Running Head: UNIT PLAN 1 - MICHAEL TSCHRITTER · Running Head: UNIT PLAN 1 ... General Outcome 1:...

Running Head: UNIT PLAN 1

Numbers to 100: Learning Principles of Numbers Unit Plan

Michael A. Tschritter

EDUC 318: Curriculum Instruction in Teaching Mathematics (Elementary)

Instructor: Lorelei Boschman

April 8, 2015

UNIT PLAN 2

Numbers to 100: Learning Principles of Numbers Unit Plan

Michael A. Tschritter

Grade 2 Mathematics- EDUC 318: Curriculum Instruction in Teaching Mathematics (Elementary)

Rationale for Unit

“Numbers are a central part of even a young child’s life. He or she wants to know how many of

something there are, whether it is how many cookies he or she can eat, how many fingers someone is

holding up, or how many candles are on his or her cake. All other work with numbers, whether

representing quantities or performing operations, is dependent on children learning to count” (Small,

2013, p. 140). It is extremely important for young students to begin to grasp working with numbers up to

100 because mastery of basic skills such as skip counting, place value, estimation, and ordinal numbers

forms the foundation of nearly all other understanding students will come across throughout their

mathematics education in the years to come. The purpose or intended goal of this unit is to allow students

to learn about different principles within working with numbers to 100 using student-centered and

engaging contexts/activities. Many cross-curricular outcomes have been woven into the very core of this

unit to uphold the Alberta Education Ministerial Order of 2013 that schools must try to develop well-

rounded students/citizens of the world.

Learner Focus

Students are expected to actively use their prior knowledge of the real world throughout the unit

by applying what they know about the world in relation to the different mathematics concepts being

taught. There are five major areas of skill that students are expected to grasp/learn by the end of the unit.

These skills are: Understanding the difference between odd and even numbers, skip count forwards and

backwards by 2s, 5s, and 10s, demonstrate a beginning understanding of place value using one and two-

digit numbers, estimating quantities up to 100, and coming to understand what an ordinal number is.

Since this unit is best suited to be taught at the beginning of the Grade 2 school year (September),

I must help students bridge the gap between just learning counting principles and introduce them to more

sophisticated, academic number principles that will form the backbone of their work with mathematics

throughout the rest of their elementary school careers. As a teacher I need to not only monitor every

students’ individual progress in learning these number principles, but I must also self-monitor my own

teaching to ensure that I am introducing students to appropriate manipulatives that actually help them

learn the principles.

UNIT PLAN 3

Overview of Unit General Outcomes

Mathematics Number Strand:

General Outcome 1: Develop number sense.

Overview of Unit Specific Outcomes

Mathematics Number Strand:

Specific Outcome 1: Say the number sequence 0 to 100 by:

o 2s, 5s and 10s, forward and backward, using starting points that are multiples of 2, 5 and 10

respectively.

o 10s, using starting points from 1 to 9.

o 2s, starting from 1.

[C, CN, ME, R]

Specific Outcome 2: Demonstrate if a number (up to 100) is even or odd. [C, CN, PS, R]

Specific Outcome 3: Describe order or relative position, using ordinal numbers (up to tenth).

[C, CN, R]

Specific Outcome 4: Represent and describe numbers to 100, concretely, pictorially and

symbolically.

[C, CN, V]

Specific Outcome 5: Compare and order numbers up to 100. [C, CN, ME, R, V]

Specific Outcome 6: Estimate quantities to 100, using referents. [C, ME, PS, R]

Specific Outcome 7: Illustrate, concretely and pictorially, the meaning of place value for numerals to

100. [C, CN, R, V]

Overview of Unit Cross-Curricular Outcomes

English Language Arts:

General Outcome 1: Students will listen, speak, read, write, view, and represent to explore thoughts,

ideas, feelings, and experiences.

Specific Outcome: 1.2- Clarify and Extend- Consider the Ideas of Others- Connect own ideas and

experiences with those shared by others.

General Outcome 2: Students will listen, speak, read, write, view, and represent to comprehend and

respond personally and critically to oral, print and other media texts.

Specific Outcome: 2.1-Use Strategies and Cues-Use Prior Knowledge- Share ideas developed

through interests, experiences and discussion that are related to new ideas and information.

Specific Outcome: 2.1- Use Strategies and Cues- Use Prior Knowledge- Connect personal

experiences, and knowledge of words, sentences, and story patterns from previous reading

experiences to construct and confirm meaning.

Specific Outcome: 2.1- Use Strategies and Cues- Use Comprehension Strategies- Apply a variety

of strategies such as:

-Asking questions.

-Making predictions.

-Recognizing relationships.

-Among story elements.

-Drawing conclusions.

UNIT PLAN 4

Specific Outcome: 2.1- Use Strategies and Cues- Use Textual Cues- Preview book covers and

titles; look for familiar words, phrases, and story patterns to assist with constructing and confirming

meaning.

General Outcome 4: Students will listen, speak, read, write, view, and represent to enhance the

clarity and artistry of communication.

Specific Outcome: 4.1- Expand Knowledge of Language- Use knowledge of word patterns, word

combinations and parts of words to learn new words (i.e. Building on knowledge of letters).

Specific Outcome: 4.3- Present and Share- Demonstrate Attentive Listening and Viewing- Ask

relevant questions to clarify understanding and to have information explained.

General Outcome 5: Students will listen, speak, read, write, view, and represent to respect, support

and collaborate with others.

Specific Outcome: 5.2-Work within a Group-Cooperate with Others- Work cooperatively with

others in small groups on structured tasks.

Social Studies:

General Outcome 2.1: Canada’s Dynamic Communities- Students will demonstrate an

understanding and appreciation of how geography, culture, language, heritage, economics and

resources shape and change Canada’s communities.

Specific Outcome 2.1.1: Values and Attitudes- Appreciate the physical and human geography of

the communities studied:

- Appreciate how a community’s physical geography shapes identity (I, LPP).

- Appreciate the diversity and vastness of Canada’s land and peoples (CC, LPP).

- Value oral history and stories as ways to learn about the land (LPP, TCC).

- Acknowledge, explore and respect historic sites and monuments (CC, LPP, TCC).

Music:

General Learner Expectation 5: Through the elementary music program, students will develop

musical skills and knowledge.

Specific Learner Expectation- Concept- Element- Rhythm Outcome 3: Rhythm patterns are made

up of the beat and divisions of the beat.

Specific Learner Expectation- Skills- Moving Outcome 3: Respond to the beat through action and

simple body percussion.

Specific Learner Expectation- Skills- Moving Outcome 4: Perform simple action songs and

singing games.

Specific Learner Expectation- Skills- Moving Outcome 8: Move to form in music, like phrases and

unlike phrases.

Specific Learner Expectation- Skills- Moving Outcome 10: Perform rhythmic patterns in music.

Specific Learner Expectation- Skills- Moving Outcome 13: Use planned body movements to

illustrate rhythmic and/or melodic patterns.

Health:

General Outcome 1: Wellness Choices- Students will make responsible and informed choices to

maintain health and to promote safety for self and others.

Specific Outcome W-2.5: Classify foods according to Canada’s Food Guide to Healthy Eating, and

apply knowledge of food groups to plan for appropriate snacks and meals.

UNIT PLAN 5

Physical Education:

General Outcome A: Activity- Students will acquire skills through a variety of developmentally

appropriate movement activities; dance, games, types of gymnastics, individual activities and

activities in an alternative environment; e.g., aquatics and outdoor pursuits.

Specific Outcome A2-5- Basic Skills-Manipulative-Bouncing: Select and perform ways to receive,

retain, and send an object, using a variety of body parts and implements, individually and with others.

Resources and Materials

Resource Books/Videos List:

Alberta Learning. (2014). Mathematics K-9 programs of study. Retrieved from

http://education.alberta.ca/media/8775377/k_to_9_math_pos.pdf

Kagan, S. and Kagan, M. (1998). Multiple intelligences: The complete MI book. San Clemente, CA:

Kagan.

Small, M. (2013). Making math meaningful to Canadian students, K-8 second edition. Toronto, ON:

Nelson Education.

“Place Value Math Song: Ones, Tens, and Hundreds.” (YouTube Link:

https://www.youtube.com/watch?v=5W47G-h7myY#t=38)

Materials/Manipulatives List:

SMART Board.

Counter Chips.

Class Set of “Numbers to 20” Bingo Cards.

Math Journals.

Class Set of Plastic Food.

Class Set of Canada Food Guides.

10 bags of different and assorted natural items (pine cones, leaves, trees, rocks, etc.).

“Monster Math” Book (2002) by Anne Miranda.

Class Handout of Paper “Numbers to 100 Charts”.

10-14 Medium-sized Bouncy Balls.

Bingo Dabbers.

Class set of Laminated “Numbers to 100” Charts.

Flip Chart Paper.

Blank Handouts of Personal Crest Template.

Construction Paper.

Scissors.

Glue Sticks.

Class Set of Base Ten Blocks.

“Earth Day Hooray!” Book (2004) by Stuart Murphy.

Overhead Projector.

Paper Handouts of a Place Value Mat/Chart for every student.

Class Set of Number Spinners (with labelled numbers between 1 and 100).

Class Set of Painted Rocks with Various Numbers Painted on Different Rocks.

Talking Chips.

“Great Estimations” Book by Bruce Goldstone (2006).

UNIT PLAN 6

10 jars filled with various classroom, household, and outdoor items (E.g. Pinecones, rocks, cotton

balls, erasers, crayons, etc.).

Various Items for Comparing Known Quantities vs. Unknown Quantities (E.g. Books, Containers of

Jelly Beans, Bags of Candy, and Canisters of Toothpicks).

Class Set of Cookie Sheets.

Metal Alphabet Letters.

Alphabet Charts (which are always taped to the students’ desks).

Differentiated Instruction

All students’ needs will be met by this unit because they will be able to collaborate with their new

classmates in a safe and caring learning environment. In order for all students to be successful at learning

the concepts/outcomes being taught in this unit, students need to know they can actively construct and

share knowledge with their classmates in order to build mathematical understandings. Each of the lessons

within this unit was designed to allow for students to use multiple ways/strategies to express their

mathematical understanding of various concepts. Through the various tasks/problems posed in this unit,

students will use all four forms of mathematical communication (oral, written, pictorial/symbolic, and

concrete). As a result of the open-endedness of the mathematical strategies students can use in this unit,

each and every student should have the opportunity to experience some sort of mathematical

understanding success regardless of their individual learning needs.

Brief List of Unit Assessments and Evaluations

Minor Assessments/Formative Assessments:

Various ongoing activities, questions, and mini-assignments in student’s math journals (see each

day of detailed unit plan below for specific details).

Throughout every lesson students will be encouraged to self-monitor their own learning.

Informal observations of students’ work in groups and individually on a wide variety of tasks will

occur throughout every lesson.

My Saskatoon Personal Crest Assignment:

The “My Saskatoon Personal Crest Assignment is the summation of students’ learning during the first

half of this mathematics unit as well as the first chapter students have been learning about in Social

Studies.

Final Summative Assessment: Numbers to 100 Unit Test:

The unit test is the culmination of all of the outcomes students are expected to demonstrate

mastery/competency in by the end of the unit.

This assessment is unique because it not only allows the teacher to see each individual student’s

attainment of mathematical number concepts, but it also allows each student to self-

monitor/self-reflect on his or her own learning.

UNIT PLAN 7

Weighting of Assessments and Evaluations: 50% for Minor/Formative Assessments, 20% for My

Saskatoon Personal Crest Assignment, and 30% for Final Summative Assessment: Numbers to 100 Unit

Test.

UNIT PLAN 8

Lesson/Day 1: Brief Review of Grade 1 Number Structures Necessary for Grade 2- 30 Minutes

Number General Outcome 1: Develop number sense.

Specific Outcomes:


symbolically.

Specific Outcome 5: Compare and order numbers up to 100.

Process Outcomes: Communication (C), Connections (CN), Mental Mathematics and Estimation (ME),

Reasoning (R), and Visualization (V).

Cross-Curricular Outcomes:




Specific Outcome: 2.1-Use Strategies and Cues-Use Prior Knowledge- Share ideas developed

through interests, experiences and discussion that are related to new ideas and information.





Instructional Intelligences: Blooms Taxonomy, Numbered Heads Together, and Wait Time.

Multiple Intelligences: Visual-Spatial, Verbal-Linguistic, and Logical-Mathematical.

Blooms Taxonomy Guiding Questions:

Evaluation Level: Can you describe to the other members of your group what way (or strategy) you

used in order to count the pair of dice on the SMART board?

Evaluation Level: Using a picture in your explanation can you justify how 10 visually looks smaller

than 20?

Cooperative Learning/Kagan Structures: Numbered Heads Together.

Materials/Manipulatives: SMART Board with Digital Dice, Counter Chips, Class Set of “Numbers to

20” Bingo Cards, and Math Journals.

Description of Activities: (Please Note: These activities serve as a review of Grade 1 counting).

Anticipatory Set: Using Numbered Head Together students will briefly work in small groups to

determine what number a pair of digital dice on the SMART board display when rolled. Students will

be encouraged to brainstorm different strategies they can use to correctly and quickly count.

Practice/Development: Review of basic counting principles by playing “Numbers to 20” BINGO

game. Students will hear a number between 1 and 20 called and will have to count the dots on their

card to determine if they have that number (and place a counter chip on that spot if they do). In order

to win a round, a student must cover one row of his or her card.

Conclusion/Reflection: Students will use their Math Journals to communicate the difference

between 10 and 20 in a pictorial format (see Blooms Taxonomy 2nd

question for more detail).

UNIT PLAN 9

Remediation/Extensions:

Remediation: If students struggle significantly with counting to 20, the SMART board dice (or a pair

of regular dice) could be utilized to help remind students of basic counting principles.

Extension: If a student appears to have excellent knowledge/recall of basic counting principles,

challenge this student during the BINGO game by telling the student that you want him or her to try

recognizing which dots represent which number without counting them all one-by-one (in other

words you are asking students to challenge themselves by subitizing).

Assessment/Evaluation:

Informal visual observation of groups of students’ work during the SMART board dice activity.

Analysis of students’ math journals to determine if they are able to represent the difference between

both the number “10” and the number “20” pictorially.

UNIT PLAN 10

Lesson/Day 2: Odd and Even Numbers and Plastic Food- 30 Minutes


Specific Outcomes:

Specific Outcome 2: Demonstrate if a number (up to 100) is even or odd.


symbolically.

Process Outcomes: Communication (C), Connections (CN), Problem Solving (PS), Reasoning (R), and

Visualization (V).


Health:

General Outcome 1: Wellness Choices- Students will make responsible and informed choices to

maintain health and to promote safety for self and others.

Specific Outcome W-2.5: Classify foods according to Canada’s Food Guide to Healthy Eating, and

apply knowledge of food groups to plan for appropriate snacks and meals.

Instructional Intelligences: Gallery Tour/Walk, Pairs/Partner Check, Blooms Taxonomy, and Wait

Time.

Multiple Intelligences: Logical-Mathematical, Interpersonal, Intrapersonal, Visual-Spatial, and Verbal-

Linguistic.


Evaluation Level: Based on the current problem we are working on, can each partnership defend to

another partnership whether you believe the number of food items is odd or even?

Creation Level: Using some or all of the plastic food items you have, can each partnership create

either an odd or even number with them? Make sure on a piece of loose-leaf paper beside your

partnerships’ food items that you explain whether you believe what you have created is an odd or

even number.

Cooperative Learning/Kagan Structures: Pairs Check.

Materials/Manipulatives: Class Set of Plastic Food (with various types of pretend fruits and vegetables,

grain products, milk and dairy, and meat and alternatives) and Class Set of Canada Food Guides.

UNIT PLAN 11

Description of Activities:

Anticipatory Set: Introduce students to the concept of odd and even numbers by having the student

of the day (one student) come up to the front of the classroom. Set up the scenario by explaining that

today we will pretend plastic food is real food. Give the student of the day 4 apples (or any even

number between 2 and 8). Then have the student pick 2 of his or her friends to come up to the front of

the classroom too. Tell the student to start by giving one of the plastic apples to one friend and then

another apple to the other friend. Tell the student to continue doing this until he or she has no more

apples left. Then it will be explained to the class that we can visually see that a certain amount of

items are even if we can share them equally amongst our friends. To give the counterexample to even

numbers, using a different food items 3 students will once again come up to the front of the classroom

but the entire class will see that if we cannot share a certain amount of items equally then we have an

odd number of items.

Practice/Development: Teach students that one of the easiest ways to individually check if

something is odd or even is to hold up both of your hands in front of you in a fist. As you count (1, 2,

3, 4, etc.) alternate putting fingers up on each hand until you reach your desired number (E.g. 8). If

you can make every finger that you have up on one hand touch a finger that is up on the other hand,

then you have an even number. This strategy even works well for two-digit numbers because all you

have to do is look at the last number and then use your fingers as described above. Then have students

pair up with an elbow partner and hand out various plastic food items to each partnership. The student

will then be asked to solve problems such as “If you have 20 pieces of fruit, is this an odd or even

number? After every second problem, each partnership will use a Pairs Check and to discuss with

another partnership whether they believe the current problem they are working on contains an odd or

even number.

Conclusion/Reflection: The final portion of the lesson will consist of each partnership using the

Canada Food Guide and plastic food items to create a representation of either an odd or even number

of food items. Each partnership will write down what number of food items they used (E.g. 15) and

whether they believe their number of food items is odd or even. Once this is complete, the whole

class will participate in a Gallery Tour/Walk where they will walk around the classroom and see

what odd or even numbers other groups created using the food items they had.


Remediation: If the majority of the class appears to be confused by the concept of sharing items

amongst friends equally representing an even number, additional examples of the concept could be

done with different students getting picked to come up to the front of the classroom each time.

Extensions: Due to the limited quantity of plastic food items in a class set if several pairs of students

are looking for a challenge during the odd/even number creation activity, pairs of students could work

collaboratively and combine their food items to create an odd/even number that is greater than 50 and

possible even close to 100 (E.g. 63 pieces of plastic vegetables).


Informally observe students abilities to determine whether a number is odd or even during the

introductory whole class activity.

Informally observe whether pairs of students were able to correctly identify whether their created

number using their food items was odd or even.

UNIT PLAN 12

Lesson/Day 3: Beginning to Count Sets of Numbers/Objects Larger than 20- 30 Minutes


Specific Outcomes:


- 2s, 5s and 10s, forward and backward, using starting points that are multiples of 2, 5 and 10

respectively

- 10s, using starting points from 1 to 9

- 2s, starting from 1.


symbolically.

Process Outcomes: Communication (C), Connections (CN), Reasoning (R), and Visualization (V).





Specific Outcome: 4.3- Present and Share- Demonstrate Attentive Listening and Viewing- Ask

relevant questions to clarify understanding and to have information explained.





Instructional Intelligences: Walk About, Rally Round Robin, Blooms Taxonomy, and Wait Time.

Multiple Intelligences: Naturalistic, Logical-Mathematical, Bodily-Kinesthetic, and Verbal-Linguistic.


Synthesis/Evaluation Levels: Can you tell your partner what you think would be the fastest way to

count to 30? Make sure you give a reason for your answer.

Evaluation Level: As other students are walking around the room to gain ideas, can you defend to

classmates passing by your work area why you chose to sort and count sets of objects the way you

did?

Cooperative Learning/Kagan Structures: Rally Round Robin.

Materials/Manipulatives: 10 bags of different and assorted natural items (pine cones, leaves, trees,

rocks, etc.) and Math Journals.

UNIT PLAN 13


Anticipatory Set: The lesson will begin with the whole class being asked the general problem what

do we think is the fastest way to count to 30? Using a Rally Round Robin format students will be

grouped by elbow partners and each partner has 30 seconds to explain his or her ideas about the

fastest and most efficient strategy to count to 30 and then after the other partner has spoken, an

additional 30 seconds to respond to other partner’s ideas about the fastest way to count a large

number of items.

Practice/Development: Next all of the partnerships will be given a bag containing different types of

natural items (such as, twigs, leaves, pinecones, rocks, etc.). The goal that students are expected to

achieve is that through working together each partnership will try sorting and counting their items in

several different ways (by 2s, 5s, and 10s). The students’ teacher will lead the class through sorting

and counting items by 2s in order to model the process students will use for counting by 5s and 10s.

Throughout the process, the students will be expected to use their math journals to draw pictures of

the groups of items they are counting and to represent either symbolically or through words the steps

they took to successfully count their natural items. After all groups believe they have sorted and

counted their natural items by 5s, one student from each partnership will do a Walk About to a

different group in order to see how others physically counted their natural item and how they went

about representing the work in their math journal. The partner who does not go on the Walk About is

expected to be able to defend the choices they made to sort the items the way they did and the way the

work was represented in their math journals. The partner who got up and walked around to a different

group will then return to his or her own partner and explain interesting things that other groups used

to count. Since each group will have determined the number of items in their bag when they counted

by 5s, the final step of the learning activity will see each partnership to try count back by 10s.

Conclusion/Reflection: For additional practice with counting forwards and backwards, all students

will close the lesson by answering the following questions in their math journal:

- If I am skipping down the block and I see that in chalk on the sidewalk someone has

written the numbers 20, 25, 30, what will be the next number in the counting forwards

pattern?

- If you skip down a different block and see that someone has written the numbers 12, 10,

8, what will be the next number in the counting backwards pattern?


Remediation: Students who struggle significantly with counting forwards could be pulled to the side

of the classroom and given additional teacher-supported help in order to come to better understand the

principles of counting forwards.

Extensions: Students who need a challenge could be asked to demonstrate their abilities to count

backwards by 2s and 5s instead of just by 10s. This challenge would enrich the students’ learning

because it would allow them to demonstrate they have a thorough understanding of counting forwards

and backwards. Enrichment students could also be asked to count forwards and backwards from

larger numbers that are closer to 100.


Establish prior knowledge of students understanding of counting forwards and backwards by

listening to ideas presented by students in the Rally Round Robin activity.

Informal observation of students work during the actual nature items counting activity.

Analysis and written feedback provided to each individual student about the mathematical

communication they displayed during the completion of both the partner activity and the individual

response questions.

UNIT PLAN 14

Lesson/Day 4: Skip Counting to 50- 45 Minutes


Specific Outcomes:



respectively




symbolically.











respond personally and critically to oral, print, and other media texts.

Specific Outcome: 2.1- Use Strategies and Cues- Use Textual Cues- Preview book covers and

titles; look for familiar words, phrases, and story patterns to assist with constructing and confirming

meaning.

Physical Education:

General Outcome A: Activity- Students will acquire skills through a variety of developmentally

appropriate movement activities; dance, games, types of gymnastics, individual activities and

activities in an alternative environment; e.g., aquatics and outdoor pursuits.

Specific Outcome A2-5- Basic Skills-Manipulative-Bouncing: Select and perform ways to receive,

retain, and send an object, using a variety of body parts and implements, individually and with others.

Instructional Intelligences: Blooms Taxonomy, Thumbs Up, Thumbs Down, and Wait Time.

Multiple Intelligences: Bodily-Kinesthetic, Interpersonal, Intrapersonal, and Logical-Mathematical.


Evaluation Level: Can you predict what the picture book “Monster Math” (2002) will be about

based on the title of the book and the pictures on its front cover?

Evaluation Level: Can you describe to me using both pictures and words how you can skip count to

50 by a number other than 1?

Cooperative Learning/Kagan Structures: Stand Up, Hand Up, Pair Up and RallyTable.

Materials/Manipulatives: “Monster Math” (2002) by Anne Miranda, Class Handout of Paper

“Numbers to 100 Charts”, 10-14 Medium-sized Bouncy Balls, Bingo Dabbers, and Math Journals.

UNIT PLAN 15


Anticipatory Set: Using Stand Up, Hand Up, Pair Up students will briefly work with a partner to

discuss what they can predict the picture book “Monster Math” (2002) by Anne Miranda will be

about based on a quick viewing of the book’s front cover illustrations as well as its title. Students will

be encouraged to make educated predictions based on both their understandings of Language Arts and

Mathematical principles. After an appropriate amount of time has been given for discussion and

predictions, “Monster Math” (2002) will then be read to the students in order to introduce them to

the concept of skip counting by 2s, 5s, and 10s.

Practice/Development: The class will then be asked who thinks they can count the fastest to get to

50. Most likely the student who volunteers will count by 1s. Next the students will be asked if they

think there is an easier way to count to 50. If the students do not volunteer an easier way their teacher

will lead them in beginning to count by 2s. Then using a bouncy ball the students will skip count by

various numbers (E.g. 2s, 5s, and 10s) in unison to the bouncing of the ball until they get to (with

some students actually getting to bounce the ball).

- The students will be split into partners and using a bouncy ball, the students will skip count in

unison by various numbers (i.e. 2s, 5s, and 10s) in order to get to 50. The students’ teacher

will pose various questions asking students to try skip counting from various starting points

(E.g. Starting at 5 and skip counting by 5s to get to 50). While one student is taking a turn

bouncing the ball, his or her partner will use a bingo dabbers and a paper handout of

“Numbers to 100 charts” in order to dab/mark off the numbers being skip counted by. By the

dabbing of the numbers, students will begin to see visually the common skip counting patterns

they will continue to use for many years to come. At the conclusion of the group activity, students

will use Thumbs Up, Thumbs Down in order to indicate how comfortable they feel skip

counting to 50.

Conclusion/Reflection: Students will use their Math Journals to reflect on their newly gained

understanding of skip counting by describing using both pictures and words how they can skip count

to 50 using a number other than 1 (see Blooms Taxonomy 2nd

question for more detail).


Remediation: If the vast majority of students appear to be struggling significantly with skip

counting, the group bouncy ball/bingo dabber activity could be pushed back until the next math

lesson. However, if it needs to be pushed back it is essential that the teacher continue giving the

whole group additional skip counting in unison by various numbers up to 50.

Extension: On the other hand, if several pairs of students appear to show they are very comfortable

skip counting during the partner bouncy ball/bingo dabber activity, a teacher could challenge them to

skip count from more challenging starting points (E.g. Instead of starting at 4 and skip counting by 10

until they get to 50, the teacher could ask the pair to start at 3 and skip count by 5s until they reach

50).


Informal verbal discussion of the Mathematical/Language Arts clues students used in making

predictions about the book.

Informal visual observation of students’ abilities to skip count in partners using the bouncy ball.

Analysis of students’ bingo dabbed “Numbers to 100 charts” to see if student skip counted

correctly by 2s, 5s, and 10s during their group activity.

Student informal self-reflection using Thumbs Up, Thumbs Down to indicate their level of comfort

skip counting to 50.

Analysis of students’ math journals to determine if they are able to skip count by a number other

than 1s to 50 using both pictures and words to aid in the clarity of their explanations.

UNIT PLAN 16

Lesson/Day 5: Skip Counting to 100- 30-45 Minutes


Specific Outcomes:



respectively




symbolically.





Music:



Specific Learner Expectation- Concept- Element- Rhythm Outcome 3: Rhythm patterns are made

up of the beat and divisions of the beat.

Specific Learner Expectation- Skills- Moving Outcome 3: Respond to the beat through action and

simple body percussion.



Instructional Intelligences: RallyTable/Round Table, Blooms Taxonomy, and Wait Time.

Multiple Intelligences: Musical-Rhythmic, Visual-Spatial, Verbal-Linguistic, and Logical-Mathematical.


Evaluation Level: Based on the number pattern we have just repeated, can you conclude what

number we skip count by?

Evaluation Level: A mother is baking cookies for a school bake sale. She bakes several batches of

cookies in the days leading up to the bake sale. On the first day she bake bakes 5 cookies, on the

second day she bakes 15 cookies, on the third day she bakes 25 cookies. How many cookies will the

mother bake on the 7th day? Show your work. Justify the number you skip counted by in order to

explain how you know your answer is correct.

Cooperative Learning/Kagan Structures: RallyTable.

Materials/Manipulatives: Class set of Laminated “Numbers to 100” Charts, Flip Chart Paper, and Math

Journals.

UNIT PLAN 17


Anticipatory Set: To build on the skip counting concepts the class learned the previous day, their

teacher will now name off several skip counting patterns (2s, 5s, and 10s) with various starting points

between 1 and 9. The goal for each skip counting pattern is for the class to clap and chant/sing each

time they skip count by that number until they get to 100 (for example, if their teacher chooses to

start at 5 and says the class will be counting by 5s, the class will clap and chant/sing “5, 10, 15, 20,

25, 30, etc.). During this clapping and chanting/singing task, the students will be allowed to use

personal laminated “Numbers to 100” chart in case they need it to see what number to count by.

Practice/Development: All students will be put into table groups and using a RallyTable they will

play “Pass the Paper” using the following scenario: “We are going to have a race. Each table group

has one piece of paper. When I say “go” the first person will write 2, the next will write 4, and so on

until your table group has written by two’s all the way to 100.” The paper will be rotated around the

table until groups have successfully gotten to 100. After students have successfully skip counted to

100 by 2s, they will try skip counting by 2s, 5s, and 10s with different starting points (i.e. Instead of

starting at 2, they may start at 4 and count by 10s). Throughout this game each student will have

access to a personal laminated “Numbers to 100” chart in case they need it to see what number to

count by.

Conclusion/Reflection: Students will use their Math Journals to respond to the following problem-

solving question: A mother is baking cookies for a school bake sale. She bakes several batches of

cookies in the days leading up to the bake sale. On the first day she bake bakes 5 cookies, on the

second day she bakes 15 cookies, on the third day she bakes 25 cookies. How many cookies will the

mother bake on the 7th day? Show your work. Justify the number you skip counted by in order to

explain how you know your answer is correct.


Remediation: If students experience significant difficulty skip counting during the clapping and

chanting/singing activity, their teacher could give them additional support by having students stop to

highlight the numbers they are skip counting by as they count.

Extension: On the other hand, if groups of students appear to show they are very comfortable skip

counting during the RallyTable “Pass the Paper” game, a teacher could challenge them to skip count

by 2s, 5s, or 10s but with more difficult starting points (E.g. Starting at 9 and skipping counting by

10s until they get as close as they can to 100).


Informal visual observation of students’ abilities to skip count to 100 as a whole group during the

clapping activity.

Informal group observations of groups of students’ success and/or difficulty with skip counting

during the “Pass the Paper” game.

Analysis of students’ math journals to determine if they are able to apply what they have learned

over the previous two days about skip counting by 10s using a more difficult starting point (5) than 1.

UNIT PLAN 18

Lesson/Day 6: Skip Counting to 100 Using New Learning and Personal Crests about Saskatoon- 2

Hours (Note: This lesson will extended to 2 days using Math and Social Studies work periods both

days)


Specific Outcomes:



respectively




symbolically.





Social Studies:

General Outcome 2.1: Canada’s Dynamic Communities- Students will demonstrate an

understanding and appreciation of how geography, culture, language, heritage, economics and

resources shape and change Canada’s communities.

Specific Outcome 2.1.1: Values and Attitudes- Appreciate the physical and human geography of

the communities studied:

- Appreciate how a community’s physical geography shapes identity (I, LPP).

- Appreciate the diversity and vastness of Canada’s land and peoples (CC, LPP).

- Value oral history and stories as ways to learn about the land (LPP, TCC).

- Acknowledge, explore and respect historic sites and monuments (CC, LPP, TCC).

- Demonstrate care and concern for the environment (C, ER, LPP).




Specific Outcome: 2.1- Use Strategies and Cues- Use Prior Knowledge- Connect personal

experiences, and knowledge of words, sentences, and story patterns from previous reading

experiences to construct and confirm meaning.

Instructional Intelligences: Three Step-Interview, Placemat, Blooms Taxonomy, and Wait Time.

Multiple Intelligences: Intrapersonal, Interpersonal, Logical-Mathematical, Verbal-Linguistic, and

Visual-Spatial.


Evaluation Level: When being interviewed by your partner, can you describe what you feel is

important to know about Saskatoon’s landscape and the people that live there?

Evaluation Level: Can you describe or explain what skip counting pattern you used in the drawings

on your personal crest?

UNIT PLAN 19

Cooperative Learning/Kagan Structures: Three-Step Interview.

Materials/Manipulatives: Class Set of Laminated “Numbers to 100” Charts, Flip Chart Paper, Blank

Handouts of Personal Crest Template, Construction Paper, Scissors, Glue Sticks, Math Journals, and

Counters (optionally if students desire to use them).


Anticipatory Set: The lesson will begin with the students’ teacher explaining to them the

significance behind a personal crest and what it is (see detailed lesson plan and

assignment/assessment tool for more information). Then, using the Three Step-Interview process,

pairs of students will interview each other about new things they have learned in class recently about

Saskatoon. This discussion should focus on Saskatoon’s physical geography as well as the people

who have lived there. Once the pairs have completed their interview, they will then join up with

another partnership and detail to the other partnership what their own partner thought was most

important about Saskatoon.

Practice/Development: Using a placemat activity on flip chart paper, groups of 4 students will

write down lists of things that they think might be important to include on a personal crest to

represent Saskatoon. After discussing as whole class different groups’ ideas, the students will then be

assigned the task to individually draw/create their own personal crest to represent Saskatoon.

However, the tricky part of crest is that students must use their “Numbers to 100 charts” as a guide

to help them draw 3 groups of items to represent Saskatoon that follows a skip counting pattern of 2s,

5s, or 10s (for instance, a student could draw 2 teepees, 4 trees, and 6 berries on his or her crest to

represent counting forward by 2s using multiples of 2). Students will also be given the option to use

counters before they begin drawing if they would like to first concretely make groups of items that

represent counting forwards or backwards by 2, 5, or 10.

Conclusion/Reflection: Using their Math Journals students will briefly write a few sentences about

what they learned about both Math and Social Studies concepts throughout the duration of the lesson

(see detailed lesson plan for more details).


Remediation: Students can be undertake additional brainstorming as a whole class in order to

generate further ideas for items to place on their personal crests if necessary. Also, students can refer

back to both their math journals and “Numbers to 100” charts in order to see skip counting patterns

which they can use to count by 2s, 5s, or 10s.

Extensions: Have students who need a challenge start with a higher multiple of 2, 5, or 10 (E.g. 50)

and work their way counting down using one of the skip counting patterns. Counting down and

drawing these counting down skip counting patterns will give enrichment students a challenge.


Informally observe students’ discussions during the Three-Step Interview.

Use outcome-based marking rubric to formally assess students’ understanding of what they have

been learning in Math about skip counting and what they have been learning in Social Studies about

Saskatoon.

Written feedback to students’ responses about what they learned during the personal crest project.

UNIT PLAN 20

Lesson/Day 7: Plunge into Place Value- 45 minutes


Specific Outcomes:


symbolically.


100.








Instructional Intelligences: Numbered Heads Together, Blooms Taxonomy, and Wait Time.

Multiple Intelligences: Logical-Mathematical, Interpersonal, Bodily-Kinesthetic, Visual-Spatial, and

Verbal-Linguistic.


Evaluation Level: Can you describe to your group what you notice about the differences between

different numbers in the book?

Evaluation Level: Based on the examples that have been modelled in the place value chart on the

overhead project, can you explain what you notice about each number?

Cooperative Learning/Kagan Structures: Numbered Heads Together.

Materials/Manipulatives: Class Set of Base Ten Blocks (set must include ones, tens, and hundred

blocks), “Earth Day Hooray!” Book (2004), and Chart Paper or Overhead Projector.

UNIT PLAN 21


Anticipatory Set: Read the students Stuart Murphy’s book “Earth Day Hooray!” (2004) in order

to introduce the concept of place value in numbers. Using the Numbered Heads Together technique

in small groups, students will periodically discuss how the numbers they are coming across in the

book are different from each other. Then after the reading of the book is complete, the students will

be told that different numbers have different digits.

Practice/Development: Tell students that they are going to “look inside” the numbers they have

talked about. Model two or three of the numbers discussed above with base ten blocks on chart paper

or on the overhead projector. Activate prior student knowledge about numbers of different

magnitudes. Sample questions include: “How old are you?” [One digit numbers], “How old are your

parents?” [Two digit numbers], or “How many students are in the school?” [Three digit numbers].

After asking each question, write the number on the board into a blank (unlabeled) place value chart

with each digit in the correct place and model the number with place value blocks. Ask students what

they notice about each number. Introduce the ones, tens, and hundreds place. The teacher can also

model these numbers with base tens blocks. Allow students to identify the places of the digits.

Introduce the base ten blocks to the students. Distribute a bag of flats, rods, and singles units to each

student. Discuss the value of each. Explain that ten units are equivalent to one 10 and ten rods is

equivalent to one hundred, etc.

Conclusion/Reflection: In order to build the knowledge of place value that students will need for

future lessons, ask the students to simply close the lesson by first using their base ten blocks to

concretely represent the number “23” and then draw a pictorial representation of this representation in

their Math Journals (this question may be simple for many students but it is essential that all

students have this most basic understanding of place value before moving onto the next place value

lesson in this unit).


Remediation: If students are struggling to understand the difference between tens and ones,

additional questions involving one digit and two digits answers could be asked to further activate

students’ prior knowledge.

Extensions: Ask enrichment students increasingly challenging questions when working with the base

ten blocks during the learning activities such as how many units (ones) are equivalent to one hundred.


Informal observation of students’ concrete work with the base ten blocks during the day’s learning

activities.

Analysis of students’ math journals in order to see the students’ abilities to integrate their new

concrete understandings of place value into a pictorial, written representation.

UNIT PLAN 22

Lesson/Day 8: Place Value Mats/Charts- 45 minutes


Specific Outcomes:


symbolically.


100.








Instructional Intelligences: Partner Check, Snowball Activity, Blooms Taxonomy, and Wait Time.

Multiple Intelligences: Logical-Mathematical, Interpersonal, Intrapersonal, Visual-Spatial, and Verbal-

Linguistic


Evaluation Level: Can you summarize to your partner what you know about 1-digit and 2-digit place

value?

Evaluation Level: Can you defend to a partner why you put different digits in certain places in your

place value mat/chart?

Cooperative Learning/Kagan Structures: Snowball Activity.

Materials/Manipulatives: Class Set of Base Ten Blocks (set must include ones, tens, and hundred

blocks), 5 Paper Handouts of a Place Value Mat/Chart for every student, Class Set of Number Spinners

(with labelled numbers between 1 and 100), and Chart Paper or Overhead Projector.


Anticipatory Set: Open the lesson by having students pair up and play the “Number Spinner Game”.

The way the game works is each pair of students receives one spinner with several numbers between

1 and 100 labelled on the spinner. Each student in a partnership takes turns spinning the spinner.

Students work with a partner to model the number with base ten blocks. After roughly 3 or 5 minutes

playing the game, have the students use a Partner Check to discuss what they remember from the

previous day’s lesson about place value. However, to make things more interesting and to promote

the development of strong social relationship between classmates, students must find a different

partner (who they did not just play the game with) in order to successfully complete their Partner

Check.

UNIT PLAN 23

Practice/Development: Using base ten blocks, model a 2-digit number on the overhead projector.

Ask students to identify the number represented and elicit student responses to the questions: How

many tens are there? How many ones are there? (Write the digits in the corresponding columns).

Connect base ten models with corresponding columns and digits. Repeat with additional numbers as

needed. Then give the students several photocopied paper handouts of place value mats/charts. Then

give the students several examples of different 2-digit numbers. For each number, have every student

model the number with their base ten blocks first and then fill-in the appropriate digit values on one

of their place value chart handouts. Ideally, each student should have 5 of their own paper place value

chart handouts because at least 5 examples/opportunities for practice will be given to the students. On

occasion, the students will be asked to stop and discuss with a partner why they put different digits in

certain places in the place value mat/chart.

Conclusion/Reflection: The lesson will come to a close with the class completing a Snowball

Activity where each student will on a scrap piece of paper write down how many hundreds, tens, and

ones there are in the number “100”. Each student will crumples up his or her piece of paper and throw

it into the middle of the classroom. All students will retrieve a different students’ snowball and the

class will then read out several of the answers given in response to the question.


Remediation: If students are struggling significantly with representing the values of the tens and

ones places in the place value mat/chart activity, this activity could be continued until the end of the

class period instead of moving onto representing the place value of the number “100” during the

concluding Snowball activity.

Extensions: Challenge an enrichment student during the introductory “Number Spinner Game”

activity by asking the student to first state to his or her partner the values of the tens and the ones

places before using the base tens blocks (it is much more difficult to orally communicate knowledge

of place value in Grade 2 when you do not use a concrete manipulative first).


Informally assess the students as they are playing the “Number Spinner Game” through

observation and questioning.

Analysis of the students’ work during the place value mats/charts activity.

UNIT PLAN 24

Lesson/Day 9: Using Place Value to Aid in Ordering Numbers to 100- 45 minutes


Specific Outcomes:



100.




Music:



Specific Learner Expectation- Skills- Moving Outcome 4: Perform simple action songs and

singing games.

Specific Learner Expectation- Skills- Moving Outcome 8: Move to form in music, like phrases and

unlike phrases.

Specific Learner Expectation- Skills- Moving Outcome 10: Perform rhythmic patterns in music.



Instructional Intelligences: Thumbs Up, Thumbs Down, Team Analysis, Blooms Taxonomy, and Wait

Time.

Multiple Intelligences: Musical-Rhythmic, Bodily-Kinesthetic, Intrapersonal, Logical-Mathematical, and

Naturalistic.


Creation/Synthesis Level: As a group can you devise/produce a method or strategy that you think

can be used to help put the painted number rocks in order from least to greatest?

Evaluation Level: A bakery bakes 3 different types of cookies. The baker makes 57 chocolate chip

cookies, 73 sugar cookies, and 31 raisin cookies. Using what you know about place value state the

value of each digit (tens and ones) for each type of cookie. Then put the number of cookies in order

from least to greatest. Can you explain at least one difference you notice between each of the three

numbers?”

Cooperative Learning/Kagan Structures: Talking Chips.

Materials/Manipulatives: Class Set of Base Ten Blocks, Class Set of Painted Rocks with Various

Numbers Painted on Different Rocks, Talking Chips, and Math Journals.

UNIT PLAN 25


Anticipatory Set: The students will begin by singing and dancing along with the “Place Value Math

Song: Ones, Tens, and Hundreds.” (YouTube Link: https://www.youtube.com/watch?v=5W47G-

h7myY#t=38) This video should help remind students of the three units’ places. The song/video will

be paused throughout to count the base ten blocks.

Practice/Development: Today, we have to help someone solve a huge place value problem. Iggy the

Iguana (show students a stuffed lizard) needs our help to sort his painted number rocks from least to

greatest. Over the past two classes we have been learning about place value. Using what we know

about place value lets hypothesize what order we should put the painted number rocks in so that they

will be in order from least to greatest. Students will be split into groups of four and will be given 6

painted rocks with numbers between 1 and 100 on them. Using a combination of the Talking Chips

and Team Analysis Techniques students will respectfully take turns talking about the best way to go

about correctly sorting the painted number rocks from least to greatest. Each group may use base ten

blocks if they want to during the activity in order to aid them in their mathematical thinking. Once a

group thinks they are correct, they will call their teacher over to check their work. Depending on the

time it takes a group to finish correctly ordering one set of the number rocks, the group may be able to

complete additional sets if time allows. Finally, at the end of the activity the class will be asked to

indicate through Thumbs Up, Thumbs Down how they know feel about solving problems/questions

that involve place value and ordering numbers.

Conclusion/Reflection: Using whatever math strategies students feel are pertinent to solving the

problem, students will be given an individual problem-solving place value question to complete in

their Math Journals. The problem-solving question will be the following: “A bakery bakes 3

different types of cookies. The baker makes 57 chocolate chip cookies, 73 sugar cookies, and 31

raisin cookies. Using what you know about place value state the value of each digit (tens and ones)

for each type of cookie. Then put the number of cookies in order from least to greatest. Can you

explain at least one difference you notice between each of the three numbers?”


Remediation: If students struggle significantly with putting the painted number rocks in order then

additional practice could be given through having students work with just representing the place value

of certain numbers using base ten blocks.

Extensions: Given enrichment students the additional challenge during the painted number rocks

activity of not only putting the rocks in order from least to greatest but then reverse the process and

also put them in order from greatest to least. Enrich students’ learning during the individual practice

problem by asking the enrichment student to try comparing the difference between the numbers of the

different cookies the bakery has (E.g. How many more sugar cookies than chocolate chip cookies?)


Informal observation of students’ interactions during the “Iggy Iguana Painted Number Rocks”

activity.

Analysis of students’ math journals in order to see the students’ abilities to integrate their

understanding of place value with new understanding about ordering numbers from least to greatest.

UNIT PLAN 26

Lesson/Day 10: Estimation through Jars of Mystery- 45 minutes


Specific Outcomes:


Specific Outcome 6: Estimate quantities to 100, using referents.


Problem Solving (PS), Reasoning (R), and Visualization (V).





Specific Outcome: 2.1- Use Strategies and Cues- Use Comprehension Strategies- Apply a variety

of strategies such as:

-Asking questions.

-Making predictions.

-Recognizing relationships.

-Among story elements.

-Drawing conclusions.



Specific Outcome: 5.2- Work within a Group- Cooperate with Others- Work in a variety of

partnerships and group structures.

Instructional Intelligences: Plus, Minus, Interesting (PMI) Chart, Timed Think-Pair-Share, Blooms

Taxonomy, and Wait Time.

Multiple Intelligences: Interpersonal, Logical-Mathematical, Naturalistic, Verbal-Linguistic, and Visual-

Spatial.


Evaluation Level: Based on what you have learned about estimating from this book so far, can you

predict to your elbow partner how many bunny rabbits you think you see in the picture on Page 10 of

the book?

Evaluation Level: How can I justify or explain why I estimated the way I did for a particular jar?

Cooperative Learning/Kagan Structures: Timed Think-Pair-Share.

Materials/Manipulatives: “Great Estimations” Book by Bruce Goldstone (2006), Flip Chart Paper, 10

jars filled with various classroom, household, and outdoor items (E.g. Pinecones, rocks, cotton balls,

erasers, crayons, etc.), and Math Journals

UNIT PLAN 27


Anticipatory Set: Explain to the students that estimating numbers in mathematics involves making

an educated guess rather than knowing the exact amount. Read the students Bruce Goldstone’s book

“Great Estimations” (2006) in order to introduce students to the concept of estimating. On Page 10

of the book there is a powerful visual of a group of bunny rabbits that provides students with the

perfect opportunity to test out their estimation skills. In order to allow students to test out their

estimation skills, have student participate in a Timed Think-Pair-Share with their elbow partner

where they each respond to the following question: Based on what you have learned about estimating

for this book so far, can you predict to your elbow partner how many bunny rabbits you think you see

in the picture on Page 10 of the book? It is then recommended to periodically stop and ask student to

practice making estimates when you come across other powerful images/items in the story.

Practice/Development: Explain to the students that today we will work in groups of 3 to estimate the

number of objects/things they think are in different jars. Each group’s goal once they receive a jar is

to use their Math Journals to write down an estimate for the number of objects in their jar. It is

important that as students are writing down their estimate that they also consider: How can I justify or

explain why I estimated the way I did for that particular jar? There are 10 jars in total. However, in

order to make this task more manageable for everyone, each group will only write down their

estimates and justify their reasoning for 3 of the jars. After a short period of time the whole class will

compare some of their estimates for the different jars.

Conclusion/Reflection: The last part of the lesson will consist of the whole class working together to

create a Plus, Minus, Interesting (PMI) chart about things they learned about estimation during

today’s lesson, what they liked about the activity, and what they did not like about it. The creation of

the PMI chart will hopefully help students to undertake metacognitive thinking about new

mathematical understandings.


Remediation:

For those students who initially struggle significantly with the concept of estimating, a teacher could

lead the class (or a small group of students) through a discussion about different strategies individuals

use for estimating (E.g. Some students may state they see that a small jar has cotton balls in it and

they know because of the size of the jar and the size of the object there is no possible way the jar

could hold 100 cotton balls).

Extensions:

For those students who need a challenge during the mystery estimation jars activity, a teacher could

ask the student to look closely at his or her three estimates and put them in order from greatest to least

in terms of place value.

A teacher could also challenge students needing enriched learning to describe how they feel the

concept of estimation could apply to their own everyday life and why they feel estimation is

important in general.


Informal discussion of students’ basic understanding of estimation/prior knowledge of the concept

during the reading of the book.

Analysis of math journals to see if the students were able to communicate their understanding of

estimation/reasoning for different objects during the jars activity.

UNIT PLAN 28

Lesson/Day 11: Integrating Understandings of Estimation with Known vs. Unknown Quantities- 30

minutes


Specific Outcomes:




Problem Solving (PS), Reasoning (R), and Visualization (V).











Instructional Intelligences: Say and Switch, Blooms Taxonomy, and Wait Time.

Multiple Intelligences: Interpersonal, Logical-Mathematical, Bodily-Kinesthetic, Verbal-Linguistic, and

Visual-Spatial.


Evaluation Level: If we compare a book with 37 pages to a book with an unknown number of pages,

can you reasonably predict how many pages the other book contains?

Evaluation Level: If the second container of jelly beans contains 100 jelly beans, how many jelly

beans do you think the first container has? Show your answer and make sure to justify or explain your

answer in some way.

Cooperative Learning/Kagan Structures: Stir-the-Class.

Materials/Manipulatives: Various Items for Comparing Known Quantities vs. Unknown Quantities

(E.g. Books, Containers of Jelly Beans, Bags of Candy, and Canisters of Toothpicks) and Math Journals.

UNIT PLAN 29


Anticipatory Set: Begin the lesson by using the Say and Switch technique to have students discuss

some instances of times in everyday life where they think estimating would be more helpful than

counting each individual item.

Practice/Development: Continue building on students’ estimation knowledge of the previous day by

introducing the concept of comparing a known quantity to an unknown one. For example, you can

hold up a book (with, say, 56 pages) and ask, “How many pages do you think there are in this book?”

After the children have guessed, hold up another book for comparison. “There are 37 pages in this

second book. Do you think there are more or fewer pages in the first book? Do you think there are

more or fewer than 37 pages in the first book? Do you think there are just a few more pages in the

first book or are there lots more? Does the first book have twice as many pages?” This process of

estimating unknown quantities vs. known quantities can be repeated for several different types of

items. For today’s learning activity, the students will be grouped using the Stir-the-Class technique.

As per the suggested guidelines for using this technique, groups of students will be asked a question

and then one student from each group will be selected to rotate to a new group and share his or her

previous group’s answer with the new group.

Conclusion/Reflection: Have students’ complete one individual estimation problem in their Math

Journals that deals with comparing and estimating unknown quantities vs. known quantities. An

example of an excellent problem that allows students to express their mathematical understanding is

to show students a clear container of jelly beans (the unknown quantity) and then show the students

another clear container of jelly beans that contains 100 jelly beans and ask students to estimate how

many jelly beans they think the first container has. It is just as important for students to justify the

reasoning behind their estimates


Remediation: Before moving on and completing the individual estimation problem, students could

be given additional practice estimating unknown vs. know quantities for additional sets of items.

Extensions: When working on the individual practice problem, ask an enrichment student to include

in his or her answer the most efficient way that a student may go about skip counting the container of

jelly beans. By asking enrichment students to state the most efficient way to count the item, the

teacher is layering previously learned content knowledge with newly learner mathematical

understandings.


Informal observation of students’ group work during the Stir-the-Class activity.

Analysis of students’ math journals in order to see the students’ abilities to make reasonable

estimation guesses when comparing unknown quantities with known quantities.

UNIT PLAN 30

Lesson/Day 12: Ordinal Numbers Tell the Position- 45 minutes


Specific Outcomes:









Specific Outcome: 4.1- Expand Knowledge of Language- Use knowledge of word patterns, word

combinations and parts of words to learn new words (i.e. Building on knowledge of letters).

Instructional Intelligences: Four Corners, Partner Check, Blooms Taxonomy, and Wait Time.

Multiple Intelligences: Bodily-Kinesthetic, Logical-Mathematical, Intrapersonal, and Verbal-Linguistic.


Evaluation Level: Based on the corner of the classroom in which you picked to stand, can you

hypothesize with your partner why you think that ordinal number represents the winner of the race?

Evaluation Level: 8 people crossed the finish line in a race before Sam, can you write the ordinal

number for the position that Sam came in during a race? Be sure to defend your answer with a brief

explanation of your reasoning.

Cooperative Learning/Kagan Structures: Corners/Four Corners

Materials/Manipulatives: Class Set of Cookie Sheets, Metal Alphabet Letters, Alphabet Charts (which

are always taped to the students desks), and Math Journals.

UNIT PLAN 31


Anticipatory Set: Begin the lesson by explaining to the class that an ordinal number tells the position

of something in a list. Then to put this definition into a more developmentally friendly context, ask

for 4 students to come up to the front of the classroom. Draw an arrow above the students’ that starts

near the head of student standing to the farthermost right and ends with a finish line above the head of

the student to the farthermost left. Then using the Four Corners points of view technique ask the

remainder of the class to decide which student they think won the race by indicating four different

corners around the classroom to which students will move to in order to represent their choice. Each

of four corners will be labelled one of 1st, 2

nd, 3

rd, or 4

th but initially the students will not be told

which of these four ordinal numbers represent winning a race and will have to use the mathematical

hypothesizing skills in order to make their choice. The teacher will ask students to hypothesize with a

partner why they think that ordinal number represents the race’s winner.

Practice/Development: Each student will be given a cookie sheet and will be told they will get to

pick 5 alphabet letters out of a special bag. The students’ goal is to use their knowledge of the English

alphabet to put their letters in alphabetical order. Once the students believe they have put their letters

in order, they are to then use their Math Journals to write the ordinal numbers for the order of their

letters (E.g. If a student draws “A, C, K, M, T” out of the bag the ordinal numbers for the order would

be: A- 1st, C- 2

nd, K- 3

rd, M- 4

th, T-5

th). Students should use their alphabet charts that are permanently

taped to their desks as a guide during the activity if they are unsure of how to put their letters in

alphabetical order.

Conclusion/Reflection: Close the lesson by asking each student to respond in their Math Journal to

the following question: “8 people crossed the finish line in a race before Sam, can you write the

ordinal number for the position that Sam came in during a race? Be sure to defend your answer with a

brief explanation of your reasoning.” However, before giving students independent work time to

complete the problem, tell the students to use a Partner Check in order to discuss what they think the

solution to the problem is. Then give students the remainder of the class period to complete the math

problem independently.


Remediation: If students are still unclear about ordinal numbers after the initial student line-up

during the anticipatory set, a smaller student line-up up to the 3rd

could be used to reinforce to

students that ordinal numbers tell the position of something in a list.

Extensions: Ask a student needing a challenge during the alphabet letters learning activity to try

writing the ordinal numbers to represent the first ten letters of the alphabet without looking at his or

her alphabet chart as a guide.


Informal verbal analysis of students’ responses during the Four Corners points of view activity.

Analysis of students’ math journals in order to see the students’ abilities to write ordinal numbers

up to the 9th (as per the independent practice problem).

UNIT PLAN 32

Lesson/Day 13: Review for Upcoming Summative Assessment Unit Test- 45 minutes


Specific Outcomes:


-2s, 5s and 10s, forward and backward, using starting points that are multiples of 2, 5 and

10 respectively.

-10s, using starting points from 1 to 9.

-2s, starting from 1.




symbolically.




100.


Problem-Solving (PS), Reasoning (R), and Visualization (V).







Instructional Intelligences: Blooms Taxonomy, Check for Understanding, and Wait Time.

Multiple Intelligences: Interpersonal, Logical-Mathematical, Bodily-Kinesthetic, Verbal-Linguistic, and

Visual-Spatial.


Evaluation Level: Can you describe to the class what your group thinks your identity cards have in

common?

Evaluation Level: Can you predict how many items are in one of the jars? Justify your prediction.

Cooperative Learning/Kagan Structures: Find My Rule and Who Am I.

Materials/Manipulatives: Base Ten Blocks and Laminated Numbers to 100 Charts (however both of

these manipulatives are completely optional at the discretion of the students for use during the review

activities), Flipchart Paper, and Markers.

UNIT PLAN 33


Anticipatory Set: Review the concepts of ordinal numbers, odd/even numbers, and skip counting by

2s, 5s, and 10s by using the Find My Rule game/strategy. The way the game works is that before

class the teacher prepares an identity card for each student (using examples of numbers that fit within

some of concepts listed in the previous sentence). The teacher announces that students will need to

form groups of a given size by circulating throughout the room to locate students who have identity

cards that are connected or related to their own by some commonality or “rule.” Then the teacher

gives an example and checks for understanding. An envelope containing all identity cards is passed

around the classroom. The students take one card each and circulate around the room to try and find

others who have identity cards that are related to theirs. Once all members of the group have been

found, the group will find a place to sit together. Group members will articulate the rule that connects

all their identities and will try to guess the theme to which all the groups are connected. (For example,

using the concept of skip counting three students could be given identity cards that state one of the

following: “5, 10, 15” “35, 40, 45” “70, 75, 80” and the three students would find each other and

recognize using logical reasoning that their identity is skip counting by 5s). Laminated “Numbers to

100 Charts” will be able for use by students during this activity if they feel it will help them in some

way, but the choice to use this manipulative is completely at the students’ discretion.

Practice/Development: To review the concepts of place value to 100, the students will play the Who

Am I game/strategy. The game begins with each student receiving a secret identity taped to their

back by the teacher. Each student’s identity will have to do with understanding the value of the

different digits (ones, tens, hundreds) in numbers between 1 and 100. Students must wander around

the room asking yes/no questions of their classmates to determine their secret identity. Each student

that is asked a question must sign the student’s identity page and communicate the different elements

of place value within the student’s identity (for instance, while one student might draw the rods and

units needed to correctly represent the number 14, another student might simply sign the identity page

by stating there is 1 ten and 4 ones in the student’s secret identity). Several examples of sets of

interview questions that students could ask to determine their identities will be provided for those

students who have difficulty formulating interview questions. Base ten blocks will be optionally

available for students to use during this activity if they so desire.

Conclusion/Reflection: Finally, close the lesson by having the students form groups of three and do

a Mini-math Estimation Blitz around the classroom. The teacher should strategically place several

unique sets of items around the classroom for students to estimate (E.g. Jar of pencils, box of books,

etc.). Have the students write down their estimates with a reason for each estimate (E.g. The small

size of an item) on a piece of paper. Then have several other items placed around the classroom that

will allow students to compare estimating unknown quantities based on given information about a

known quantity.


Remediation: Additional practice questions involving working with either the laminated numbers to

100 charts or base ten blocks could be given if students are still unsure about some of the concepts

that they have learned throughout the unit.

Extension: Challenge enrichment students during the Who Am I game/strategy by asking them to

demonstrate an understanding of place value in more than one way (E.g. You could ask an

enrichment student to both draw a picture of the base ten blocks and describe the different place value

digits in words).


Informal observation of students’ work during the review activities.

*Tomorrow: Final Summative Assessment: Numbers to 100 Unit Test.

UNIT PLAN 34

Lesson/Day 14: Final Summative Assessment: Numbers to 100 Unit Test- 45 minutes-1 hour


Specific Outcomes:


-2s, 5s and 10s, forward and backward, using starting points that are multiples of 2, 5 and

10 respectively.

-10s, using starting points from 1 to 9.

-2s, starting from 1.




symbolically.




100.


Problem-Solving (PS), Reasoning (R), and Visualization (V).

Description of Summative Assessment Testing Process:

Before the Test: The teacher will explain to the students before the test to make sure that they answer

each question on the test. For each question, the teacher will tell the students to consider how they

think they did. The students will then refer to the feelings guide (see the actual unit test handout for

this guide) and draw a face beside each question that shows how they feel they did on that question.

During the Test: The test consists of 10 large questions with several of the larger questions having

more than one part. The students will answer each question on the test to the best of their individual

abilities. After completing a question, each student will self-evaluate their own learning by drawing a

face to show how they feel they did on that question.

After the Test/Cool-Down Extension- Zap-Zap-Kneel Numbers Game: This game helps students

to reinforce the counting/number principles they have been learning for the past two years. The game

can either be played by individual groups of students or the whole class (if time after the task

permits). The game is played by all of the students forming a circle. One student will begin counting

from the number “1”. Each student following the initial student can either say one number at a time

(E.g. 2) or two numbers at a time (E.g. 2, 3). The object of the game is to not be the player to have to

say the number 30. If a student is forced to say 30, the student must kneel down and the game

continues. All students must listen extremely closely during the game because if they do not

following the correct increasing sequence of numbers (E.g. 1, 2, 3, 4, 5) or they repeat a number when

it is their turn to state a number, then they must also kneel down. However, if a student misses the

number sequence or repeats a number, then the person closest to their left who is also kneeling down

is back in the game.

UNIT PLAN 35

My Saskatoon Personal Crest Assignment

A personal crest shows who you are as a person. Your personal crest shows

pride in yourself and where you come from. We have been learning about what life

was and is currently like for the people of Saskatoon. Take a minute to close your

eyes and pretend you are a child living in Saskatoon. Think about what living in

the community looks like. Think about what the land looks like and what you

would want the world to know about the people you live with.

Now each of you are going to create your very own personal crest by

drawing what it is or would have been like to live in present day Saskatoon or

early days Saskatoon. But of course there is one tricky part to the crest. As you

know we have been learning about skip counting in Math class. Using your

“Numbers to 100 chart” as a guide to help you with the numbers to skip count by,

draw 3 groups of items to represent Saskatoon that follows a skip counting

pattern of 2s, 5s, or 10s. For instance, you could draw 2 teepees, 4 trees, and 6

berries on your crest to represent counting forward by 2s. However, this is just an

example and there are many skip counting patterns and items to represent

Saskatoon that you could use. You also have the option to use counters before

you begin drawing if you would like to first make groups of items that represent

counting forwards or backwards by 2, 5, or 10. We will begin by:

Thinking about some possible ideas of what we could draw to represent

Saskatoon using Three-Step interviews that your teacher will explain.

Then in groups of 4, you will each be given a part of a paper called a

placemat and you will write down some of the ideas you think you might

want to draw on your part of the paper. Your teacher will provide you with

more information before this activity.

On your blank personal crest, you will draw at least 3 types of items inside

of it that would be important for people to know about Saskatoon. Make

sure you drawings include some sort of skip counting pattern that either

goes forwards or backwards by 2s, 5s, or 10s.

Once you have completed the drawing of your personal crest, see your

teacher in order to be told how to go about cutting and gluing your crest.

UNIT PLAN 36

Saskatoon Personal Crest Evaluation Rubric

Level

Criteria

3

Exceeding

Standards

2

Approaching

Standards

1

Below Standards

Creates a personal

crest with pictures

illustrating what it

may look like to live

in either Saskatoon

of today or early

Saskatoon

Creates a unique and

insightful personal

crest with 3 types of

items that represent

what it may look like

to live in Saskatoon.

Creates an

appropriate personal

crest with 2 types of

items that represent

what it may look like

to live in Saskatoon.

Creates a personal

crest with 1 type of

item that does not

fully identify what it

may look like to live

in Saskatoon.

Student uses a skip

counting pattern in

the items drawn that

goes either forwards

or backwards by 2s,

5s, or 10s from a

multiple of 2, 5, or

10

A clear skip

counting pattern that


or backwards by 2s,

5s, or 10s is

communicated

through the drawings

on the crest.

Exceptional

understanding of

skip counting is

communicated

because there are no

errors in the pattern.

A satisfactory skip



or backwards by 2s,

5s, or 10s is

communicated


on the crest. Partial

understanding of

skip counting is

communicated

because there is one

error in the pattern

used.

An unclear skip



or backwards by 2s,

5s, or 10s is

communicated


on the crest. Limited

understanding of

skip counting is

communicated

because there is more

than one error in the

pattern used.

Demonstrates

creativity,

originality, and self-

expression in chosen

drawings

Draws vivid images

that distinctly

demonstrates

student`s self-

expression of what it

would look like to

live in Saskatoon.

Draws effective

images that

demonstrate some of

the student`s self-

expression of what it

would look like to

live in Saskatoon.

Draws confusing

images that

ineffectively demonstrates little of

the student`s self-

expression because

they do not represent

what it would look

like to live in

Saskatoon.

Comments:

UNIT PLAN 37

UNIT PLAN 38

Name: ___________________________________

Total: ____/15

Numbers to 100 Unit Test

Make sure that you answer each question on the test. For each of the questions consider how you

think you did. Then referring to the feelings guide below as an example, draw a face beside each

question that shows how you feel you think you did on that question.

Feelings Guide:

I feel GREAT about this…

This question was easy

cheesy.

I feel OK about this… I am

not exactly sure about this

question.

I feel SAD about this… I must

have still been thinking about

everything I did on summer

vacation when we learned this.

1. If Mr. Tschritter starts counting at 48, and then he counts 50, 52, 54… Circle which of

the following skip counting patterns did he use to count by?

a. 2s.

b. 5s.

c. 10s.

d. None of the above.

2. A teacher writes the following letters in a list on the whiteboard:

E Z B J A O

What letter is 5th in the line? ______________________

In what position is the letter B in the list? ______________________

UNIT PLAN 39

3. Can you fill in the missing number in the skip counting pattern?

Start at 100, 90, 80, 70, ___________, 50, 40, 30, 20, 10.

What skip counting pattern do you notice being used? ________________________

4. Look at the pictures of both jars below. If Jar A contains 45 jellybeans, then circle which

of the estimates below make sense for how many jellybeans Jar B will have?

Jar A Jar B

a. 45 jellybeans.

b. 500 jellybeans.

c. 90 jellybeans.

d. 700 jellybeans.

5. Count the tens and ones. Write how many blocks in all.

________ tens + ________ ones

Number: __________

UNIT PLAN 40

6. Jill and Jack are playing a card game with playing cards that have numbers between 1 and

100 on them. If Jill draws cards with the numbers 23 and 49, determine whether her cards

were even or odd and write you answer on the line below.

________________________

7. Look at the picture of the stars below. Count the total number of stars in the picture.

Explain a skip counting pattern that could be used to help make counting the stars easier.

Total Number of Stars: ________________________________

Skip Counting Pattern Used: ___________________________

UNIT PLAN 41

8. This September the school’s music teacher has had a birthday and is now 63 years old.

Using the spaces in the blank place value chart below, draw out the number of rods and

flats that are needed to accurately represent the music teacher’s age.

Place Value Chart

Hundreds Tens Ones

UNIT PLAN 42

9. Order the following numbers from least to greatest on the lines below.

78 31 53 90 12 92

_________ _________ _________ _________ _________ _________

10. Your parents own a candy store. In order to help out your parents, you agree to clean the

counters in the store each day. Instead of paying you with money, you father decides to

pay you with gummy bears. On the 1st day your father gives you 15 gummy bears. On

the 2nd day he gives you 20 gummy bears. On the third day your father gives you 25

gummy bears. If this pattern continues how many gummy bears will you get on the 7th

day? Show your work in order to justify your answer.

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