LAUNCH: Day 1Strand: Number

Identify the outcomes to be learnedN2.1 Demonstrate understanding of whole numbers to 100 (concretely, pictorially, physically, orally, in writing, and symbolically) by:• representing (including place value)• describing• skip counting• differentiating between odd and even numbers• estimating with referents• comparing two numbers• ordering three or more numbers.

Determine how the learning will be observed

What will the children do to know that the learning has occurred?What should children do to demonstrate the understanding of the mathematical concepts, skills, and big ideas?What assessment tools will be the most suitable to provide evidence of student understanding?How can I document the children’s learning?

During Launch Lesson students will identify and describe 2 digit numbers, represent 2 digit numbers in different ways relate 2 digit numbers to real life situations and be able to explain his or her thinking. This will be done through observation using a diagnostic checklist and a bank of prepared questions.

Launch EvaluationI want to evaluate understanding of place value and ways to represent a numberName identify and

describe 2 digit numbers

represent 2 digit numbers in different

relate 2 digit numbers to real life

Explains his or her thinking.

ways situations

Plan the learning environment and instruction

What learning opportunities and experiences should I provide to promote the learning outcomes?What will the learning environment look like?What strategies do children use to access prior knowledge and continually communicate and represent understanding?What teaching strategies and resources will I use? Materials Needed:

- SMART board or chart paper- Coins to cut and paste/ real coins or manipulatives- Base ten material/ cut and paste tens and ones/ place

value mat

- Small hundreds charts- Linking cubes/ cut and paste linking cubes- Small ten frames/ power of ten cards- Graphic organizer- Place value numbers/ cut and paste numbers

Send home parent letterStudent page 127 for extra practice or independent practice.

Before: Read the story “ Numbers in Our World”Discuss where we find numbers in our world (at school, outside, at home)*You may even want to make a photo story of 2 digit numbers found in our world. Remind me to talk to you about this in more detail.

Compare and Contrast Numbers

Begin with a discussion about the similarities and difference between a 1-digit and a 2-digit number.

8 38

Give students an opportunity to share real life situations where they might encounter these numbers.

Visualizing Numbers between 10 and 100- relationship and patterns (this can be done often with

various numbers throughout the unit)Show 38 on a hundreds chartHave students describe what they see:- 38 is almost half of 100- 38 is in the 30’s row- 38 is closer to 40 than 30- 38 is ten more than 28- 38 is 10 less than 48

You can also have jars to visualize and estimate- 140 counters in a shorter clear jar Estimate by comparing to a taller clear jar. If this jar holds 140 counters, how many do you estimate this jar holds? Why? Explain your thinking.

Representing Numbers in Different Ways

How many ways can we represent the number 8?- Do this together using base ten material, linking cubes, money,

power of ten cards, hundreds board.Base-Ten Linking cubes Money Power of Ten

CardsHundreds Board

Number sentences:During:

Today you will be working with a partner to find out how many ways you can represent the number 38. You will record your work on the graphic organizer provided.

Watch and listen for students to describe and make multiple representations of the 2- digit number.

After: Have you taken photos or short video using the flip video? You may

want to upload these onto the SMART board for show and share or use the photos for another day’s journal activity. Give each student a photo and have them write/ explain how the number has been represented. You may even compare and contrast two photos.

Have students show and share their representations for the number 38.Display student work for observation and discussion.

Assess student learning and follow upWhat conclusions can be made from assessment information?How effective have instructional strategies been?What are the next steps for instruction?How will the gaps in the development of understanding be addressed?How will the children extend their learning?

* These are questions that you can answer and we can discuss together after the lesson.

Where do we go from here?

I really like the Pearson Material. I would use that with a few adaptations and extensions, as well, bring in the power of ten materials as a tool.I can model how I take the Pearson material and Power of Ten to make it my own and more relevant to the students interest and abilities. Always focus your lessons on the curriculum outcome and Big Ideas. Follow the Backwards Approach (highlighted in blue), it gives focus when planning your lessons.

Next Lesson: Adding 10’sWhat happens when you add 10 to the number 38? (Prior knowledge and link to what they know and understand about the number 38).

Daily Math: How Many Ways- You can establish the criteria with your students- Give choice between two numbers (2 levels of difficulty)- Refer to www.poweroften.ca - I will show you a video that demonstrates this

How can I plan my lessons using the Backwards Approach?

Identify the outcomes to be learned

N2.2 Demonstrate understanding of addition (limited to 1 and 2-digit numerals) with answers to 100 and the corresponding subtraction by: representing strategies for adding and subtracting concretely, pictorially, and

symbolically creating and solving problems involving addition and subtraction estimating using personal strategies for adding and subtracting with and without the support

of manipulatives analyzing the effect of adding or subtracting zero analyzing the effect of the ordering of the quantities (addends, minuends, and

subtrahends) in addition and subtraction statements.

Now that I have listed my outcome:

Determine how the learning will be observed

What will the children do to know that the learning has occurred?What should children do to demonstrate the understanding of the mathematical concepts, skills, and big ideas?What assessment tools will be the most suitable to provide evidence of student understanding?How can I document the children’s learning?

Name:Comments:

Uses and Explains personal strategies for adding 2-digit numbers

Explains why order of addends does not affect the sum

Name:Comments:

Identifies and describes 2-digit numbers

Represents 2-digit numbers in different ways and explains thinking

Plan the learning environment and instruction

What learning opportunities and experiences should I provide to promote the learning outcomes?What will the learning environment look like?What strategies do children use to access prior knowledge and continually communicate and represent understanding?What teaching strategies and resources will I use?How can I differentiate the lesson to challenge all students at their learning ability? How will I integrate technology, communication, mental math, reasoning, visualization, etc into this lesson? (7 Processes)

Before:Have students explore the place value cards. Each pair of students will get a small baggie of cards. Observe and listen to students as they work with the cards. Are they placing them in piles of ones, tens, etc.? Are students building numbers? Get a sense of their understanding of place value.

Once students have a bit of time with the cards have them place all but the ones and tens back into the baggie.Have students build the number 45. Now spread it apart into ones and tens. How could we record an addition sentence for this number? 40+5=45. This is called expanded notation. We are ‘expanding’ the number.Have students build their own number. Next, have them ‘expand’ and record an addition sentence to represent the number in expanded form.

During:Students will play a game with their partner.They will use a ‘mini office’ between their desks.

You and your partner will each build a 2- digit number. Keep it secret from your partner. The youngest will go first.You need to describe your number using the expanded notation form.Your partner must write down the standard number on the recording sheet.

Don’t show your work yet!

Now, the other person has a turn to describe his or her number.You need to describe your number using the expanded notation form.Your partner must write down the standard number on the recording sheet.

Now, carefully lift the mini office and check each other’s work. Are they correct? If not, what was the error? Correct the error.

You and your partner need to add the two numbers together. Show your work. Be prepared to explain it to the class

Start Again

After:What strategies did you use to add the two numbers?

Assess student learning and follow upWhat conclusions can be made from assessment information?How effective have instructional strategies been?What are the next steps for instruction?How will the gaps in the development of understanding be addressed?How will the children extend their learning?

Where do I go from here?I think that it is important to do this activity again but using base ten materials.Have students represent a numeral in tens and ones. They can do the same by:

1. Exploration time with materials (observational notes and talk with students)2. Building 2-digit numbers in base ten3. Listening to a partner’s expanded number and also building it and check work4. Addition of the two numbers ( you may want to include the use of a place value mat)5. Symbolic representation of how students added the 2 numbers. Explain orally how they recorded

the information.

Next: Problem Solving using base 10 materials and record addition of 2 digit numbers symbolically.*See the attached problem and video link to our GSSD website

Grade Two- ThreeLesson idea from:

http://www.eworkshop.on.ca/edu/core.cfm?p=modView.cfm&navID=modView&L=1&modID=9&c=0&CFID=7651603&CFTOKEN=10303524&jsessionid=f0304a9e958b436b2463742a101458f1e2bc

Outcomes:N2.1 Demonstrate understanding of whole numbers to 100 (concretely, pictorially, physically, orally, in writing, and symbolically) by: representing (including place value) describing skip counting differentiating between odd and even numbers estimating with referents comparing two numbers

ordering three or more numbers.

N3.1 Demonstrate understanding of whole numbers to 1000 (concretely, pictorially, physically, orally, in writing, and symbolically) including: representing (including place value) describing estimating with referents comparing two numbers ordering three or more numbers.Materials

base-ten blocks place value mat for each pair of students number cube for each pair of students Roll and risk recording sheet for each pair of students Home connections for grade 2 and 3

Before StageWrite the number “34” on the board, ask the students to represent it using base 10 blocks on a place value mat.Roll a number cube and announce the number. If I announce “3” for example students add three ones to their base ten blocks. Roll the number cube a few more times and have students add that number to their collection. Begin by recording student observations focusing on their ability to trade ones for tens.This will be done by a sticky note observational data recording.

When a number is represented by base ten close to 50 ask “What do I need to roll to get over 50? What other # would get us over 50?

During:In a guided session:

Choose two students to help demonstrate how to play roll and risk. To begin roll a number cube twice to get a two digit target number. The first roll will determine the tens and the second roll the ones. Students record the target number on the recording sheet. Students represent the target number using base ten blocks.Students take turns rolling the number cube. For each new number they decide whether they want to add it to the ones or to the tens. Keep in mind the goal of the game is to get as close to the target number without going over. When students believe that they are as close to the target number as they can get they quit the game. And record results on the recording sheet..After playing the game 5 times students look at the results and circle the number that is closest to the target number, without going over.Evaluate student thinking using the checklist provided.

Probe the students with these questions: Have you been able to get close to the target number? How close were you able to

get? Have you ever gone over? How do you choose whether to choose tens or ones? What strategies do you have for getting close to the target number without going

over? How do you use counting in this activity?

After:Share some results.Why do you think it is called roll and risk?What did you need to do if you counted ten or more cubes in one column?What did you learn about numbers in this game?Home Connection Make 80! Make 800!

Evaluation: Note Observations

Name: Represents numbers using base ten blocks

Trades tens for ones

Explains strategy for getting closer to target number.

Comments:

Adding TensStrand: NumberAddition and Subtraction to 100

Identify the outcomes to be learned

N2.2 Demonstrate and understanding of addition (limited to 1 and 2 digit numerals)with answers to 100 and corresponding subtraction by: representing strategies for adding and subtracting concretely,

pictorially, and symbolically creating and solving problems involving addition and subtraction estimating using personal strategies for adding and subtracting with and

without the support of manipulatives analyzing the effect of adding or subtracting zero

analyzing the effect of the ordering of the quantities (addends, minuends, and subtrahends) in

addition and subtraction statements.

Big Ideas of Addition and SubtractionDevelop understanding of addition and subtraction strategies for basic addition facts and related subtraction facts.Develop an understanding of base ten and place value concepts.Essential Questions: How can understanding addition and subtraction help us solve problems? What is the relationship between addition and subtraction?How does place value affect a number? How can base ten materials help us understand the strategies of regrouping for addition and subtraction?

Determine how the learning will be observed

What will the children do to know that the learning has occurred?What should children do to demonstrate the understanding of the mathematical concepts, skills, and big ideas?What assessment tools will be the most suitable to provide evidence of student understanding?How can I document the children’s learning?

Lesson 1:Adding 10’sName/Comments Adds 10 to a 1-

digit and a 2-digit number

Adds multiples of ten to a 1-digit and 2-digit number

Describes addition patterns

Plan the learning environment and instruction

What learning opportunities and experiences should I provide to promote the learning outcomes?What will the learning environment look like?What strategies do children use to access prior knowledge and continually communicate and represent understanding?What teaching strategies and resources will I use? Materials Needed:

- SMART board or chart paper- Coins to cut and paste/ real coins or manipulatives- Base ten material/ cut and paste tens and ones/ place value mat- Small hundreds charts- Linking cubes/ cut and paste linking cubes- Small ten frames/ power of ten cards- Graphic organizer- Place value numbers/ cut and past numbers- Linking cubes in trains of ten

BeforeDisplay power of ten teacher cards.10+ 3

Ask: What is this number? 13 What is it made up of? A ten and 3 more.What number sentence could we write for this? 10+3=13What would happen if I added and other ten to this number?We would have 2 tens and three more.Display.What number sentence(s) could we write for this? 20+3=23 or some students might say 10+10+3=23

What would happen if I added another ten?Think Pair ShareTurn to your elbow partner and discuss what will happen when I add another ten to 23.

What will happen if I add another ten to 23?

Look at the pattern. What stays the same? What is different?

What happens to the sum each time you add ten?

Have students return to their desk and pass out a hundreds chart to each student.Have students place the chip on the number13. If I wanted to add ten to 13 where would I end up on the chart? 23. What operation did you do? Addition of ten.Write the number sentence as a student says 13+10=23.Now we are at 23 and I want to add ten more. What are you noticing as we add ten on the hundreds chart?How is adding 10 on a hundreds chart like adding using ten frames? Different? Which do you like better and why?

During:

Today you and a partner are going to practice adding tens playing a game of CRASH.Have a student demonstrate the game with you.

Materials needed:Small hundreds chartsHighlighterMini chalkboards/chalkCRASH game

This game will have the students practice adding ten or a multiple of ten to a one or two digit number. It will be differentiated at various levels for the diversity in the classroom. Students will be partnered according to like abilities.

During:

With a partner they will play a hundreds board CRASH CAR game.

You and your partner each need:

Hundreds board A highlighter different color than your partners CRASH CARS Wipe board or Recording Sheet Calculators can be introduced on day 2

Directions:

Oldest goes first.

Draw one “car” from the pile.

Read the numeral out loud. Continue to say out loud what you are doing and thinking with your arrows.

Example: I pick up a car that has the

# 16

I would say, ”start at 16 and go down or add 10..26

I end at 26.”

I write on my wipe board 16+10=26

Then use your highlighter to cover the #26.

Now it is your partners turn.

Repeat the above process.

8 If anyone draws a CRASH car they lose a turn.

Evaluate their levels of understanding when they are working with their partner. Are they able to add 10 to a 1-digit or 2-digit number ad

multiples of ten to the above, are they able to describe the addition patterns they see on the hundreds chart?

Show and share strategies and patterns that they discovered during the game.

AfterConnect and reflect Practice student book pages 128, 129.

Assess student learning and follow upWhat conclusions can be made from assessment information?How effective have instructional strategies been?What are the next steps for instruction?How will the gaps in the development of understanding be addressed?How will the children extend their learning?

* These are questions that you can answer and we can discuss together after the lesson.

Problem using Addition of TensStrand: NumberAddition and Subtraction to 100

Identify the outcomes to be learned

N2.2 Demonstrate and understanding of addition (limited to 1 and 2 digit numerals)with answers to 100 and corresponding subtraction by: representing strategies for adding and subtracting concretely,

pictorially, and symbolically

creating and solving problems involving addition and subtraction estimating using personal strategies for adding and subtracting with and

without the support of manipulatives analyzing the effect of adding or subtracting zero analyzing the effect of the ordering of the quantities (addends,

minuends, and subtrahends) in addition and subtraction statements.

Big Ideas of Addition and SubtractionDevelop understanding of addition and subtraction strategies for basic addition facts and related subtraction facts.Develop an understanding of base ten and place value concepts.Essential Questions: How can understanding addition and subtraction help us solve problems? What is the relationship between addition and subtraction?How does place value affect a number? How can base ten materials help us understand the strategies of regrouping for addition and subtraction?

Determine how the learning will be observed

What will the children do to know that the learning has occurred?What should children do to demonstrate the understanding of the mathematical concepts, skills, and big ideas?What assessment tools will be the most suitable to provide evidence of student understanding?How can I document the children’s learning?Before: Using the Power of ten cards, show the ten-card and the 6 card. Ask How Much?If they say 16 then add another ten and repeat the question. Keep adding tens but reinforce this by having students represent the number by using their bodies (act out the process of the number using fingers 36 would be 3 children holding up 10 fingers and on child holding up 6 fingers).Have the children in the tens place stand behind each other.Use the SMART Lesson Slides provided.How many children would be needed to make 62? 35? 115?Students will solve a problem of adding tens and representing using the graphic organizer.

Concretely Has difficulty representing or choosing the appropriate manipulative to add two or more numbers together.

Needs a lot of assistance to get started.

Has very little difficulty representing or choosing the appropriate manipulative to add two or more numbers together.

Needs minimal assistance to get started.

Has no difficulty representing or choosing the appropriate manipulative to add two or more numbers together.

May even represent using more than one manipulative.

Needs no assistance to get started.

Pictorially Has difficulty representing the addition of two or more numbers together in a picture.

Needs a lot of

Has difficulty representing the addition of two or more numbers together in a picture.

Needs a lot of

Has no difficulty representing the addition of two or more numbers together in a picture.

Needs no

assistance to get started.The picture has no detail and is difficult to understand.

assistance to get started.The picture has some detail.

assistance to get started.The picture is very detailed and easy to understand.

Symbolically18+3=213+18=2121-18=321-3=18

Has difficulty representing the addition of two or more numbers numerically in number sentence.Attempts or Shows one- two number sentences. May even be incorrect.

Has no difficulty representing the addition of two or more numbers numerically in number sentence.Attempts or Shows two-four correct number sentences.

Has no difficulty representing the addition of two or more numbers numerically in number sentence. Extends problem and attempts or shows more than four number sentences.

1 DIME= 10 cents

Problem:

You were at a candy store and you saw something you wanted worth 75 cents.

You found 8 cents in your pocket.

8 cents

Mrs. Muir said that she would give you some dimes so you would have 78 cents.

How many dimes did Mrs. Muir give you?

Show your work using the graphic organizer.

Extend your thinking….How much money was left over after buying the candy?Strategy of Make it Simpler:

You were at a candy store and you saw a candy worth 25 cents. You had 5 cents in your pocket. Mrs. Muir said that she would give you some dimes so you would have enough money.

How many dimes did Mrs. Muir give you?What do we know?

- Candy is 25 cents- I have 5 cents- Mrs. Muir will give me some dimes. 1

dime= 10 centsWhat do we need to find out?

- How many dimes did Mrs. Muir will give me?

What strategy will I use? How do I get started?

I will use the strategy:

5 cents + ______ cents = 25 cents

I start at 5 on my hundreds chart. How many tens do I need to add to get to 25?I need 2 tens to get to 25. 2 tens is 20.

Mrs. Muir will give me 20 cents.I can also show using my power of ten cards.I have 5 and I need some more to get to 25. I need to add 2 more tens. 5+10+10=25.Mrs. Muir will give me 2 tens or 20 cents.

Where can you go from here? I think that it is important that you find time for the students to practice the new concepts of adding tens. What games can you have to practice?

Here are a few games. You can carry on with more problem based lessons but you may want to have a game day or a game for the first ten min. or last ten min. of a lesson.

Power of Ten game: “Face Off” with a ten card up. “Ten and some more”Power of Ten: Fill the RowPower of Te: Friendly BingoNumerical value of Easter words using the place value number cardsCrash Game/ Hundreds board You can alter the game to have arrows up or subtracting tens once you have covered this concept.Spinner game. Flip over a two power of ten cards and find the sum. Spin the spinner (10 more/20 more) represent the new number in 2 different ways This spinner game can be altered to 10/20 more 10/20 less once you have covered subtracting tens.

Here is another problem:There are some dogs in the park. You see 18 more legs than tails. How many dogs are there?

- You may want to focus on the strategy use or make a tableDog Tails Legs1 1 42 2 83 3 124 4 165 5 206 6 24 (24-6=18)7 7 288 8 32

What patterns do you see? What is the difference of 18? How could we extend our thinking? How could we represent using a picture?-------------------------------How many ways can you form equal teams using ten children?-focus on the concept of even and oddExplore:What happens when we add:even+even=evenodd+odd=eveneven+odd=odd----------------------------------Dart addition I can’t draw the picture but the centre has 25

next ring outward has 24, then 23 then, 22.

Leah must throw at least 4 darts to get a score of 100.

a) what is the least score she can get with 4 darts?

b) How could she get a score of 90 with 90 darts?

Strand: NumberAddition and Subtraction to 100

Identify the outcomes to be learned

N2.2 Demonstrate and understanding of addition (limited to 1 and 2 digit numerals) with answers to 100 and corresponding subtraction by: representing strategies for adding and subtracting concretely,

pictorially, and symbolically creating and solving problems involving addition and subtraction estimating using personal strategies for adding and subtracting with and

without the support of manipulatives analyzing the effect of adding or subtracting zero analyzing the effect of the ordering of the quantities (addends,

minuends, and subtrahends) in addition and subtraction statements.

Big Ideas of Addition and SubtractionDevelop understanding of addition and subtraction strategies for basic addition facts and related subtraction facts.Develop an understanding of base ten and place value concepts.Essential Questions: How can understanding addition and subtraction help us solve problems? What is the relationship between addition and subtraction?How does place value affect a number? How can base ten materials help us understand the strategies of regrouping for addition and subtraction?

Focus: Adding Tens

Determine how the learning will be observed

What will the children do to know that the learning has occurred?What should children do to demonstrate the understanding of the mathematical concepts, skills, and big ideas?What assessment tools will be the most suitable to provide evidence of student understanding?How can I document the children’s learning?

Documentation for student learning will be in the form of a rubric, assessing their “Dart Addition Target Game”. I want to find out if students are able to add tens and represent their work concretely pictorially and symbolically. Are there any areas I need to focus my teaching on?The problem has been differentiated into three levels of ability. It is an open ended question with a variety of entry points. Students will be encouraged to use manipulatives and show their work using pictures, numbers and words in a graphic organizer. Assessment as learning will take place in a journal activity that will follow this lesson.

Name: ________________ Date:

Concretely Has difficulty representing or choosing the appropriate manipulative to add two or more numbers together.

Has very little difficulty representing or choosing the appropriate manipulative to add two or more

Has no difficulty representing or choosing the appropriate manipulative to add two or more numbers together.

Needs a lot of assistance to get started.

numbers together.

Needs minimal assistance to get started.

May even represent using more than one manipulative.

Needs no assistance to get started.

Pictorially Has difficulty representing the addition of two or more numbers together in a picture.

Needs a lot of assistance to get started.The picture has no detail and is difficult to understand.

Has difficulty representing the addition of two or more numbers together in a picture.

Needs a lot of assistance to get started.The picture has some detail.

Has no difficulty representing the addition of two or more numbers together in a picture.

Needs no assistance to get started.The picture is very detailed and easy to understand.

Symbolically

Has difficulty representing the addition of two or more numbers numerically in number sentence.Attempts or Shows one- two number sentences. May even be incorrect.

Has no difficulty representing the addition of two or more numbers numerically in number sentence.Attempts or Shows two-four correct number sentences.

Has no difficulty representing the addition of two or more numbers numerically in number sentence.Attempts or Shows more than four number sentences.

Does the student extend his or her thinking? Comments:

Plan the learning environment and instruction

What learning opportunities and experiences should I provide to promote the learning outcomes?What will the learning environment look like?What strategies do children use to access prior knowledge and continually communicate and represent understanding?What teaching strategies and resources will I use? Materials Needed:

- SMART board or chart paper

- Coins to cut and paste/ real coins or manipulatives- Base ten material/ cut and paste tens and ones/ place

value mat- Small hundreds charts- Linking cubes/ cut and paste linking cubes- Small ten frames/ power of ten cards- Graphic organizer- Place value numbers/ cut and paste numbers

Begin with Making Connections by looking at two photos of yesterday’s math class. There are three sentence starters that will get the students reflecting on their learning from yesterday.

Display a dart board and have students tell you what they know about dart boards. Have one or two volunteers share.Discuss least and greatest

Let’s play a game of addition darts, you all have 15 points to start. We need to throw three darts and add our total score. Have volunteers come up and throw the bean bag. Model the addition sentence.Do two examples of this and then students will try to find the least and greatest score with their partner.

You will be working with a partner to find the least and greatest score. You have 15 points and three darts.Show your addition sentences.How did you solve this problem? How did you know what numbers to add to find the least score? Greatest?

Students will be working independently on a problem similar tho the one with their partner. It is the same problem in three different levels. It is open-ended to invite all learning abilities.

- Assess student learning and follow up

- What conclusions can be made from assessment information?

- How effective have instructional strategies been?- What are the next steps for instruction?- How will the gaps in the development of understanding be

addressed?- How will the children extend their learning?- * These are questions that you can answer and we can discuss

together after the lesson. Student work can be evaluated and comments about observations can be addressed. Assessment as learning- students can reflect on how they feel about their understanding of adding tens.