Course: Mathematics Strand: Number (operations)
Grade: 2
Source of Lesson Plan:
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Learning Outcomes:
Students use a variety of estimation
and mental math strategies for solving addition and subtraction problems and
uses manipulatives and diagrams to demonstrate the processes of
multiplication and division. (N-VI.1.2)
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Assessment:
- Student observations throughout the lesson will be used to
determine the comfort level of students with the material being covered
in the lesson.
- Students will also use one of the following: pictures, use of
words or numbers, to calculate the number of crocodiles in a question
provided by the teacher.
- A rubric will then be used to assess student work.
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Connection to the Last Lesson:
Students will have had many
opportunities to experience the process of addition and subtraction problems.
Students will have also been introduced to the methods of counting by two in
previous classes.
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Flexibility Grouping:
For this lesson, the “whole class”
will participate along with the teacher in meeting the desired outcomes.
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Activating Strategies: Preparing For Learning
Before reading Counting Crocodiles
to the class the teacher will ask the students:
- When you look at the cover of the book, what do you think do
you think the book is about?
- What do you know about crocodiles?
Where do crocodiles live? Can they
live by and swim in oceans as well as fresh water? Some can!
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 Acquiring Strategies: Integrating and Processing Learning
- Teacher will turn to the title page of the story and ask the
students what they see in the water. They will reply: “The Crocodile.”
The teacher will then ask the students how they knew there was a
crocodile in the water and they will reply with “we see its eyes.” The
teacher will then go on with the story.
- After reading the story to the class, the teacher will then
turn back to a page in the book that shows the sea with many
pairs of eyes peeking out. The students will then be asked, “How many
crocodiles do you see now?” “How can we find out?” Students then
suggest that we count the eyes in the sea to determine how many
crocodiles there are. So, along with the class, the teacher counts the
eyes coming up with 42.
- The teacher then asks how many crocodiles is that and
suggests that to find out we can use connecting links. Together with
the class the teacher will count out 42 links and then snap “pairs”
together representing the eyes of the crocodiles.
- The number of pairs will then be counted out and this would
equal the number of crocodiles in the book.
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Applying Strategies: Consolidating Learning
- Students will be asked to work independently on a new
problem. The teacher will say to the class, “I looked into the sea and
this time I saw eyes. How many crocodiles do you think there are now?”
- Students will then be asked to put their answers on paper. In
solving the problem, they will be able to choose between: drawing a
picture, writing numbers or using words to show what they are thinking.
When all of the students are done, they will be asked to share with the
rest of the class how they solved this problem.
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Extensions:
- On the board, the teacher would make
a chart, labelling one side “Crocodiles,” and the other, “Eyes.” The chart
would then be filled in by the teacher for one and two crocodiles, as an
exemplar.
- This chart would then be left up for
a couple of days and during centre time, students would then be challenged to
use links, snap cubes or plastic animals to figure out how to add to the
chart. This problem would set the tone for ongoing discussions about things
that come in pairs, and the connection between multiplication and division.
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Learning Resources:
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Different Ways of Learning (Multiple Intelligences):
- Verbal/Linguistic: responses to
group questioning and participation in group discussion.
- Logical/Mathematical: Entire
lesson
- Visual Spatial: pictures in Counting
Crocodiles, and drawing pictures, if they so choose.
- Body/Kinesthetic: the opportunity
to use connecting links to determine the number of crocodiles in the
book. Students may also draw pictures to represent their findings to the
teacher.
- Interpersonal: whole class
activity.
- Intrapersonal: solving problems
on their own using any method they are comfortable with: drawing
pictures, using numbers or words.
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