15. * 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.
![LAUNCH: Day 1<br />Strand: Number<br />Identify the outcomes to be learned<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 />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 />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.<br />Launch Evaluation<br />I want to evaluate understanding of place value and ways to represent a number<br />Nameidentify and describe 2 digit numbersrepresent 2 digit numbers in different waysrelate 2 digit numbers to real life situationsExplains 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 /> Materials Needed:<br />SMART board or chart paper<br />Coins to cut and paste/ real coins or manipulatives<br />Base ten material/ cut and paste tens and ones/ place value mat<br />Small hundreds charts<br />Linking cubes/ cut and paste linking cubes<br />Small ten frames/ power of ten cards<br />Graphic organizer<br />Place value numbers/ cut and paste numbers<br />Send home parent letter<br />Student page 127 for extra practice or independent practice.<br />Before: Read the story “ Numbers in Our World”<br />Discuss where we find numbers in our world (at school, outside, at home)<br />*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.<br />Compare and Contrast Numbers<br />Begin with a discussion about the similarities and difference between a 1-digit and a 2-digit number.<br /> <br /> <br />38<br />Give students an opportunity to share real life situations where they might encounter these numbers.<br />Visualizing Numbers between 10 and 100<br />relationship and patterns (this can be done often with various numbers throughout the unit)<br />Show 38 on a hundreds chart<br />Have students describe what they see:<br />38 is almost half of 100<br />38 is in the 30’s row<br />38 is closer to 40 than 30<br />38 is ten more than 28<br />38 is 10 less than 48<br />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.<br />Representing Numbers in Different Ways<br />How many ways can we represent the number 8?<br />Do this together using base ten material, linking cubes, money, power of ten cards, hundreds board.<br />Base-TenLinking cubes MoneyPower of Ten CardsHundreds Board<br />Number sentences:<br />During:<br />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.<br />Watch and listen for students to describe and make multiple representations of the 2- digit number.<br />After:<br />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.<br />Have students show and share their representations for the number 38.<br />Display student work for observation and discussion.<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 />Where do we go from here?<br />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.<br />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.<br />Next Lesson: Adding 10’s<br />What happens when you add 10 to the number 38? (Prior knowledge and link to what they know and understand about the number 38).<br />Daily Math: How Many Ways<br />You can establish the criteria with your students<br />Give choice between two numbers (2 levels of difficulty)<br />Refer to www.poweroften.ca <br />I will show you a video that demonstrates this<br />How can I plan my lessons using the Backwards Approach?<br />Identify the outcomes to be learned<br />N2.2 Demonstrate understanding of addition (limited to 1 and 2-digit numerals) with answers to 100 and the corresponding subtraction by:<br />representing strategies for adding and subtracting concretely, pictorially, and symbolically<br />creating and solving problems involving addition and subtraction<br />estimating<br />using personal strategies for adding and subtracting with and without the support of manipulatives<br />analyzing the effect of adding or subtracting zero<br />analyzing the effect of the ordering of the quantities (addends, minuends, and subtrahends) in <br />addition and subtraction statements.<br />,[object Object],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 />Name:Comments:Uses and Explains personal strategies for adding 2-digit numbersExplains why order of addends does not affect the sum<br />Name:Comments:Identifies and describes 2-digit numbersRepresents 2-digit numbers in different ways and explains 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 />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)<br />Before:<br />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.<br />Once students have a bit of time with the cards have them place all but the ones and tens back into the baggie.<br />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.<br />Have students build their own number. Next, have them ‘expand’ and record an addition sentence to represent the number in expanded form.<br />During:<br />Students will play a game with their partner.<br />They will use a ‘mini office’ between their desks.<br />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 classStart Again <br />After:<br />What strategies did you use to add the two numbers?<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 />Where do I go from here?<br />I think that it is important to do this activity again but using base ten materials.<br />Have students represent a numeral in tens and ones. They can do the same by:<br />,[object Object]](https://image.slidesharecdn.com/grade2lessonsnumber-110406103740-phpapp01/85/grade-2-lessons-on-number-1-320.jpg)
