How many-feet-problem-grade-2

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  • 1. Strand: Number<br />Identify the outcomes to be learned<br />Number<br />N2.1 Demonstrate understanding of whole numbers to 100 (concretely, pictorially, physically, orally, in writing, and symbolically) by:<br />• representing (including place value)<br />• describing<br />• skip counting<br />• differentiating between odd and even numbers<br />• estimating with referents<br />• comparing two numbers<br />• ordering three or more numbers.<br />Patterns and Relations<br />P2.1 Demonstrate understanding of repeating patterns (three to five elements) by:<br />• describing<br />• representing patterns in alternate modes<br />• extending<br />• comparing<br />• creating patterns using manipulatives, pictures, sounds, and actions.<br />Materials Needed:<br />“How Many Feet in the Bed?” by Diane Johnston Hamm<br />SMART board lesson if a SMART board is available<br />T-chart <br />Use or Make a Table Strategy Chart<br />Use or Look for a Pattern Chart<br />Four Step Method- systematic approaches to problem solving<br />Story Board and Feet<br />Student copies of Double T-charts <br />Determine how the learning will be observed<br />What will the children do to know that the learning has occurred?<br />What should children do to demonstrate the understanding of the mathematical concepts, skills, and big ideas?<br />What assessment tools will be the most suitable to provide evidence of student understanding?<br />How can I document the children’s learning?<br />NameIs able to recognize and describe repeating patternExtends number pattern on chartMakes comparison/connection between two problemsObservational Notes<br />N2.1 Demonstrate understanding of whole numbers to 100 (concretely, pictorially, physically, orally, in writing, and symbolically) by:<br />• representing (including place value)<br />• describing<br />• skip counting 3- Point Rubric<br />ConcretelyHas difficulty representing the number pattern using manipulativesNeeds a lot of assistance to get started.Has very little difficulty representing the number pattern using manipulativesNeeds minimal assistance to get started.Has no difficulty representing thenumber pattern using manipulativesMay even represent using more than one manipulative.Needs no assistance to get started.PictoriallyHas difficulty representing the number pattern in a pictureNeeds a lot of assistance to get started.The picture has no detail and is difficult to understand.Has little difficulty representing the number pattern in a picture.Needs some assistance to get started.The picture has some detail.Has no difficulty representing the Needs no assistance to get started.The picture is very detailed and easy to understand.SymbolicallyHas difficulty representing the skip counting and number patterns in sequential order. Student is unable to recognize and extend the pattern.Has minimal difficulty representing the skip counting and number patterns in sequential order but is unable to use this knowledge to extend the pattern at a much further rate. Has no difficulty representing the skip counting and number patterns in sequential order and is able to extend the pattern beyond at a much further rate.<br />Does the student extend his or her thinking? <br />Plan the learning environment and instruction<br />What learning opportunities and experiences should I provide to promote the learning outcomes?<br />What will the learning environment look like?<br />What strategies do children use to access prior knowledge and continually communicate and represent understanding?<br />What teaching strategies and resources will I use?<br />Warm- up game- Skip counting: I have Who Has Game<br />Before: Have students gather at the story corner or in front of the Smart Board.<br />Display a picture of a Human Foot. Have students describe what they see.<br />Back ground information that they must know is that a human (assuming that they have two feet, etc.) has two feet and each foot has 10 toes. <br />Read the story through once without stopping. Reread the story through a second time but now introduce the T-chart labeled People and Feet. Have the story mat or SMART lesson in view of all children.<br />This time, read the story but have students represent, using manipulatives on the story mat or Smart board. Record work on the t-chart.<br />Once all 5 people are ‘in the bed’, stop to look at the patterns in the t-chart. Spend time with a discussion.<br />Now pass out clip boards with the double t-chart. Have students, with a partner, fill out the third column of the chart labeled TOES. <br />Come back full group to record findings and discuss patterns.<br />Using the Think Pair Share strategy… Have students extend their thinking of the pattern and record information for 6 and 7 people.<br />Share in full group. What patterns do we see?<br />Is there anyone who can take what they know and find the number of feet and toes for 12 people? 25 people? What are you thinking?<br />Display Picture of Ducks Feet.<br />Discuss.<br />During:<br /> You and a partner will work together to solve a new problem.<br />You will need to record your work using manipulatives, pictures and also numbers on a t-chart.<br />The problem is differentiated into 3 levels of difficulty.<br />When Samantha was at the petting zoo she saw baby ducks lined up behind their mother. Samantha saw 14 duck feet all lined up.How many ducks did Samantha see? How many toes?Use manipulatves, pictures and record your number patterns on a t-chart.<br />When Samantha was at the petting zoo she saw baby ducks lined up behind their mother. Samantha saw 24 duck feet all lined up.How many ducks did Samantha see? How many toes?Use manipulatves, pictures and record your number patterns on a t-chart.<br />When Samantha was at the petting zoo she saw baby ducks lined up behind their mother. Samantha saw 32 duck feet all lined up.How many ducks did Samantha see? How many toes?Use manipulatves, pictures and record your number patterns on a t-chart.<br />After: Share in small groups. What patterns did you find? Making connections with journal writing. <br />How is the duck problem similar to the human problem? How is it different?<br />Assess student learning and follow up<br />What conclusions can be made from assessment information?<br />How effective have instructional strategies been?<br />What are the next steps for instruction?<br />How will the gaps in the development of understanding be addressed?<br />How will the children extend their learning?<br />* These are questions that you can answer and we can discuss together after the lesson.<br />