Wednesday, December 4,2019

Subject: Math Workstations Grade: 2 Time: 2:30-3:15 minutes

Outcomes
General
Learning 1. Develop number sense
Outcome(s)
1. SLO 1- Say the number sequence 0-100 by 2s, 5s, 10s, forward and backward,
using starting points that are multiple of 2, 5, and 10 respectively
2. SLO 2- Demonstrate if a number (up to 100) is even or odd
3. SLO 9 Demonstrate an understanding of addition (limited to 1- and 2- digit
numerals) with answers to 100 and the corresponding subtraction by: using
Specific
personal strategies for adding and subtracting with and without the support
Learning
of manipulatives
Outcome(s)
4. SLO - Time
5. SLO 9 Demonstrate an understanding of addition (limited to 1- and 2- digit
numerals) with answers to 100 and the corresponding subtraction by: using
personal strategies for adding and subtracting with and without the support
of manipulatives
Learning 1. The students will work on math workstations to gain further understanding of
Objective(s) numbers and time

Assessment
Formative Thumbs up- random reporter
Assessment All student’s response system- show clocks

Lesson Procedures
Station 1- number puzzles, worksheets to write numbers down
Station 2- kaboom game and 100’s chart
Resource
Station 3- coloring pictures and number card- felts
s to Bring
Station 4- clocks, time bingo, bingo chips
Station 5- riddle sheets, 100s chart
Content/Description Notes
Introduction
 Explain that we are going to do the same math
workstations as last week but that before they start, I Students sit in
2 minutes
will remind them of each station and explain some seats
small changes. Also, that if they are at a station that
they did 2 weeks ago that it is totally fine.
Station 1 explanation
 Say that this station works on counting by 2s, 5s, 10s,
 Tell them there is a puzzle in each bag.
 Say that this time there is a small difference- the students
2 minutes
need to make the puzzles upside down (there are
numbers on the white side) and once they have them in
order they can write them down. Then flip over the
puzzles to reveal the picture.
 Wednesday, December 4,2019

Station 2 explanation
 Explain that instead of war- like last time we will be
playing kaboom today. Tell them in this game the group
plays a game altogether. The game is kaboom. Remind
them that they need to take turns pulling out sticks and
then deciding if it is odd or even. They can use the
2 minutes hundreds chart to help them. Then they need to write the
number in the odd or even box on their paper. They keep
their sticks in front of them- if they pull a kaboom all their
sticks have to go back.
 Remind students that they need to look at the ones
place. Give an example or two of this- they can use the
100s chart if they need.
Station 3 explanation
 This station went well last time so just a quick reminder
what it is and to use the 100s chart to help with the
math.
 Tell the students that they will each get a worksheet.
2 minutes They need to go through the worksheet and color that
answer to the right color on the 100s chart. Some will be
addition, and some will be just numbers. Color them in
and you will see a picture.
 If they have done this one before they can check if their
paper is on the table and continue it.
Station 4 explanation
 This will be a station on learning to tell time. But I will run
2 minute
this station so when you come to the station, I will tell
you to go.
Station 5 explanation (if all the students are there so that
there is 5 groups)
 They have a sheet with math problems- it will be plus
or minus 10, 1 and 2. They have to solve the answers
and then on the top of the sheet the different
2 minutes
answers have different letters. Above each problem
they need to write the letter for the answer. The
letters will spell a word and this will give the answer
to the question.
 Show a sample for the first 2-3 questions
Handing out supplies
 Put the supplies on the tables- tell the student they
5 minutes can start as soon as the supplies are all there.
 Give back the coloring pages if they started on these
one last time.
 Wednesday, December 4,2019

Station 4- teaching
 Explain that we are first going to practice making times
on clocks.
 Give each student a clock and ask them to touch the hour
hand and show me all student response system
 Emphasize that the hour hand is the shorthand.
 Ask the students to point to the minute hand- all students
response system
 Emphasize that the minute hand is the long time.
 Tell them we will start with just o clock- remind them that Students will get
then the minute hand points to the 12 and the hour hand
to go to 2 stations
goes to the number. Have the students cover the clock as
today again.
soon as they have it and I will ask them to all reveal at the
same time
Keep an eye on
30 minutes  4:00, 7:00, 2:00, 9:00, 12:00 the stations and
 Tell the students that now we are going to look at half have them switch
hours at the 30s. Ask where the minute hand has to point between 10- 15
then. Have them show it on the clock. All students minutes
response system. Then explain that the hour hand has to depending on
go in between two numbers. Give a few examples. time
 Do a number of practice with this. Have the students
cover the clock as soon as they have it and I will ask them
to all reveal at the same time
 5:30, 8:30,9:30, 1:30,6:30
 Then explain that now we are going to do a time Bingo.
 Show the Bingo sheet and explain that we need to get a
row- showing the rows, columns, or diagonally. Tell them
I will read a time and they have to put a cube on it.
 Start reading cards and go until someone has bingo and
then continue until the time is up.
Closure
 Have the students write their names on their papers and
hand them in to me (Formative assessment- exit slips).
 After this they can clean up their stations and then stand
by their chairs to show me they are ready. Count down
5 minutes from 10 if necessary.
 Once all students are standing quietly. Have them vote on
which station they liked the best by doing thumbs
up/down.
 Then send them to end of the day jobs.
 Wednesday, December 4,2019

Reflections and Follow Up

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