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Lesson 1
Grade 1/2 Math Stations
Crystal Carroll
St. Thomas University
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Lesson Plan

Date: November 15th, 2017

Topic: Working on Number Sense (numbers from 1-20, even/odd, patterns, counting on and back)

Grade: 1 & 2
Time: 30 minutes
(1 lesson)
NCTM Outcomes Content Standards: Number and Operations: Number:
Goals for Pre-K – 2:

 count with understanding and recognize "how many" in sets of objects;

 use multiple models to develop initial understandings of place value and the
base-ten number system;
 develop understanding of the relative position and magnitude of whole numbers
and of ordinal and cardinal numbers and their connections;
 develop a sense of whole numbers and represent and use them in flexible ways,
including relating, composing, and decomposing numbers;
 connect number words and numerals to the quantities they represent, using
various physical models and representations;
 understand and represent commonly used fractions, such as 1/4, 1/3, and 1/2.

NB Mathematics GCO SCO

Curriculum Outcomes
 Number (N): Develop
number sense.
Grade 1: N1 Say the number sequence, 0 to 100,
by:
• 1s forward and backward between any two given
numbers
• 2s to 20, forward starting at 0 • 5s and 10s to 100,
forward starting at 0.
N2 Recognize, at a glance, and name familiar
arrangements of 1 to 10 objects or dots.

Grade 2: N1 Say the number sequence from 0 to

100 by:
• 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.
N2 Demonstrate if a number (up to 100) is even or
odd.

Learning Objective Students will become more familiar with numbers from 1-20, and numbers from 1-100.
They will explore patterns, even and odd numbers, and develop number sense using
strategies such as the ten-frame model to visualize and get comfortable with recognizing
numbers and the order of numbers.
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Materials Location

 Loop: ‘I Have _, Who Has _?’

 Station 1: Osmo (numbers (N2: Recognizing numbers at a  All materials are located in the classroom in
glance from 1 to 10)) the filing cabinet and on the center table, or
 Station 2: Osmo (tiles (Sorting 2D and 3D shapes) they are brought in from the math resource
 Station 3: Bazinga (even, odd, what comes next, count on, room.
count back…)
 Station 4: abcya.com (evens & odds)
 Station 5: Power of tens flip card game
 Station 6: Patterns demonstrating and repeating patterns
(translate one pattern from one representation to another)

Lesson component Teacher’s Procedures Students Procedures

Engagement  Begin by reminding the
(5 minutes) students of the previous
lesson and concepts taught
through the use of a hook.
 Explain how we are going
to go through the stations
and who will start at which
station.
 Students will go through the loop that
practices their numbers 1-20
 Once the new lesson is explained, students
will move to their stations and start to
engage in number sense activities.

Exploration &  Station 1: Students will

Explanation explore number sense  Students will rotate through stations, each
(18-20 minutes: ~3 minutes through the use of Osmo allowing them to explore number sense in
per station) (numbers) different ways while working alongside
 Station 2: Osmo (tiles) their peers.
 Station 3: Bazinga
 Station 4: abcya.com
(even & odds)
 Station 5: Power of ten
 Station 6: Patterns using
pattern blocks
Elaborate
(5 minutes)  Return students to their  Students will discuss with their ‘elbow
original tables and have partners’ what they learned today at the
them tell their ‘elbow station and what stations they like the best.
partners’ what stations
they liked best and what
they learned at the stations
today.

Evaluation  Students will be evaluated
by their participation and
progress at each station
and by their ability to
work with their peers.
 Students will participate in the stations and
ask questions when needed
 Students will demonstrate their number
sense and work on even/odd, patterns, and
numbers on ten frames. They will also
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 Monitor the tables while demonstrate their ability to work with their
they are working to see if peers.
anyone needs extra
explanation.
 Keep track of student
progress with use of
anecdotal record/formative
assessment.

After the Lesson

Teacher reflection/notes for next time:
Overall Comments: Suggestions:
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Anecdotal Notes: (formative assessment)

Austin Elaina

Maria Leland

Lennox Tori

Adrianna Trenton

Will Ekene

Coulten Jesse

Carter
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References
Department of Education. (2008). Mathematics Grade 1 Curriculum. Retrieved from
Government of New Brunswick:
http://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/Math/Math-
Grade1.pdf
Department of Education. (2008). Mathematics Grade 2 Curriculum. Retrieved from
Government of New Brunswick:
http://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/Math/Math-
Grade1.pdf
National Council of Teachers of Mathematics. (2017). Standards and Positions. Retrieved from
NCTM: http://www.nctm.org/Standards-and-Positions/Principles-and-
Standards/Number-and-Operations/
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I can recognize that odd numbers are numbers that end in 1, 3, 5, 7 & 9

I can recognize that even numbers are numbers that end in 0, 2, 4, 6 & 8

I can show that a number is even by making pairs with manipulatives (fingers, counters, etc.)

I can show that a number is odd if I cannot make pairs