Lesson Plan Package: Mathematics Grade 2 Patterns and Relations

Education 3501 Curriculum and

Instruction
Brent Gammie
Lesson Plan Package
Young Shin
Nov. 27/2014

Lesson Plan Package: Mathematics Grade 2 Patterns and Relations

Lesson
Title/Focus

Introduction: Equal and not Equal

Date

Nov. 4/2014

Subject/Grade
Level

Grade 2 Mathematics

Time
Duration

40 min

Unit

Patterns and Relations

Teacher

Young Shin

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Patterns and Relations (Variables and Equations)

Represent algebraic expressions in multiple ways.

Demonstrate and explain the meaning of equality and inequality, concretely and
pictorially.

LEARNING OBJECTIVES
Students will:
1. Explain some practical examples of equal and not equal for everyday use and how to correct unequal cases.
2. Demonstrate equal table setting skills as they duplicate the patterns on the whiteboard by adding or
subtracting.

ASSESSMENTS
Observations:

Key Questions:

Products/Performances:

Observe for students response to What one change would you make to make the teams
equal? (LO1)
Observe for students complete work of correct chip setting in Learning Activity #2.
(LO2)
What are some of the ways we have to make things equal in everyday life? (LO1)
What did you add or subtract from the diagram to make your chips as same or equal as
the ones drawn on the whiteboard? (LO2)
Demonstration of correct Table-setting with Chips LA #2

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Alberta Mathematics Program of Studies

Pearson: Math Makes Sense Grade 2
Edmonton Public Schools - Maximizing Math: Grade 2

Jar of colored chips (220+ chips)

Whiteboard markers (different colors as the
chips)
Whiteboard eraser
Marbles and marble jar (40+, already in the room
as room setting)
Math board games (5+, already in the room set by
the TA)

PROCEDURE
Expectations for
Learning and Behaviour

Advance
Organizer/Agenda

Introduction
Students are expected to actively participate in group discussion
When someone is talking, eyes and ears to the speaker and listen.
Chips are not toys. Students are not to play with them and if they are
misused, their chips are taken away after one warning.
Marbles are rewarded for the marbles jar as a classroom participation
and behavior reinforcement system. Marbles are taken out of the
marbles jar as a punishment if unwanted behavior occurs.
When students help with cleaning up after the learning activity #2 or
help collecting the chips, reward them with a marble per helping
event. The helping student may put the marble in the jar.
If the jar is full, discuss about the class reward with the TA.
Write Agenda on board before lesson.
- Today our goal in this lesson is to
Show equal and not equal in different ways by:
- Everyday examples of equals and not equals
- Table-setting with chips activity

Time

2 min

Lesson Plan Package: Mathematics Grade 2 Patterns and Relations

Transition to Body

Assessment of Prior
Knowledge/Attention
Grabber/Learning
Activity #1

Assessments/ Differentiation:

Learning Activity #2

Walk through the agenda as a class. Afterwards, go straight into next

portion.
Body
Discussion of practical examples of equals and not equals (LO1)
Students are seated in their seats.
Discuss several different examples of practical ways where students
will have to shift things to make things equal.
ASK: What are some of the ways we have to make things equal in
everyday life? (1) Pick students by hands up.
This may sound vague to students at this point but the purpose is to get
them to be thinking about the concept of equal.
If needed, some practical examples may be provided including but not
limited to:
1. Playing outside for recess and we want to have equal teams. There
should be 5 boys and 5 girls on each team but the teams were split
uneven where one team has 6 boys and 4 girls while the other team has
4 boys and 6 girls.
ASK: How can you correct this to have equal teams? (LO1)
ANSWER: Exchange one of the girls with one of the boys from the other
side to make 5 boys and 5 girls.
2. Table setting ASK: Have you helped your mom table setting at
home for meals? Would you have to set equal number of forks and
knives for everyone? (LO1)
ANSWER: Yes
Use whiteboard and draw the examples out to help students visualize.
(Visual Learning)
For Table setting example, draw out three different table sets with
one of them not equal to the other.
ASK: Which utensil is missing? (LO1)
Answer: one of the missing utensil (fork or a knife)
Observe for class participation and students responding. (LO1) If students
are struggling to get the correct answer, help them with hinting questions
such as What one change would you make to make the teams equal?
Differentiation: If students are having difficulty understanding the concept
of equal, have that student turn to their elbow partner in their small group
and quietly discuss about it together.
Table Setting with Chips (LO2)
Students are given random number of chips (varying between 3 to 8
with different colors).
Before the chips are handed out, clarify that the students are not to
touch them but wait until everyone has their chips for further
instruction.
If students are playing around with the chips and they become toys and
not tools for the activity, their chips are taken away and that student
does not get to participate for the rest of the activity.
While waiting, students may count how many chips they have and
recognize that there are different colored chips.
Every round, the teacher illustrates a unique pattern using colored
markers representing the chips on the whiteboard.
With different colored chips (Use two different colors to begin with and
the teacher may increase the number of different colors for more
challenging problems) students will match their chips as equal
patterns written on the whiteboard. (LO2)
Carry out one or two rounds for practice purposes.
ASK: What did you add or subtract from the diagram to make your
chips as same or equal as the ones drawn on the whiteboard?
Answer: Answer may vary according to the practice diagram.

Time

15 min

20 min

Lesson Plan Package: Mathematics Grade 2 Patterns and Relations

Assessments/ Differentiation

Students are grouped in small groups.

The seating arrangement is already in place since the beginning of the
year so that the students are sitting in small groups already. (Groups of
5-6)
After practice, there will be a contest where the winner table will get to
put in two marbles in the classroom party jar. (This rewarding system
has already been established by the TA since the beginning of the year.
The jar is filled up with marbles whenever a desired behaviour is
recognized and is encouraged by positive reinforcement. Once the jar is
filled, the class gets to have a party day. i.e. Movie period with
popcorn.)
To win, everyone in the small group table must correctly duplicate the
pattern laid out on the whiteboard with their chips before other
groups.
When a small group is finished, they may indicate their completion by
placing a hand on their head, quietly waiting for the teacher to come
and check their works.
If students are not quiet or yelling across the room to get the teacher to
come, the group is to be ignored. Clarify this with the students.
If students persist in their misbehavior such as yelling, their group will
lose the chance to participate for that round.
Once a group is checked, randomly pick a student from the group to
place two marbles in the marble jar.
Teacher writes a new pattern every round. Make sure the diagram is
erased each round so the students dont easily copy the answer from
the whiteboard whether to add or subtract colored chips.
Each round, students are to make changes from the previous diagram
by taking away or adding chips to the original set of chips.
Rounds may continue as many as possible until the end of 20 min
period.
When the activity is finished, the shortest person in the table is to
collect all the chips from their small groups and bring them to the chip
jar.
When each small group is done, they are to quietly put one hand on
their head to indicate that the group is ready for inspection. (LO2)
The teacher is to inspect for correct work and if not, will only hint
at first to encourage the students to find out themselves who has
the incorrect pattern.
If the group is falling behind then the teacher may indicate where
the incorrect answer is.

Differentiation:
If students experience difficulty with the activity, have them work
together with their elbow partner.
Learning Activity #3
Assessments/ Differentiation

Assessment of Learning:

Feedback From Students:

Closure
Today, we learned how to apply mathematical concept of equal and not
equal in practical examples.
ASK: Based on what we learned today, what are some of the ways we can
apply it at home?
Answer: Chores or activities at home involving matching such as table
setting.
Higher order question: Which math strategy do we use to do our chores
correctly at home?
Answer: Adding or subtracting (LO#2)
ASK: Do you have any questions about equal and not equal problems?

Time

3 min

Lesson Plan Package: Mathematics Grade 2 Patterns and Relations

Feedback To Students

Sponge Activity

Transition To Next
Lesson

Reflections from the

lesson

Answer accordingly
Thumbs up/down for clear understanding of equal and not equal
problems discussed today.
Thank the students for participation.
Continue working hard and the marble jar will be filled up very
soon!
There are some math board games related to patterns and
relations math curriculum at the back.
Students may freely choose the games and play with them until
the end of class.
Next class, we will go deeper into equal and not equal and we will
have a chance to move around with some games!

The focus of my lesson plan was written in a way in the best interest of engaging the
students. My attention grabber/assessment of prior knowledge involves everyday event
that the students experience so that they could build learning knowledge such as pattern
recognition through learning activity #2 based on their previous experience. As this was
my very first lesson for my students, the weakness of my lesson plan Id say was that my
assessment for prior knowledge didnt really give me enough detail of what they already
knew. Some of the students may not simply reply or say what they know because they
may be shy or reserved.
After the lesson however as I reflect on the lesson,
1. My strengths:
Students were engaged right off from the start as my hook was about practical
examples of equals such as making up teams during recess. I could tell this from
reading what my TA has commented from my lesson but also I observed the look
of the students, they were glowing and were so excited to share and contribute to
other examples of equals especially when talking about splitting up teams of boys
vs. girls. Anytime when one of the students would lose interest and side track, I
would call out their names and ask them a question that was relevant to the class
discussion. If they struggled to answer, I would ask their peers to help him out.
This seemed to work as I didnt have to call out that individual student for
attention again.
2. Areas to work on:
I felt I couldve had more student movement involved in my lesson. At the first
half of the lesson, I seemed to have everyones attention but towards the end, I
saw some students fight over chairs, leaning over chairs, moving around without
being instructed to and so on I didnt realize that all my learning activities had
the students sit down for the whole time and 40 minutes is a long time for
anybody to sit, even for adults.
3. Next time I will:
Next time, Id try incorporating more activities like Smartboard activity to ensure
that the students are moving around more. That way, I feel that I could have the
students having easier time to focus and not to feel restless in their seats. Having
a movement activity which involves learning is a great way to keep them engaged
and off their seats.
Also, based on my comments from Marian and the video of my lesson that she
recoded, I noticed that there were some boys in the back fighting over a chair and
I failed to notice as I was busy instructing and taking care of some students in the
front of the classroom. It is important to constantly be scanning the overall view
of the class as a whole.

Lesson Plan Package: Mathematics Grade 2 Patterns and Relations

Lesson
Title/Focus

Equal and not Equal

Date

Nov. 6/2014

Subject/Grade
Level

Grade 2 Mathematics

Time
Duration

50 min

Unit

Patterns and Relations

Teacher

Young Shin

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Patterns and Relations (Variables and Equations)

Represent algebraic expressions in multiple ways.

Demonstrate and explain the meaning of equality and inequality, concretely and
pictorially.
Record equalities and inequalities symbolically, using the equal symbol or the not
equal symbol.

LEARNING OBJECTIVES
Students will:
1. Demonstrate understanding of equality and inequality with use of equal and not equal signs.
2. Compare and contrast between unequal diagrams of items and make them equal by adding and subtracting.
3. Recognize the relationship between Simons actions and their own actions as equals.

ASSESSMENTS
Observations:

Key Questions:

Products/Performances:

Observe for student response to What is = and not = mean? (LO#1)

Collection of worksheet involved in LA#1 for formative assessment. Observe
correct answers. (LO#1)
Observe for student response when asking How many objects should I add or
subtract to make both sides equal? (LO#2)
Observe for student participation and their demonstration of Simon action
duplication. LA#3 (LO#3)
What does not = mean?
How many objects should I add or subtract to make both sides equal?
If = sign means both sides equal, what does Simon have to say to have both
persons/everyone do equal actions as Simon?
Worksheet: Whats Your Name? LA#1
Correct Demonstration of Simon says Do this
Exit Slips

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Alberta Mathematics Program of Studies

Pearson: Math Makes Sense Grade 2
Edmonton Public Schools - Maximizing Math: Grade 2

Balance Board (1)

Jar of colored chips (220+ chips)
Whiteboard markers (different colors as the
chips)
Whiteboard eraser
Marbles and marble jar (40+, already in the room
as room setting)
Math board games (5+, already in the room set by
the TA)
Whats Your Name? Worksheets (22+)
Exit slips (22+)

PROCEDURE
Attention Grabber

Introduction
Balancing Board Balance Mr. Shin
Place the Balancing Board in front of the room so that everyone can
see.
Stand on one edge of the board.
Ask for a volunteer to see who can balance the teacher (me).
Unless the grade 2 student is abnormally heavy, one student wouldnt

Time

5 min

Lesson Plan Package: Mathematics Grade 2 Patterns and Relations

Assessment of Prior
Knowledge
Expectations for
Learning and Behaviour

Advance
Organizer/Agenda

Transition to Body

Learning Activity #1

be able to outweigh the teacher. So make sure the teacher selects a

relatively small student.
When one student cant balance the teacher,
ASK: What should the student do to help balance with the teacher?
Answer: Have more students to come up and stand with the student
on the opposite side of the balancing board of the teacher until the
students and the teacher are somewhat equally balanced.
Last Math class, we learned how we can make two things equal.
ASK: What is the math strategy that we used to make groups equal?
Answer: Adding and subtracting
Chips are not toys. Students are not to play with them and if they
are misused, their chips are taken away after one warning.
Marbles are rewarded for the marbles jar as a classroom
participation and behavior reinforcement system. Marbles are taken
out of the marbles jar as a punishment if unwanted behavior occurs.
When students help with cleaning up after the learning activity #2
or help collecting the chips, reward them with a marble per helping
event. The helping student may put the marble in the jar.
If the jar is full, discuss the class reward with the TA.
Students are to actively participate in classroom discussion.
Students are to complete worksheet in Learning Activity #1
Students are to actively participate in answering questions for
Learning Activity #2
Students are to actively participate in Learning Activity #3. If not,
they are to be seated quietly and observe as they cannot participate
in the activity.
They may help Simon to pick out who moved last by observing to
have a participation role still.
Write Agenda on whiteboard.
Agenda: Today we will
1. Work on Whats your name? worksheet
2. T-Chart Activity
3. Simon Says: Do this and Do that
ASK: What does = mean?
Expected answer is both sides equal and not answer is
Body
Worksheet: Whats your name? (LO#1)
ASK: What does not = mean?
Expected answer is both sides not equal and not answer is not
If students struggle to get the expected answer, help them by
explaining it since they may not have seen it at all before.
Pass the worksheets around or the teacher may ask for a volunteer to
help with handing out the worksheets.
Students are given random number of chips (varying between 3 to 8)
with worksheets.
Before the chips are handed out, clarify that the students are not to
touch them but wait until everyone has their chips for further
instruction.
While they are waiting, they may count how many chips they have
since this is important for the next step.
While they are waiting, they are to write their names and their small
group table friends names on the worksheet accordingly.
In small groups (students are seated in small groups already
determined by the class seating arrangement), students are to observe
and record each others number of chips.
Then they are to indicate on the worksheet whether their number of
chips and that of their small group friends are equal or not equal with

Time

15 min

Lesson Plan Package: Mathematics Grade 2 Patterns and Relations

Assessments/ Differentiation:

Learning Activity #2

equal and not equal signs.

Students are finished when everyone in the small group has finished
their worksheet. As students individually finish their worksheet, they
may compare answers with their elbow friend whether correct equal
or not equal sign has been used in the worksheets.
If there is disagreement here, students are to explain with reason why
their answer is the correct to their peers.
Once they are finished their worksheet and double-checking in groups,
they may indicate their completion of the steps by placing their hand
on their head and waiting quietly for the teacher to come and check
their works.
When students are finished and waiting for the rest of the class to
finish, they are welcome to use the math board games available at the
back of the classroom quietly.
When the class is finished their worksheets, the person with the
longest hair collects their small groups worksheets and hands them in
to the teacher.
The person with the shortest hair collects all the chips and puts them
back in the chip box.
After explaining what = sign and not = sign mean, ask for a thumbs
up/down for student understanding.
Collection of worksheet is for formative assessment. If any group has
majority of the problems with incorrect answers, you may bring them
back to the group and ask them to reconsider the answers before
starting Learning Activity #3.
Walk through it with them if needed.
If such is the case and other groups are waiting, they may use any of
the math board games available in the back.

Differentiation:
If there is a student with a thumbs down, ask one of the thumbs up
students to paraphrase and explain what = sign mean and not = sign
mean.
T- Chart : Equalizing (LO#2)
Draw T-Chart on the whiteboard.
T-Chart will have five sets of diagrams with two unequal groups per
set. (For examples, refer to the diagrams in the worksheet used in
lesson #3 pg. 128 & 129 Maximizing Math: Grade 2)
ASK: How many objects should I add or subtract to make both sides
equal?
Answer: As appropriate to the problem.
Walk through the first set as a class to show everyone how to make
both sides of the diagram equal by adding or subtracting objects.
When walking through addition and subtraction in the first set, make
sure the color of the marker for the adding or subtracting objects is
different than the original color of the diagram (i.e. black vs. red).
Walk through the rest with the students. The teacher may ask for a
volunteer. Selecting by moving down the row, ask students to solve the
rest.
After the diagram portion is finished, the teacher writes the algebraic
version of the diagram questions underneath every diagram set.
Make sure to COUNT the objects in unison as class to come up with the
digits.
Indicate with the red marker the addition or subtraction of digits to
have both side of the equation equal. So the red digit number should be
the same number as the red objects drawn in the diagram.
If students are confused about building the connection between the

10 min

Lesson Plan Package: Mathematics Grade 2 Patterns and Relations

Assessments/ Differentiation

Learning Activity #3

Assessments/
Differentiation/Safety
considerations

Assessment of Learning:

diagram and the algebraic equation, the teacher may go through the
previous steps slowly to help students. If students are still confused,
they may wait until instruction is finished and then the teacher will
come and help them by explaining to them individually.
Same method of selecting students is used where the teacher may
continue selecting students down the row and around the classroom to
finish the rest of the algebraic problems.
Thumbs up/down for student understanding of the relationship
between the diagram and the algebraic equation.
Differentiation:
If students are still confused, ask one of the thumbs up student to
explain in their own words the relationship between the diagram
and the algebraic equation.
Simon says game Do this and Do that (Equal copying only version)
(LO#3)
The teacher is Simon in front of the classroom.
Feel free to stand on a higher plane or a chair to make sure
everyone can see you from knee to head.
Students are standing up beside their seats.
Simon says Do this i.e. touch the nose, fold arms, etc
Students are to demonstrate equal actions as Simon. i.e. touch the
nose, fold arms, etc
Have a few practice rounds relatively slow to make sure everyone
understands the game.
Speed up Do this for more challenges.
After the practice rounds, the elimination begins.
Last person who duplicates what Simon does, sits back down on
their seat.
Those who are seated may observe and help Simon pick out the
last one moved.
The goal of the game is to be the last one standing.
When there is a winner, invite the students to congratulate
him/her by applauding.
ASK: If = sign means both sides equal, what does Simon have to
say to have both persons/everyone do equal actions as Simon?
Answer: Do this (LO#3)
Observe for student participation and their demonstration of
Simon action duplication. (LO#3)
Thumbs up/down for clarification of the rule after
instruction/explanation of the rule of the game.
Ask a student to paraphrase the rules of the game.
You may ask them to explain certain aspect of the rules to keep it
specific and focus on the important part of the rule.
Differentiation
If students are confused with the rules of the game (by their lack of
demonstration or thumbs down), go slower and re-explain the rule
briefly.
Safety Considerations:
Students are to equally spread out arms apart so that they
have enough space to have their arms stretched apart.
If not, find a bigger space such as outside or the gym to do this.
Consider moving time.
Closure
Go through the agenda and review what we learned today.
ASK the students what we learned today.
Today we learned
1. What not = sign mean.

15 min

Time
5 min

Lesson Plan Package: Mathematics Grade 2 Patterns and Relations

Feedback From Students:

Feedback To Students
Transition To Next
Lesson
Sponge Activity

2. to add and subtract to make an equation equal.

3. The relationship between = sign and Simons Do this
Exit Slip
What is one thing you learned today?
When finished writing, hand in the exit slip.
Thank everyone for participation. Keep up the great work!
Next class, we will work more with equations and a more difficult version
of Simon says!
Vote on whether people want to play the math board games in the back or
play Simon Says.
Have other students be Simon if Simon says is voted.

Reflections from the

lesson

This lesson was written to focus on having students move around to help keep them
engaged. In my last lesson, I felt that the students needed to move around more so I
incorporated activities that involved moving around. Not only does this cater to the
kinesthetic learners which I learned about in Ed. Psychology class but it also helps the
students not be easily tired and disengaged as young children in general cant sit still and
work for a prolonged amount of time. Remembering the Triangulation discussed in our
Evaluation of Learning seminar, I also incorporated the worksheet component to this
lesson to better help with assessment of learning. Having thumbs up/down alone may not
be adequate but also through class discussion and products.
As I reflect on the lesson,
1. My strengths:
I focused on my strength from my last lesson, which was my attention grabber. This time,
I focused on having variation of attention grabbers so first I used grade 2, eyes on me
which they already knew from my TA. But the second one, I used the synchronized
clapping which I first learned from my youth ministry and also heard that it is commonly
used by other staff teachers. The two attention grabbers were successful as I had their
attention right away and enough to continue on with the instruction instead of yelling
over their voices. As I executed the attention grabbers, I remember from the Teacher as
Performer workshop earlier in the semester that to yell is to lose students respect.
Throughout the lesson and learning activities, if I wasnt instructing at the front, I was
always moving around in the figure of 8, observing and attending to those who needed
help. My presence as a teacher in between instructions helped students to stay on task as I
caught some who werent working at all or some engaged in off-task activities such as
playing with toys. The majority of the students were working hard and I verbally affirmed
those who did the work correctly. My TA commented agreed with me on this in her
reflection.
2. Areas to work on:
I forgot about to give concrete instructions to those students who finished early what they
could do. Although I included this portion in my lesson plan, I forgot to actually mention it
and thus, resulted in students wondering off in class or talking and disrupting their
neighboring students who were still working on the worksheets. I shouldve instructed
them to play with some of the math board games in the back as I wrote on my lesson plan.
3. Next time I will:
My directions for the chips activity was unclear as many students were confused. It turns
out that my own understanding of the worksheet was incorrect to begin with and it makes
much sense that the students were unclear about what to do with the assignment as my
instruction and the ones written on the worksheet were contradicting. Next time, if I am
unsure of the activity, I will double check with my TA beforehand and I will also go
through the example as a class together with the sheets in front of them because when I
was giving instructions for the worksheet before handing them out, I did so in concern
that they would be distracted at starting the worksheet by themselves and not listening to
the instruction. It turns out, this was not so effective as my TA pointed out and the
students would have had more clear understanding of the instruction if they actually had
the worksheet in front of them and the teacher going through some of the problems as
examples as a class. In fact, my TA recommended that I go through this activity again for

10

Lesson Plan Package: Mathematics Grade 2 Patterns and Relations

next class.
This also happened because I failed to assess the instructions after giving them. Next time,
I will assess by asking one of the students to paraphrase the instruction back to me and to
the class in their own words to give chance for the rest of the class to hear the instruction
again in a more friendly language (peer-level language). As discussed in our Evaluation of
Learning seminar, peer feedback and explanations are advantageous for the students
because when they hear instructions through their peers, it helps them to process
abstract information in their peer vocabulary and language.

11

Lesson Plan Package: Mathematics Grade 2 Patterns and Relations

Lesson
Title/Focus

Equal and not Equal

Date

Nov. 12/2014

Subject/Grade
Level

Grade 2 Mathematics

Time
Duration

40 min

Unit

Patterns and Relations

Teacher

Young Shin

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Patterns and Relations (Variables and Equations)

Represent algebraic expressions in multiple ways.

Demonstrate and explain the meaning of equality and inequality, concretely and
pictorially.
Record equalities and inequalities symbolically, using the equal symbol or the not
equal symbol.

LEARNING OBJECTIVES
Students will:
1. Demonstrate understanding of equality and inequality by correcting unequal diagram/equation worksheet.
2. Recognize the equality and inequality of the kinesthetic gestures between those of Simon and their own
actions.

ASSESSMENTS
Observations:

Key Questions:

Products/Performances:

Collection of Whats your name? worksheet (LO#1)

Observe for student participation and their correct demonstration of Simon action
duplication. (LO#2)
What are the mathematical strategies involved in making an unequal equation equal?
If not = sign means both sides not equal, what does Simon have to say to have everyone
do other than what Simon is doing?
Whats your name? worksheet
Correct Demonstration of Simon says Do this

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Alberta Mathematics Program of Studies

Pearson: Math Makes Sense Grade 2
Edmonton Public Schools - Maximizing Math: Grade 2

Whiteboard markers
Whiteboard eraser
Marbles and marble jar (40+, already in the room
as room setting)
Math board games (5+, already in the room set by
the TA)
Whats your name? Worksheets (22+)

PROCEDURE
Attention Grabber
Assessment of Prior
Knowledge
Expectations for
Learning and Behaviour

Advance
Organizer/Agenda

Introduction
ASK: Has anybody played Simon says with friends or family after
last Math lesson?
ASK: Who can tell me what they learned from last class?
Consider the responses written from the Exit Slips from the last
Math lesson.
Students are expected to actively participate in group discussion
When someone is talking, eyes and ears to the speaker and listen.
Students are to actively participate in Learning Activity #2
Marbles are rewarded for the marbles jar as a classroom
participation and behavior reinforcement system. Marbles are
taken out of the marbles jar as a punishment if unwanted behavior
occurs.
If the jar is filled up, discuss the class reward activity with TA.
Agenda written on the whiteboard beforehand
Today we will

Time
5 min

12

Lesson Plan Package: Mathematics Grade 2 Patterns and Relations

Transition to Body

Learning Activity #1

Assessments/ Differentiation:

Learning Activity #2

1. Whats your name? worksheet

2. Simon Says Do this and do that Advanced!
Go through the Agenda.
ASK: What are the mathematical strategies involved in making an
unequal equation equal?
Answer: Addition or subtraction
Body
Worksheet: Whats your name? (LO#1)
ASK: What does not = mean?
Expected answer is both sides not equal and not answer is not
If students struggle to get the expected answer, help them by
explaining it since they may not have seen it at all before.
Pass the worksheets around or the teacher may ask for a volunteer to
help with handing out the worksheets.
After everyone has their worksheets, go through instruction of the
problem using my name as an example.
For example: My name is Mr. Shin. Lets count how many letters are in
my name. 1, 2, 3, 4. There are four letters.
Id write my name above the boxes on the left hand side four time and
in the boxes I would draw four circles to represent the number of
letters in my name.
I would write similarily my four different elbow friends names on the
right hand side. Make sure you double check the spelling by looking at
the names on their desks, lockers, or on the walls.
After going through the example, go through another example using
one of the students. This time, ask the student to answer the rest of the
boxes.
Using the student as an example, this would give another chance for
the class to understand the instruction.
Afterwards, ask for a thumbs up or down for clear understanding of
instruction.
If unsure students are still there, then go through the example again.
After explaining what = sign and not = sign mean, ask for a thumbs
up/down for student understanding.
Collection of worksheet is for formative assessment. If any group has
majority of the problems with incorrect answers, you may bring them
back to the group and ask them to reconsider the answers before
starting Learning Activity #2.
Walk through it with them if needed.
If such is the case and other groups are waiting, they may use any of
the math board games available in the back.
Differentiation:
If there is a student with a thumbs down, ask one of the thumbs up
students to paraphrase and explain what = sign mean and not = sign
mean.
Simon Says Do this and do that Both Equal and unequal game (LO#2)
The rule is similar to the last version of Simon Says as the following.
However be aware of the tweak of unequal element in the game.
The teacher is Simon in front of the classroom.
Feel free to stand on a higher plane or a chair to make sure
everyone can see you from knee to head.
Students are standing up beside their seats.
Simon says either Do this i.e. touch the nose, fold arms, etc or
Do that i.e. touch the nose, fold arms, etc
Students are to demonstrate equal actions as Simon. i.e. touch the
nose, fold arms, etc But

Time

15 min

15 min

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Lesson Plan Package: Mathematics Grade 2 Patterns and Relations

Assessments/
Differentiation/Safety
Considerations

If Simon says Do That then the students are to demonstrate

unequal actions.
Other words, when Simon says Do That, students are expected to
NOT to do what Simon is doing.
For example, Simon says Do this and touches the nose then
students are expected to touch their nose in the same manner. If
Simon says Do That and touches his ear then students are to
touch or do anything else BUT the ear.
Have a few practice rounds relatively slow to make sure everyone
understands the game.
Speed up Do this and Do that for more challenges.
After the practice rounds, the elimination begins.
Last person who duplicates what Simon does or anyone that
follows the action when Simon does That then they sit back down
on their seat.
Those who are seated may observe and help Simon pick out the
last one moved or those who followed when Simon did That.
The goal of the game is to be the last one standing.
When there is a winner, invite the students to congratulate
him/her by applauding.
Reminder question
ASK: If = sign means both sides equal, what does Simon have to say to have
both persons/everyone do equal actions as Simon?
Answer: Do this
ASK: THEN If not = sign means both sides not equal, what does Simon have
to say to have everyone not do what Simon is doing?
Answer: Do That
Observe for student participation and their correct demonstration
of Simon action duplication. (LO#2)
Thumbs up/down for clarification of the rule after
instruction/explanation of the rule of the game.
Ask a student to paraphrase the rule of the game.
Ask a student to paraphrase the new addition rule of the game
compared to the last one.
Differentiation
If students are confused with the rules of the game (by their lack of
demonstration or thumbs down), go slower and re-explain the rule
briefly.
Safety Considerations:
Students are to equally spread out arms apart so that they
have enough space to have their arms stretched apart.
If not, find a bigger space such as outside or the gym to do this.
Consider moving time.

Learning Activity #3
Assessments/ Differentiation

Assessment of Learning:

Feedback From Students:

Feedback To Students

Sponge Activity

Transition To Next

Closure
Today we learned to express equal and unequal relations through
Signs (= and not =)
To add or subtract to make not equal to =.
Demonstrations (Simon Says Do this and Do that)
Thumbs up/down for equal and not equal through signs and
demonstrations.
Thank you everyone! It was a lot of fun going through the equal
and not equal lessons with you all. Keep up the great work!
Simon says Do this and Do that.
Have other students be Simon if Simon says is voted.
Next class, we will move onto reading different shape patterns!

Time
5 min

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Lesson Plan Package: Mathematics Grade 2 Patterns and Relations

Lesson
This lesson plan was written building on top of how my lesson plan was carried out last
class. I wrote my lesson plan keeping in mind of last lessons strengths and weaknesses. In
last lesson, the students enjoyed the Simon Says activity as they were engaged and
learned the rule of the game pretty quick, so I incorporated this activity again with
additional rules to challenge the students and to build on their learned knowledge from
last lesson. Because there were more rules being added to the game, I included to have
peer paraphrasing instruction in the lesson plan to remind myself how well this worked
in my last lesson.

Reflections from the

lesson

As I reflect on the lesson,

1. Strengths:
Student engagement was present in my lesson from the beginning. I started Simon Says
game as my hook and based on the student participation, it felt I had everyones attention
including the students that usually have difficulty focusing on task. When I was switching
hands, students followed and recognized that the bilateral body parts such as arms and
legs need to be copying Simons with its appropriate side. Students demonstrating this
correctly indicate that they are recognizing the equality of actions between theirs and
those of Simon.
Doing the same activity as I did last lesson, my instructions relatively were much better
and clearer than last time. Most of the students were able to follow along as I was able to
observe this from thumbs up/down. When one of the students was struggling by showing
thumbs down, I went through the problem using her as an example on the board so that
she would know exactly what to put on her paper. Even after that she still put thumbs
down which at this point I didnt think it was worth for the whole class to go through the
problem again so I simply asked one of her elbow buddies to help her out and she caught
on which was reflected by answers she put down on her worksheet (Post-lesson
assessment). She may have been felt overwhelmed that she was being used as a model of
not getting-it in front of her peers and so my repetition of the instruction may not have
helped her at best. However, the evidence of her correct answers on her worksheet tells
me that her peer helping her 1-on-1 without having the whole class focusing on how she
is struggling leads me to the Maslovs Hierarchy of Needs discussed in Educational
Psychology class. His theory states that the child must feel safe before any other needs can
be met such as learning. The student put on the spot may not feel safe and nervous which
would not help her to learn.
I was also more consistent with my classroom management skills and discipline. One of
the students continued to interrupt me a couple of times and I consistently refused to talk
to him but to simply told him to not to interrupt me as Im trying to listen to someone else
who was talking before. He understood and waited until I got back to him later (Follow
up).
2. Areas to work on:
When students finished the worksheet, I had the students wait for me to come around and
double check their answers. There were too many students for me to check through as I
scanned while I was checking. Then I noticed some of those students who finished early
and waiting for me were bothering other students who were still working.
3. Next time I will:
Next time, in a similar case I will judge it to be more efficient to have the students double
check with their elbow partner and then hand them in to me instead of waiting for me to
assess them. Having them wait puts them in a void waiting for the rest of the class to be
finished. They may play math games that they have in the back.

References:
Pearson: Math Makes Sense Grade 2
Whats Your Name? (Lesson #2)

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Lesson Plan Package: Mathematics Grade 2 Patterns and Relations

***All the worksheets were provided by TA from her resource book of photocopied sheets. Hence,
references are not in APA as the desired informations were not available and so I provided information to
the best of my ability. ***

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