they are to be doing, allow students to draw numbers. Hand each
student a D10 and allow them to roll their die to determine their number. Students will
work independently from each other to determine the different components for their
project. Have the students tell you what number they rolled and record this on the
board.

- For grade 2s, give them a D4 and D10. Each student will roll each die. The D4 will
determine their tens value, the D10 the ones value.

- Students will be working on a graphic organizer to create their problems.

- As the students are working, go around to individual students and have them explain
what some of their creations are for their project. Have them talk though why their
example works for their number (explain why their addition or subtraction problems
equal their number, explain the concept of adding or subtracting 0, etc) Record notes on
these interactions

- Students will continue to work on these until the end of class. If further class time is
required, students can work on this project during the afternoon Ketchup Class, or be
given time either during the following math class the following week.

- During Art class later in the afternoon, students will be working on painting the
background of their project and cutting out their chosen letter following the directions
laid out in the PowerPoint.

- Over the weekend, take the students organizers home to insure that the equations they
came up with are correct. Point out any errors in the following math class.

- During the following math class next week (when their backgrounds are dry), students
will transfer the problems they created on the graphic organizer onto their painted
background using a fine tip black marker.
Grade 2
Numbers
Math
- Projects are expected to be in by the end of the following Mondays class.

- If students finish their graphic organizer or transferring their information from the
graphic organizer onto their background before the end of class, they may practice one
of the math games theyve learned during the unit or catch up on any other materials
they need to finish.
Closure:

- Assessment will be based on a checklist of whether or not the students included all
that was required of them and if the equations/answers they created equal the
number they have chosen.
Grade 2
Numbers
Math
Title: Thursday Afternoon One-On-One Assessment Classes

Date: Every Thursday Afternoon

- have pre-organized baggies containing the games for the students to use to avoid fights
for materials. Ensure that all materials needed to play and instructions are included in
the games.


- Remind students that games are to be quiet as other students are working on other
things.


photos if needed.



be included.


- Mini-Whiteboard

- General review sheets. (this sheet will have each concept area of math included.
Assessment will require students to do 1 or more of these areas in a given assessment
time.)

- Markers

- Anecdotal note taking sheet.

- Game envelopes complete with all materials needed to play the game and instructions.
Grade 2
Numbers
Math

- To see where the students are in the various mathematical concepts which are being
taught.

Grade 1:

- I can say the numbers one to 30.

- I can recognize numbers at a glance.



- I can compare two sets of objects.


- I understand the conservation of number.


- I can add numbers with sums to 10 and know the corresponding subtraction.


Grade 2:

- I can say the numbers 1 to 49.






- I understand what happens when you add or subtract zero from any number and can
explain why.

- I can add numbers with 1- and 2-digits with sums up to 49 and know the
corresponding subtractions.


Grade 1:

- Say the number sequence 1 to 100 by: 1s (between any two given numbers), 2s (1-20),
5s and 10s (1-100). (O1)

- Subitize (recognize at a glance) and name familiar arrangements of 1 to 10 objects or
dots. (O2)

- Demonstrate an understanding of counting: last number = how many, each set has
only one count, using parts or equal groups to count set. (O3)



- Estimate quantities to 20 by using referents. (O6)

- Demonstrate an understanding of conservation of number. (O7)

- Identity the number, up to 20, that is a more, 2 more, 1 less or 2 less. (O8)

- Demonstrate an understanding of addition of number with answers to 20 and their

- Describe and use mental mathematics strategies for addition and subtraction facts to
18. (O10)

Grade 2
Numbers
Math
Grade 2:

- Say the number sequence 0-100 by 2s, 5s, 10 (starting point at multiples), 2s (at 1),
10s (at 1 through 9). (O1)

- Demonstrate if a number (up to 100) is even or odd. (O2)


- Represent and describe numbers to 100, concretely, pictorially, and symbolically. (O4)

- Compare and order numbers by to 100. (O5)

- Estimate quantities to 100, using referents. (O6)

(O7)

- Demonstrate and explain the effect of adding zero to, or subtraction zero from, any
number. (O8)

answer to 100 and the corresponding subtraction. (O9)

- Apply mental mathematics strategies for addition and subtraction facts to 100. (O10)

Learning Strategy: Brainstorming; learning through games.
Assessment:

- Explain to students that the role of teachers is to check up on their students and see
where they are in the areas they are learning.

- Pull students aside one-by-one and have conversations with them about various
aspects of the unit we are working on. Record notes on each interaction with
students.

- Have the students preform a self-reflection after preforming the various tasks asked
of them to see where they see themselves and their abilities to complete the
concepts learned.

- Teacher: an understanding of all the skills learned within unit, what the expectations
for the task are.

- Students: an understanding of all the skills that we learned
Lesson:

First Thursday Lesson:

- You will need to explain what Thursdays afternoon class with look like.

- Brainstorm with students what they think their role is as a student (what do they need
to do as students).

- Ask what they think is the teachers role in the classroom.

- If it is not suggested, inform them that one of the roles of a teacher is to see how
students are doing.

- Read: ???????

- Once finished reading, make the comparison that just like a doctor checks your body
and makes sure everything is working properly, a teacher has to check up on your mind
and make sure that you are understanding everything properly and see where you are
at on the skills we are working with.
Grade 2
Numbers
Math
- Explain that during Thursdays class, the students will be able to play math games to
practice the math skills weve learned in class. (the games will be ones already taught
during the units lessons).

- Students are free to practice any skill they want (ie. play any of the games that we've
learned) but are reminded what math games in the classroom look like (quiet voices so
those who are working on other things can concentrate)

- While students are playing the games, the teacher will take students aside one at a
time and assess them on the skills we've learned in math class thus far. These
assessments can focus on a general review of all the topics, or specifically assess a
newer skill to see where students are with the concept.

- The teacher will make anecdotal notes on each of the students they assess.

Subsequent Thursdays Classes:

- Remind students that the teachers role is to check-up on the students and so the
teacher will be pulling students one and a time to see where there are at.

- Students are told that they are to practice the math skills that weve learned by playing
the various math games available.

- Remind students the math games expectations (quiet voices so others can concentrate
too)

- While students are playing the games, the teacher will take students aside one at a
time and assess them on the skills we've learned in math class thus far. These
assessments can focus on a general review of all the topics, or specifically assess a
newer skill to see where students are with the concept.

- The teacher will make anecdotal notes on each of the students they assess.
Closure:

- Have students tidy up the math games by ensuring all pieces of the games are in tact.
If any supplies need to be replenished, they should inform the teacher.

- At the end of each one-on-one assessment, have the students do a self-reflection of
their confidence of their skills in various areas.

- Get feedback from the students as to where they feel they are struggling.

Math Numbers Grade 2 Lessons

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Math Numbers Grade 2 Lessons

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Grade 2

Medium: Have pre-organized

High: Allow students to move

Medium: Repeat movements/

High: Have them stay after

Key Learning Goal(s) / Criteria:

Resources and Materials:

Title: Odd Numbers

Medium: Have pre-organized

High: Allow students to move

Medium: Repeat movements/

High: Have them stay after

Key Learning Goal(s) / Criteria:

Resources and Materials:

Title: Even Numbers

Medium: Have pre-organized

High: Allow students to move

Medium: Repeat movements/

High: Have them stay after

Key Learning Goal(s) / Criteria:

Relevant Background Knowledge to Teach Lesson:

Title: Review of Numbers to 10, Ordinal Numbers

Medium: Have pre-organized

High: Allow students to move

Medium: Repeat movements/

High: Have them stay after

Key Learning Goal(s) / Criteria:

Relevant Background Knowledge to Teach Lesson:

- Prior to class: Have a series of items lined up in a row.

Title: Ordinal Numbers; Connecting Ordinals to Our Life

Medium: Have pre-organized

High: Allow students to move

Medium: Repeat movements/

High: Have them stay after

Key Learning Goal(s) / Criteria:

Relevant Background Knowledge to Teach Lesson:

Title: 10 Fact Families

Medium: Have pre-organized

High: Allow students to move

Medium: Repeat movements/

High: Have them stay after

Key Learning Goal(s) / Criteria:

Relevant Background Knowledge to Teach Lesson:

Title: Connections with Numbers Book

Medium: Have pre-organized

High: Allow students to move

Medium: Repeat movements/

High: Have them stay after

Key Learning Goal(s) / Criteria:

Specific Learning Outcomes/Learning Strategy:

Title: Connections with Numbers Book; Continued

Medium: Have pre-organized

High: Allow students to move

Medium: Repeat movements/

High: Have them stay after

Key Learning Goal(s) / Criteria:

Specific Learning Outcomes/Learning Strategy:

Medium: Have pre-organized

High: Allow students to move

Medium: Repeat movements/

High: Have them stay after

Key Learning Goal(s) / Criteria: