Teachers: Miss. LaClaire, Miss. Seppala, Miss.

Abushaban

ED3501: Mini-Unit Plan Assignment

The Mathematics Program of Studies Philosophy and Overview1

Our group decided to create a math lesson for grade two. In the mathematics education there are

six key goals for students: Students will be able to use math confidently to solve problems, communicate

and reason mathematically, appreciate and value math, strive to make connections between math and its

applications, commit themselves to lifelong learning, and become mathematically literate adults while

using math to contribute to society. We must strive to help students make mathematical connections to

their own lives in order to construct their own meaning of mathematics. Facilitating meaningful student

discussions where students communicate and model their reasoning will help them realize that a variety of

solutions are acceptable. It is important for students to take intellectual risks while they explore problem

solving and grow to become autonomous learners. Fostering curiosity and engaging students with hands-

on experiences is necessary to maintain a positive attitude towards mathematics.

Rationale for the Mini-Unit

The way that we interpreted the big idea from the math program of studies was to teach math in a

way that would relate back to students lives. When we make mathematical connections to a students

everyday life it immediately becomes more engaging and easier to understand as it correlates to their pre-

existing schemas, which is important for children in grade two, in order to keep them engaged. We

strategically designed our lessons to mirror our interpretation of this curriculum. We read our students

math literature where they explain and introduce concepts in an engaging and relatable way. For example

in “Missing Mittens” where the farmer bill is trying to find his other mitten so he can have an even

number. We also strive to build mathematical connections through the game Odd or Even snakes and

ladders game that we played. This is a game that many of the students would have played in their lives

1 Seppala, Kealin. The Mathematics Information Handout. “The Mathematics Program of Studies Philosophy and
Overview” (2019).
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ED3501 – Section AB (Fall, 2018)
outside of school. But we added a mathematical twist where they had to color the number they landed on

to correspond with an even or odd color. This promoted learning in a relatable, engaging way. Another

area that we brought relevance to student lives was through our instruction. In all three lessons we tried to

incorporate questions in our instruction that would challenge our students to think about how counting

sequences and odd/even numbers would relate back to their lives to promote deeper learning. Questioning

is a powerful pedagogical approach to reinforce learning and when we asked questions like “what type of

things come in pairs” we force our students to make correlations with their lives. It is not just our job as

teachers to show them these connections with their everyday lives, we want them to be able to think and

make these connections on their own.

Our math lessons were also very relevant in developing number sense in our students, which is

crucial to the idea of math literacy. Identifying and applying counting strategies will be helpful for

students with regards to addition, subtraction, and developing future multiplication skills. That is why

these selections of lessons should be taught at the very beginning of the year before the class dives into

addition and subtraction. We recognize that our three lessons only cover one General Learning Outcome

and two Specific Learning Outcome’s, but this is because students need to master these basic math

principles before they can move on to more complex math concepts. Progression is crucial in education

and was heavily emphasized in our lesson plans. That is why in our first lesson we reintroduced counting

by 5’s and 10’s up to 100, which they learned in grade one, but we added also counting backwards. In the

next lesson we reinforced the learning that took place in the previous lesson, but added in the idea of

counting by 2’s up to 100, which is a new concept because previously they only had to count by 2’s to 20.

In the third lesson we used the idea of counting by pairs to help teach the concept of odd and even

numbers. This is a completely new concept but should become easier to understand with the knowledge

on counting by 2’s. By using this method of gradual progression and reviewing, we promoted deep

learning.

Lesson: (1) of 3; Grade: 2; Subject/Unit: Math/Numbers to 100

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ED3501 – Section AB (Fall, 2018)
 Desired Results (what will students learn?)

How can we make mathematical connections to students’ lives?

Essential
Question(s) General Outcome: Develop number sense.
Specific Outcomes
Learning
Outcome(s) 1. Say the number sequence 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.

Students will be able to:

Lesson
1. Identify the 5s and 10s counting patterns.
Objective(s)
2. Apply the 5 and 10 skip count patterns forward and backward.

Assessment Evidence (how will you determine student learning?)

● Hundreds Chart: We will formatively assess the students
understanding of counting by 5s and 10s by seeing if they can
correctly identify counting sequences (i.e. circle all numbers
required to reach 100 counting by 10’s).
● Circle Game: We will formatively assess the students
Summative ● N/A for this Formative understanding of counting by 5s and 10s by seeing if they can
Assessment lesson Assessment answer with the correct number and continuation of the counting
sequence.
● Song: We will formatively assess the students
understanding of counting by 5s and 10s by seeing if they can
follow along both verbally and physically through the use of their
fingers.

Learning Experiences/Opportunities (what will students do to learn it?)

● Class set of laminated
hundreds charts
● Dry Erase Markers
● Talking stick
● Computer
Ed Resources ● Class set of popsicle sticks
● Smart Board
Tech to Prepare ● “The Leaping Lizards”
● Audio for Video
(Curr lab: 513.211 Mur)
● Hundreds chart
● Song: “Exercise and Count
by 5’s” (Link to Song)
Time
Content/Description Notes
Allotment
10:30 a.m Introduction/Attention Grabber: Grade 1 SLO: Say the number
3 minutes ● We are going to be learning about counting in order to sequence 0 to 100 by:
understand where counting can fit into your everyday lives! How ● 1s forward between any
do you guys count in your everyday life? How many siblings do two given numbers
you have? Or how many pets do you own? (Relate counting to ● 1s backward from 20 to 0
their own life and experiences) ● 2s forward from 0 to 20
● For example, we could count by ones to count all of our ● 5s and 10s forward from 0
Halloween candy but that would take a very long time. How else to 100.
could we count to more quickly count all our candy?

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ED3501 – Section AB (Fall, 2018)
 Assessment of prior knowledge:
● If you have 20 pieces of candy, could you count the pieces by 5s
and 10s? What if you have 100 pieces?
● In today’s math lesson, we are going to learn how to count more
Lesson will take place on the
efficiently. We are going to learn to count by 5’s and 10’s
carpet.
forward and backward. We are going to start off by reading a
story about a little lizard who is also learning how to count by
5’s and 10’s.
Activity #1: Read the Story “Leaping Lizards” by Stuart J. Murphy
Teacher Prompts/Cues/Explanations
● Maintain the five stages of reading (pre-reading, reading,
responding, exploring, extending)
● Begin with pre-reading: introduce the story and relate it to the
lesson (i.e. why did we choose Leaping Lizards?)
● Reading: Read the story and make predictions, and raise
questions with students.
● Responding: students will respond to prompting questions
raised by the teacher during the reading.
● Together we are exploring how Leaping Lizards can help us
learn how to count by 5’s and 10’s.
SLO: Say the number sequence 0
● Extending into instructional time (activity #1) and circle activity
to 100 by:
(activity #3).
● 5s and 10s, forward and
Student Actions
backward, using starting
● Listening to story and making predictions.
points that are multiples of
● Participating in counting throughout story.
5 and 10 respectively.
● Providing answers to guiding/prompting questions.
10:33 a.m
Guiding/Prompting Questions
10 minutes Resources needed: Leaping
● Why do you think it’s helpful for the leaping lizards to count by
Lizards book (Curriculum lab:
5’s and 10’s?
513.211 Mur)
● Do you think we could count backwards?
● Do you think we can start counting at any number?
This activity will take place at the
Check for Understanding/Performance Indicators
carpet.
● Formative Assessment: Counting the lizards together (i.e.
teacher states number and counting pattern, then has students
respond accordingly).
● Check for participation and comfort level answering questions
and counting.
Transition Cues
● Now that we have read leaping lizards, it’s our turn to practice
our counting. I need the special helper to help me hand out our
number lines, as the rest of the students grab white board
markers. Please grab an eraser to share with a partner, and meet
back at your desk.
o Choose special helper by drawing a Popsicle stick from
the class set.
10:43 a.m. Activity #2: Instructional Time with Hundreds Chart SLO: Say the number sequence 0
15 minutes Teacher Prompts/Cues/Explanations to 100 by:
● This activity is a formative assessment. ● 5s and 10s, forward and
● Now that we are all seated at our desks and each have a backward, using starting
hundreds chart and a marker, we are going to practice our points that are multiples of
counting! 5 and 10 respectively.
● Modeling “I do, we do, you do”:
o I do: begin with digital hundreds chart on the smart Resources needed: Laminated
board. Start by picking a number and a counting hundreds, charts, white board
forwards. Demonstrate how to use the hundreds chart to markers, whiteboard erasers, digital
show counting abilities. hundreds chart.
o We do: Have the students follow using their hundreds
chart while you demonstrate a specific number and
sequence on the smart board.

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ED3501 – Section AB (Fall, 2018)
 o You do: Repeat this process with just the students. The
teacher will give the students a number and a counting
sequence. Students will use their hundreds chart to
show their understanding.
● This activity will be repeated again for counting backwards,
rather than forwards.
● Teacher will be walking around the classroom, taking note of the
students that are excelling or struggling.
● Teacher and students will then complete the example given
together to correct any potential mistakes made by the students,
and to increase understanding.
Student Actions:
● Listen and watch the teacher’s example using the hundreds chart.
● Follow along with the teacher on your own hundreds chart
● Complete this activity by yourself on your own hundreds chart.
Guiding/Prompting Questions/Instructions
● Teacher will give a number, a counting sequence, and a stopping
number for the students to complete on their hundreds chart.
● How many numbers exist between the number X and number Y
following the Z counting pattern?
Performance Indicators
● Students are following along with the class.
● Students hold up their charts to show understanding.
● Students’ ability to complete the task on their own.
Transition Cues
● Now that we have learned a bit about counting, lets play a game. I
want my special helper to collect the hundreds charts and everyone
else put away their marker and eraser. Lets all go back and sit on the
carpet.
10:58 a.m. Activity #3: Counting Circle SLO: Say the number sequence 0
10 minutes Teacher Prompts/Cues/Explanations to 100 by:
● This activity is a formative assessment. ● 5s and 10s, forward and
● Explain the game: students will sit in a circle, and the teacher backward, using starting
will select a random number to start with, a counting pattern (5’s points that are multiples of
or 10’s), and a direction (forward or backward). Students will 5 and 10 respectively.
then skip count from that number until they get all the way
around the circle. The student who starts will be picked at Resources needed:
random from the class set of Popsicle sticks. The student whose Class popsicle sticks, and class
name is drawn will start with the talking stick. talking stick
● Explain First Nation Talking Stick Protocol (First Nation
Talking Stick Protocol, 2015): Activity takes place on class carpet.
o The student holding the talking stick has the right to
speak
o All other students must listen quietly and respectfully
o Students are allowed to pass if they do not know the
answer
o Interrupting is not allowed
● Start with simple numbers between 1 and 100, and then move to
more complex numbers.
● Give student-processing time to answer. Make note of students
who are missing the answer and check in with them after the
activity.
Student Actions
● Sit in circle
● Listen to instructions and pay attention to starting number and
counting pattern
● Continue pattern when it is your turn
● Follow the Talking Stick Protocol
Guiding/Prompting Questions/instructions
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ED3501 – Section AB (Fall, 2018)
 ● Guide students in this activity by providing the students with a
starting number and a counting sequence
● Help students with the correct answer when necessary
Performance Indicators
● Students are able to answer when it is their turn to say the next
number in the sequence.
● Students are listening and following along with the numbers and
number pattern in place.
● Note: Take note of the students that are struggling with this
activity. If a student misses a few turns, have a conversation with
them after the activity to check in.
Transition Cues
● That was awesome, great job practicing our skip counting skills!
Now, to revise what we learned in today’s lesson, we are going
to stay at the carpet and sing along to a special counting song!”
Lesson Closure/Cliffhanger:
● Activity: Count by 5s song
● This activity is a formative assessment.
● First have students listen to the song once, the second time we
Resources Needed: Count by 5s
will sing along together, and the third time will be a formative
song on YouTube (link to video in
assessment. The third time we listen to the song, the teacher will
resources), projector, & computer.
make sure all students are singing along! Again, take note of the
11:08 a.m.
students not singing and check in with them after class.
7 minutes This song will take place on the
● After signing it together and alone forward, have the students try
carpet, where the students were
to sing the song backwards from 100 by 5s and 10s.
already sitting.
Cliffhanger:
● Next class we will be reviewing counting by 10s and 5s and we
will learn how to count by 2s up to 100.\
● In our next class we will get to learn another song, this new song
will help us review how to count by 10s!

This lesson is about learning how to count by 5s and 10s. This lesson is important to the lives of our elementary
students as it is teaching them an efficient way to count up to 100. This lesson encourages the development of
students’ number sense and it is allows students’ to make mathematical connections to literature.
Lesson
The pedagogical strategy we used is “I do, we do, you do” strategy, which increases student understanding of the
Rationale
task/activity prior to having to engage in the task/activity themselves. We integrated First Nations, Métis, and Inuit
foundational knowledge into the read-aloud activity, and the circle activity. Storytelling is an integral part of FNMI
culture, and the talking stick is a strong communication tool in FNMI culture. Therefore, we thought that they would
be important additions to this lesson.

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ED3501 – Section AB (Fall, 2018)
 Lesson: (2) of 3; Grade: 2; Subject/Unit: Math/Numbers to 100
Desired Results (what will students learn?)

How can we make mathematical connections to students’ lives?

Essential
Question(s) General Outcome: Develop number sense.
Specific Outcomes
Learning
Outcome(s) Say the number sequence 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.

Students will be able to:

Lesson 1. Recall 5s and 10s counting patterns forwards and backwards.
Objective(s) 2. Identify the 2s counting pattern.
3. Apply the 2s counting pattern forward and backward.

Assessment Evidence (how will you determine student learning?)

● Popsicle Stick Puzzle: we are formatively assessing whether
or not students are ordering popsicle sticks correctly, according
Summative ● N/A for this Formative
to the pattern indicated.
Assessment Lesson Assessment
● Activity #2 “You do”: assess students ability to correctly
circle the next number in the sequence.
Learning Experiences/Opportunities (what will students do to learn it?)
● Bag filled with counters
Ed ● Smart Board Resources for each student
Tech to Prepare ● Popsicle stick puzzle
● Interactive Slides
Time
Content/Description Notes
Allotment
Introduction/Attention Grabber:
● Assessment of Prior Knowledge: Last class we learned how to
count by 5s and 10s forwards and backwards. To review and
reflect upon our counting skills we are going to sing another Grade 1 SLO: Say the number
song! This song is going to help us review counting by 10s. – sequence 0 to 100 by:
Play song on whiteboard, make sure students are singing along! ● 1s forward between any
● Specific steps to promote relevance with students: begin by two given numbers
10:30am asking students “Can we think of items that come in pairs?” ● 1s backward from 20 to 0
3 minutes Brainstorm as a class different items that come in pairs: shoes, ● 2s forward from 0 to 20
socks, bike tires, mittens, ice skates, earrings, etc. ● 5s and 10s forward from 0
● In today’s math lesson we are going to learn how to count by to 100.
twos, this is going to be a useful skill for us to use, as many Resources Needed: Link to Song
items we use in our daily life come in pairs!
Transition
● I am going to hand out a bag filled with counting chips to each
of you. Please don’t open your bag until I say go!
10:33am Activity #1: Counting Objects SLO: Say the number sequence 0
10 minutes Teacher Prompts/Cues/Explanations to 100 by:
● Now that we all have a bag, I want you to start to take out your ● 2s, 5s and 10s, forward
counting chips and begin to count how many you have! and backward, using
● After the students have counted all of the counting chips in their starting points that are
bag (presumably by 1s), ask the students if there is another way multiples of 2, 5 and 10

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ED3501 – Section AB (Fall, 2018)
 that they can think of to count the chips? Hint at counting by 5s
and 10s.
● Have the students count the chips by 5s to review from last
lesson.
● Have the students count the chips by 10s to review form last
lesson.
● After students have counted by 1s, 5s, and 10s, ask the students
to count the chips by 2s!
Student Actions
● Count the chips in the bag by 1s
respectively
● Count the chips in the bag by 5s and 10s
● 10s, using starting points
● Count the chips in the bag by 2s
from 1 to 9
Guiding/Prompting Questions
● What are the different ways that we can count the chips in our
bags?
Resources needed: A bag for each
● Can we think of a counting sequence we learned previously to
student filled with 20 counting
help us count these chips?
chips
● Let’s count these chips by 2s!
Check for Understanding/Performance Indicators
● Students are correctly counting the chips in their bags with the
appropriate counting sequence.
● Observe students as they are counting their chips.
● Watch for students struggling, check in with those students.
Transition Cues
● Now that we have started to practice counting by 2s, I want
everyone to put all their counting chips back into their bags,
return the bags to me, and find a seat at the carpet, where we
will be learning more about counting by 2s!
10:43 am Activity #2: Instructional Time SLO: Say the number sequence 0
12 minutes Teacher Prompts/Cues/Explanations to 100 by:
● Another way we can count is by 2s, so let’s look at different ● 2s, 5s and 10s, forward
items that come in 2s. and backward, using
● Model “I do, we do, you do”: starting points that are
o I do: Count by skipping every other number. Using the multiples of 2, 5 and 10
hundreds chart on the slides, circle every other number on respectively
the chart up to 20. Emphasize that we need to “jump” over ● 10s, using starting points
every other number. from 1 to 9
o We do: ask students what number you need to circle next.
o You do (formative assessment): have students individually Resources needed: Board, pre-
come up to the board to circle the next number in the made Smart-Notebook technology
sequence. slides
● Give students a number to start at, and have them circle every
other number up until a stopping point. This activity takes place on the
● Repeat this process backwards! carpet.
● Look at interactive slides with the class. These slides will have
paired items on them that students have to count and drag to a
destination.
● For example, twenty pairs of shoes that needs to be dragged to
the closet. Students will be dragging the shoes into the closet
while counting by twos.
Student Actions
● Participating in lesson by circling numbers and answering
questions.
● Dragging and counting items on the smart board.
● Sitting on the carpet
Guiding/Prompting Questions
● Why are we skipping every other number?
● Can we count by 2s backwards?
Performance Indicators

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ED3501 – Section AB (Fall, 2018)
 ● Students are engaged and participating in answering questions.
● Students are using the interactive smart board to show their
understanding of counting by 2s.
Transition Cues
● Now that we have learned how to count by 2s both forward and
backward, we are going to engage in some math centers! I will
hand out three bags of Popsicle sticks to each pair of students.
Please do not open the bags until I tell you to.
Activity #3: Popsicle Stick Puzzle
Teacher Prompts/Cues/Explanations
● This is a Formative Assessment
● Each pair (students and their desk buddy) of students will be
given three bags of Popsicle sticks.
● In each bag there will be popsicle sticks with ten different
numbers and a note that states the counting pattern and counting
direction (forward or backward).
● Students will have to correctly arrange the numbers in order
according to the explanation, one bag at a time.
● Model “I do, we do, you do”
● After students finish organizing their bags, they will create their SLO: Say the number sequence 0
own. to 100 by:
● To create their own, explain to students that they will pick 10 ● 2s, 5s and 10s, forward
numbers, a counting scheme (2’s, 5’s, and 10’s), and pick a and backward, using
direction they want to order their numbers (forward or starting points that are
backward). multiples of 2, 5 and 10
● Switch your puzzles with two new partners and see if you can respectively
10:55 am solve them. ● 10s, using starting points
18 minutes Student Actions from 1 to 9
● Listen to instructions on how to play the game.
● Follow the counting pattern and direction according to the note
in their bag. Resources Needed: Pre-numbered
● Work with partner to order numbers. popsicle stick bags with written
● Grab blank Popsicle sticks/direction bag from the teachers to directions, blank popsicle stick
make their own puzzle. bags with written directions.
Guiding/Prompting Questions
● Why did you order your puzzle that way?
● What numbers did you choose for the creation of your own
puzzle? Why?
Performance Indicators
● Students will be correctly ordering their number puzzles.
● Students can explain to me why they chose the numbers for the
creation of their own number puzzles.
Transition Cues
● Now that we have created our own puzzles, I want everyone to
clean up their area and be back seated at their desks in two
minutes.
Lesson Closure/Cliffhanger:
● Raise your hand if you created your puzzle counting by: 2’s, 5’s,
and 10’s
● Who can tell me why we would count using these methods?
11: 13 am ● Who can give me an example of when we would count using
2 minutes 2’s, 5’s, and 10’s?
● Counting by two can also mean counting in pairs. This is going
to be an important thing to remember for tomorrow’s class when
we talk about odd and even numbers

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ED3501 – Section AB (Fall, 2018)
 This lesson is about counting by 2’s, and was specifically designed to accompany our lesson on counting by 5’s and
10’s. We chose to introduce counting by 2’s as our second lesson because we thought that students would need a
refresher on the easier counting sequences that they already had some knowledge on. We thought that it was best to do
this before adding to their knowledge with the 2’s counting pattern. According to our program of studies, this is the
first time that our students will have encountered this counting sequence beyond 20.

In creating this lesson, we channeled the educational theorist John Dewey. Dewey believed in the importance of
experiential learning, or learning by doing. That is why in our lesson we strongly emphasize the “you do” aspect our
Lesson pedagogical teaching approach. Over half of the lesson is dedicated to our students practicing and applying the
Rationale counting patterns they have been taught. Our counting objects activity is a hands on way to review counting by 5’s and
10’s, and a good review on why we skip count. Activity one was also used as an introduction and visual for pairing
objects and counting by 2’s. Activity three, our popsicle stick puzzle, is our main activity and is also very hands on.
We are having our students practice and apply the skills that they know in sorting numbers according to a specific
counting pattern, and direction. This is great practice that they get to do with a partner, and on their own. This part of
our lesson will also help students develop skills that they will need to know to complete their performance task. We
integrated First Nations, Métis, and Inuit foundational knowledge into the read-aloud activity. Storytelling is an
integral part of FNMI culture, and we thought that it would be an important addition to this lesson.

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ED3501 – Section AB (Fall, 2018)
 Lesson: (3) of 3; Grade: 2; Subject/Unit: Math/Numbers to 100
Desired Results (what will students learn?)
How can we make mathematical connections to students’ lives?
Essential
Question(s)
General Outcome: Develop number sense.
Learning
Outcome(s)
Specific Outcome: Demonstrate if a number (up to 100) is even or odd.

Students will be able to:

Lesson
1. Categorize odd and even numbers up to 100.
Objective(s)
2. Identify odd and even numbers.

Assessment Evidence (how will you determine student learning?)

● Snakes and ladders game: students are accurately
coloring in the odd and even numbers.
Summative ● N/A for this Formative ● Hundreds chart activity: correctly colour in the odd and
Assessment Lesson Assessment even numbers.
● Read-aloud: students area nswering guiding/probing
questions during the read-aloud.
Learning Experiences/Opportunities (what will students do to learn it?)
● Interactive slide
● Snakes and Ladders sheets
Ed ● Smart Board Resources
● Dice
Tech ● Interactive slides to Prepare
● Markers
● Book: “Missing Mittens”
Time
Content/Description Notes
Allotment
Introduction/Attention Grabber:
● Last class we learned about counting by 2s. We identified that if
we have 2 of something, then we have a pair!
● What were some of the items we came up with last class that
came in pairs? (socks, shoes, gloves, mittens, etc.)
● For example, a pair of mittens means there are 2 mittens. 2 is an
even number because it is a pair! There is one mitten for each of
your hands.
● What are some items that you have had to share with others in
the past? (toys, candy, food, etc.)
● When you shared these items, was there an equal amount for
Assuming no knowledge/skills is in
everyone? Did you all get the same number of toys, candy, etc.?
10:30am place from previous year of study.
● If you all had the same number of toys, what do we think that
3 minutes This is the first time odd and even
would be called? (Even, because if items can be grouped into
numbers are introduced.
pairs, then they are even).
● If you all did not have the same number of toys, what do we
think that would be called? (Odd, because If items cannot be
grouped into pairs, or there is one item left out, then they are
odd).
● In today’s math lesson, we are going to learn about odd and even
numbers. At the end of class, we will be able to identify what
numbers are odd, and what numbers are even (up to 100)!
Transition:
● I want everyone to find a seat on the carpet; we are going to read
a story together about odd and even numbers!

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ED3501 – Section AB (Fall, 2018)
 Activity #1: Read “Missing Mittens” by Stuart J. Murphy
Teacher Prompts/Cues/Explanations
● Introduce the story, and provide background information about
odd and even numbers. Have class recall what it means to be an
even number (enough for everyone to have an equal amount, or
pairs) and what it means to be an odd number (not enough to
equally share, not a pair).
● Read the story “Missing Mittens” to the class.
● While reading the story, pause and ask the students the
guiding/prompting questions below; this is a formative
assessment.
● Example: If Farmer Bill is missing one of his mittens, is there
an odd amount of mittens or an even amount of mittens?
● After the story is over, review with the students what it means to
be even or odd. Ask the students to come up with an example
from the book for an item that had an odd number and an even
number.
SLO: Demonstrate if a number (up
Student Actions
to 100) is even or odd.
● Listen to the story.
● Participate in questions.
Resources Needed: “Missing
10:33am ● Think about what it means to have an odd number of items and
Mittens” by Stuart J. Murphy
15 minutes what it means to have an even number of items.
Guiding/Prompting Questions
● How many mittens does a cow need to have to cover all of its
This activity will take place on the
feet? Is that an even amount of mittens or an odd amount?
carpet
● Pause at pictures of the missing mittens (shows the odd amount
and the even amount of mittens) and reflect with the student
why that number of mittens is odd or even.
● If there are 5 mittens, there are not enough to share between two
people. Is 5 an odd or even number?
Check for Understanding/Performance Indicators
● Students are participating in answering prompted questions
about story.
● Students are thinking about examples of mittens from the story
that are odd or even.
● Students are recalling that the amount of mittens (number) is
odd or even. (If there were 5 mittens, they understand that 5 is
an odd number).
Transition Cues
● Now that Farmer Bill and his farm have helped us understand
more about odd and even numbers, let’s practice identifying
other odd and even numbers!
Activity #2: Instructional Time SLO: Demonstrate if a number (up
Teacher Prompts/Cues/Explanations to 100) is even or odd.
● Teacher will have interactive slides on the smart board.
● Using a hundreds sheet displayed on the smart board, color in Resources Needed: Smart Board,
each number green for odd and red for even. Teacher will model interactive slides
this strategy to identify odd and even numbers up to 20.
● Introduce and explain important points for identifying if This activity will take place on the
numbers are odd or even: carpet
o Numbers are odd if the number in the ones place is a 1, 3,
5, 7, or 9 (i.e. 17 is odd because there is a 7 in the ones
place).
o Numbers are even if the number in the one place is 2, 4, 6,
or 8 (i.e. 22 is even because there is a 2 in the ones place).
● Model “I do, we do, you do”:
o I do: teacher will color odd or even numbers on the
hundreds chart up to 100 and identify why that number is
odd or even (number in the ones place).

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ED3501 – Section AB (Fall, 2018)
 o We do: together with the teacher, students will tell the
teacher what color to color the numbers (odd=green or
even=red) and identify why it is odd (identifying number in
the ones place) up to 50.
o You do (this is a formative assessment): students will
come up to the board and color the number green or red
(odd or even) and identify why (number in ones place).
Student Actions
● Actively listening to strategy of identifying odd and even
numbers.
● Participating and coloring the odd or even on the board based on
the number presented.
Guiding/Prompting Questions
● What number do we see in the ones place?
● Based on our knowledge about odd and even numbers, is the
number presented odd or even?
● How do you know that this number is odd or even?
Performance Indicators
● Students are participating in identifying odd and even numbers.
● Students are circling the correct response.
Transition Cues
● Now that we know more about odd and even numbers, we are
going to apply our new knowledge in a fun game! Turn to your
desk buddy; you will be partners for this game. I need everyone
to get a snakes and ladders game sheet. With your partner, you
need to collect two dice and four colored markers.
Activity #3: Odd or Even Snakes and Ladders
Teacher Prompts/Cues/Explanations
● This activity is a formative assessment.
● Introduce and explain snakes and ladders game: Snakes and
Ladders Rules
● Each pair of students will have a snakes and ladders worksheet, SLO: Demonstrate if a number (up
two markers and two dice. to 100) is even or odd.
● Students will take turns rolling the dice, and will move X
amount forward. Since the snakes and ladders sheet is based off Resources Needed: Snakes and
of a hundreds chart, students will have to determine if the Ladders printable worksheet, 2
number they land on is odd or even by coloring it in. Dice per partner, colored markers.
● Students will create a legend on the side of their page to indicate
what colors they chose to use for odd and even numbers.
● The goal of this game is for students to apply their knowledge of
odd and even numbers to play.
Student Actions
● Take turns rolling dice, and color the number you land on based
on if it is odd or even.
● Apply their knowledge of odd and even numbers.
Guiding/Prompting Questions
● What color are odd numbers?
● What color are even numbers?
Performance Indicators
● Students are actively participating in the snakes and ladders
game.
● Students are coloring in the correct color based on their legend.
● Students are applying their knowledge of odd and even numbers
to participate in the game.
Transition Cues
● Okay class, it is time to clean up our game. I want everyone to
put their name on their worksheet and hand it in to me. I would
like all of the dice collected at the front including our markers.

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ED3501 – Section AB (Fall, 2018)
 Lesson Closure/Cliffhanger:
● Turn to your partner and tell them why the number 4 is an even
number.
● Ask class what makes a number even.
● Turn to a partner and tell them why the number 7 is an odd
number.
● Ask class what makes a number odd.
This lesson is about teaching our students the difference between odd and even numbers. We strategically did this
lesson after teaching our students the 2s counting pattern, because even numbers always come in pairs. We made the
“you do” section very relevant to our students lives with activity three, Snakes and Ladders. This is a game that all of
our students have likely experienced at home or even in other classes. This game creates relevance to the concept of
odd and even numbers, and it does so in an engaging way that students will enjoy. The educational theorists Jean
Lesson Piaget support the importance of making connections to a students’ everyday life. One of Piaget’s main educational
Rationale ideas on learning is the idea of schemas. In this lesson we will be hopefully be adding to our students existing
schemas, which will help our students more easily categorize and understand this new information. This activity also
allows students to practice coloring odd and even numbers, which directly correlates with our performance task.

Performance Task: Herman the Worm

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ED3501 – Section AB (Fall, 2018)
 Checklist and Rubric:

Student:_____________________________________ Date:_________________________

Criteria: Comments:

⃞ Students will apply the 2s counting pattern.

⃞ Students will apply the 5s counting pattern.
⃞ Students will apply the 10s counting pattern.
⃞ Students will categorize odd and even numbers up
to 100.
⃞ Students will apply their knowledge by creating
their own number pattern sequence.

Level Description

Excellent All of the criteria are met

Proficient Most of the criteria are met

Adequate Some of the criteria is met

Limited Few criteria are met

Insufficient Criteria is not met

Performance Task:
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ED3501 – Section AB (Fall, 2018)
 Herman the Worm

Herman is a very hungry, hungry worm who loves to eat colorful numbers, but he can only eat numbers
that are correctly placed in their counting pattern. Can you help Herman eat all of his delicious numbers
by counting by his favorite number patterns, 2’s, 5s, and 10s? Herman is a picky eater and has to have his
numbers color-coded by odd and even numbers. Can you help Herman eat colorful odd and even
numbers? Follow the steps below:

❏ Step 1: Choose 2 colors, one for odd and one for even and color in the boxes.

ODD NUMBERS:

EVEN NUMBERS:

❏ Step 2: Fill in the numbers for Herman the Worm by counting by:
❏ 2’s
❏ 5’s
❏ 10’s

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ED3501 – Section AB (Fall, 2018)
 Count by Count by Count by
2’s 5’s 10’s

6 50 10

16 75

26 100 100

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ED3501 – Section AB (Fall, 2018)
Step 3: Complete your own worm by following the instructions below:

❏ Pick a starting number. This could be any number including your favorite number! Write your
chosen number in the box below.

STARTING NUMBER:

❏ Circle the counting pattern you will be using:

2 5 10

❏ Circle the direction you will be counting:

FORWARDS BACKWARDS

❏ Color odd and even numbers using the same colors in step 1

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ED3501 – Section AB (Fall, 2018)
 Your starting
number:

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ED3501 – Section AB (Fall, 2018)
Assessment Rationale- Individual
Kealin Seppala

The formative assessment tools used in each lesson are specifically designed to scaffold toward the
final performance task. To do this, we implemented different activities and formative assessments
that relate directly back to the performance task. For example we used the hundreds chart in lesson
one in order to formatively assess students understanding about counting by 5s and 10s. This
activity also provides students practice in counting by 5s and 10s. The other formative assessment
tools used in lesson one were the circle game and the song. These were used to scaffold towards the
performance task as they provided students with practice in counting in sequence and filling in the
correct number in the counting pattern. In lesson two we used the Popsicle stick activity to
formatively assess students understanding of counting by 2s and scaffold their ability to create their
own starting number and count by a chosen pattern which is exactly what is asked of them in the
performance task. In lesson three we used a variety of formative assessment tools such as Snakes
and Ladders game where students are identifying and coloring in odd and even numbers, this
scaffolds students toward the performance task, as this is a specific step needed in the performance
task. We also used the hundreds chart to have students practice identifying odd and even numbers
and show their understanding of this concept.

While designing the lessons and formative assessments the core assessment concepts used include
reliability, validity, and choice. I think that it is important to have reliable and valid formative
assessments that scaffold towards the summative assessment or the performance task. To build
reliability, we created a simple rubric that will be a consistent measurement of students’ work. This
rubric could be passed to another colleague and would achieve the same grade and assessment. To
build validity into our lessons and assessments we ensured that our rubric measures the outcomes
that we taught in our lessons which ensures content and construct validity. Choice was an important
part of our lesson and formative assessments as it encourages students’ to relate their life
experience with mathematics. In grade 2, students do not have a wide arrange of experiences, so
choosing their favorite number and color are both a way to implement choice.

The formative assessment strategies used throughout the lessons are meant to guide the teacher’s
next actions in regards to the sequence of lessons. The formative assessments are meant to assess
students’ ability and understanding of the concepts covered in each lesson. If the students’ are not
quite ready for the next concept, the formative assessment will inform the teacher as such. As the
lessons build upon each other, the formative assessments are necessary to check in with the
students to see if they are ready to move forward in the unit. Lastly, the formative assessments in
the lessons scaffold the students towards the summative assessment or performance task.

To make modifications for the performance task and sequence of lessons would be to include
multiple ways for students’ to show their understanding. Such as creating a video of a student
vocally using counting patterns, making a poster, or digitally create the same worm to showcase
their understanding of counting patterns and odd and even numbers. In regard to my virtual
students, I would include different ways to demonstrate their comprehension of the counting
patterns and odd and even numbers by creating a video version of the performance task and
maintaining the poster option. I would also allow for my students’ to show their understanding via
physical objects, which may include using counting chips for a more hands-on experience to
complete the performance task. For this performance task, we implemented the option of choice.
Students’ get to choose their favorite colors and numbers, this relates to the students’ lives and their
experiences.
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ED3501 – Section AB (Fall, 2018)