Number: Rade Athematics
Number: Rade Athematics
Number: Rade Athematics
Number
Grade 2: Number (2.N.1)
enduring understanding:
counting is a strategy for finding the answer to how many.
essential Question:
is there a quicker way to find the answer than counting by ones from one?
2.N.1 Say the number sequence from 0 to Extend a skip-counting sequence by 2s, 5s,
100 by or 10s forward and backward.
n 2s, 5s, and 10s, forward and Skip-count by 10s, given any number from
backward, using starting points 1 to 9 as a starting point.
that are multiples of 2, 5, and 10 Count by 2s starting from 1 or from any
respectively odd number.
n 10s using starting points from Identify and correct errors and omissions
1 to 9 in a skip-counting sequence.
n 2s starting from 1. Count a sum of money with pennies,
[C, CN, ME, R] nickels, or dimes (to 1004).
Count quantity using groups of 2s, 5s, or
10s and counting on.
Prior Knowledge
Students may have had experience
n counting by
n 1s forward and backward between any two given numbers (0 to 100)
n 2s to 30, forward starting at 0
n 5s and 10s to 100, forward starting at 0
n demonstrating an understanding of counting by
n using the counting-on strategy
n using parts or equal groups to count sets
Number 3
BacKground information
stages of counting
Rote Counting (Ages 2 to 6): Most preschool children learn some counting words, even
though they may not say these words in the correct order.
With experience, they learn the proper sequence (stable order) but may be unable to
make one-to-one correspondence between the object being counted and the number
names that are applied to them.
Rational Counting (Ages 5 to 7): The students attach the correct number name to each
object as it is counted (one-to-one correspondence).
The students understand that the final count number indicates the number of objects in a
set (cardinality).
Strategic Counting (Ages 5 to 8): Counting on and counting back are two strategies that
extend students’ understanding of numbers and provide a basis for later development of
addition and subtraction concepts.
In counting on, the students count forwards beginning at any number. Counting back is
challenging for many young students, and students need many opportunities to gain
skill and confidence in counting backwards from different numbers.
Example of counting by 2s
1 2 3 4 5 6 7 8
mathematical language
Counting numbers:
one to one hundred count back
count on penny
skip count nickel
set dime
number money
numeral
4 G r a d e 2 M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
learning exPeriences
2. Tell students
a) “I have a set of 27. Finish the counting so the set will equal 35.”
b) “Here are 63 pennies. Count in more pennies until there are 80.”
Observation Checklist
Students are able to
count forward by 1s over the decade
count backward by 1s over the decade
count by 2s to 30
count by 5s to 100
count by 10s to 100
count on from a given number in the range 0 to 40
count on from a given number in the range 60 to 80
Number 5
n extend a skip-counting sequence by 2s, 5s, or 10s forward and backward.
n skip-count by 10s, given any number from 1 to 9 as a starting point.
n count by 2s starting from 1 or from any odd number.
n identify and correct errors and omissions in a skip-counting sequence.
n count a sum of money with pennies, nickels, or dimes (to 1004).
n count quantity using groups of 2s, 5s, or 10s and counting on.
BLM n Have students create visuals to represent counting by 2s, 5s, and 10s. This could be
2.N.1.1 done with a digital camera, drawings (hand or computer drawn), prints, etc.
5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80
6 G r a d e 2 M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
BLM
n Ten-Strips: Use a set of ten-strips along with strips containing 1 to 9 dots (digit
2.N.1.2 strips) to help students count by 10s off the decade.
n Begin by using only ten-strips. Have students count by 10s, forward and
backward, as you add or subtract the strips one at a time.
n Begin with a digit strip and then add ten-strips. Some students will need to count
the first couple of strips by 1s at first. Remove strips as they count backward.
l l l l l ll l l
l l l l l ll l l
l l l l l ll l l
l l l l l ll l l
l l l l l ll l l
l l l l l ll l l
l l l l l ll l l
l l l l l l ll l l
l l l l l l ll l l
l l l l l l ll l l
3 13 23 33 43 53 63 73 83 93
Number 7
n Begin with a ten-strip and then add a digit strip followed by a series of ten-strips.
Remove strips as they count backward.
l l l l l ll l l
l l l l l ll l l
l l l l l ll l l
l l l l l ll l l
l l l l l ll l l
l l l l l ll l l
l l l l l ll l l
l l l l l l ll l l
l l l l l l ll l l
l l l l l l ll l l
10 13 23 33 43 53 63 73 83 93
BLM n Skip-Counting Patterns on the Hundred Chart: Have students shade in or place
2.N.1.3 counter on the skip-counting patterns for 2, 5, and 10 on a hundred chart. Ask
questions such as the following:
n What pattern do you see when you count by 2s and begin with 2?
n What do you notice when you count by 2s and begin with 1? Why?
n What happens if you skip count by 10s and start with 6? What do you notice?
What if you start with 4?
n Calculator Counting: Have students use the constant key on the calculator for skip
counting. For example,
Key in 11 +
+ =
= then keep pressing equal. The
The constant function key
(=) on the calculator
calculator continues to count on in steps of 1.
provides an opportunity
Key in 11 +
+ 22 =
= = then keep pressing for students to see
patterns in counting.
=
8 G r a d e 2 M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
Subtraction: Key in the start number then the subtraction sign followed by the
number you want to subtract. Continue pressing equal.
Extension: Have students key in the skip-counting pattern you want to explore, for
example, enter
3 + 10 =
Have them place their finger over the equal symbol without pressing the key and
close their eyes. Ask them to press the equal symbol until they think their display
will show 83. Open their eyes and check. Repeat with other forward and backward
counting sequences.
n Number Line Jumps: Use a number line to show the skip-counting patterns, for
example, counting by 2s.
l l l l l l l l l l l l
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Number 9
n What’s in My Bank? Place a collection of pennies, nickels,
Students need to be able
or dimes in small containers (representing piggy banks).
Have students count the collections and record their to identify pennies,
results. nickels, and dimes, and
to state their value.
Extension: Make collections using two different coins.
Have students count from the largest coin and then count
on.
2 4 6
2s 5s
l
8 10 12
10s
14 16 18 19
10 G r a d e 2 M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
Observation Checklist
Students are able to
Count by 2s
forward on the multiple
forward off the multiple
backward on the multiple
Count by 10s
forward on the multiple
forward off the multiple
backward on the multiple
Count by 5s
forward on the multiple
backward on the multiple
Number 11
Notes
12 G r a d e 2 M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
Grade 2: Number (2.N.2, 2.N.3)
enduring understandings:
Numbers are used to represent quantities or position.
Numbers can be described in many ways.
essential Questions:
What makes a quantity odd or even?
how do you know if a number is odd or even?
how are numbers used to describe position?
Prior Knowledge
Students may have had no formal instruction in this area.
Number 13
BacKground information
Even numbers end in 0, 2, 4, 6, or 8. Odd numbers end in 1, 3, 5, 7, or 9. Students should
arrive at these generalizations through hands-on experiences.
The terms “odd” and “even” are used in real-life situations as well as in mathematics.
Odd means strange, extraordinary, or unusual outside of mathematics. The term “even”
can relate to a balance scale. It can also be used in sharing situations; for example, if you
are sharing 12 candies with 3 people you could say that they all have an even number. In
this case “even” means “the same.” It is important that the vocabulary be explored with
students so that they have a clear understanding of the mathematical definitions as they
relate to number.
Ordinal numbers should be used in meaningful ways in the classroom (e.g., lining up,
giving directions, dates, etc.).
mathematical language
odd
even
ordinal numbers (to 100)
position
learning exPeriences
Ask students to tell you what the words odd and even mean. Make note of
their interpretation of the terms.
14 G r a d e 2 M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
n determine if a number is even or odd by using concrete materials or
pictorial representations.
n identify even and odd numbers in a sequence, such as in a hundred chart.
n sort a set of numbers into even and odd.
1 20 19 Odd
2 18 18 Even
Compile the class information, listing the odd numbers in one column and the even
numbers in another.
n Odd or Even? Use grid pictures and ten frames. Have students identify whether the
BLM represented number is odd or even and give reasons for their answer.
2.N.2.1 Example:
l l l
l l l l
l l l l
Number 15
Introduce the poem “Odd and Even” by Marg Wadsworth, which can be found at
<www.canteach.ca/elementary/songspoems72.html>.
Discuss the poem with the class.
n Working through to 50
BLM Materials: centimetre grid paper, chart paper with 50 spaces in rows of 10
2.N.2.2 Directions: Assign (or have students draw out of a hat) one or two numbers (1 to
50). Using the grid paper, students cut out a two-column grid to represent each
number. Glue the grids on to the chart under the appropriate number.
Example:
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
Ask students to describe the patterns they see on the chart. Possible patterns include
n even, odd, even, odd, . . .
n all the numbers in the 1s column are odd . . .
n all the numbers in the 4s column are even . . .
16 G r a d e 2 M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
n indicate the position of an object in a sequence by using ordinal numbers.
n compare the relative position of an object in two different sequences.
BLM
n Ordinal Concentration: Prepare a set of 12 cards—6 cards with matching double
2.N.3.1 (colours, numbers, pictures, etc.) or use the blackline master.
Show students the cards and explain that they will be looking for pairs.
Have 12 students line up in front of the room. Give each student one of the cards.
Have them hold the cards against their chests so that no one can see the front of their
card. Go down the row and identify each person’s position (e.g., Paul is first, Mary is
second, etc.).
Select one student from the “audience” to try to make a match. Have the student
identify the position of the students whose cards they want to see (e.g., the second
person and the seventh person). Note: Students should not call them by name; they
should use only ordinal numbers. If the cards match, the students sit down where
they are in line so that they maintain the ordinal positions. If they do not match, they
turn the cards around and someone else takes a turn. Continue until all matches
have been made.
n Use ordinal numbers in everyday classroom activities—lining up, reading the
calendar, giving directions, counting the days in school, et cetera.
Number 17
Assessing Understanding: Paper-and-Pencil
Provide students with a picture.
JJJJJJJJJJJJJ
Give oral directions such as the following:
n Circle the tenth happy face.
n Draw a line under the third happy face.
n Put a box around the seventh happy face.
n Put a check mark on the twelfth happy face.
n Colour the first happy face.
18 G r a d e 2 M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
Grade 2: Number (2.N.4, 2.N.5, 2.N.6, 2.N.7)
enduring understandings:
Quantities can be represented in a variety of ways with objects, pictures, and numerals.
the position of a digit in a number determines the quantity it represents.
essential Questions:
how can quantities be shown?
how many different ways can you represent a number?
(continued)
Number 19
specific LeArNiNG outcome(s): AchievemeNt iNdicAtors:
2.N.7 Illustrate, concretely and pictorially, Explain and show with counters the
the meaning of place value for meaning of each digit for a 2-digit
numbers to 100. numeral with both digits the same
[C, CN, R, V] (e.g., for the numeral 22, the first digit
represents two tens [twenty counters] and
the second digit represents two ones [two
counters]).
Count the number of objects in a set using
groups of 10s and 1s, and record the result
as a 2-digit numeral under the headings of
10s and 1s.
Describe a 2-digit numeral in at least two
ways (e.g., 24 as two tens and four ones,
twenty and four, two groups of ten and
four left over, and twenty-four ones).
Illustrate using 10 frames and diagrams
that a numeral consists of a certain
number of groups of 10 and a certain
number of 1s.
Illustrate using proportional base-10
materials that a numeral consists of a
certain number of tens and a certain
number of ones.
Explain why the value of a digit depends
on its placement within a numeral.
20 G r a d e 2 M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
Prior Knowledge
Students may have had experience
n representing and describing numbers to 20 concretely, pictorially, and symbolically
n reading number words to 20
n determining compatible number pairs for 5, 10, and 20
n placing numerals on a number line with benchmarks 0, 5, 10, and 20
BacKground information
Part-whole relationships refer to the idea that numbers can be broken down into parts,
and that these parts can be compared to the whole. According to John Van de Walle, to
conceptualize a number as being made up of two or more parts is the most important
understanding that can be developed about number relationships.
A pair of numbers that is easy to work with mentally (also known as friendly or nice
numbers) are said to be compatible.
3 + 6 + 7 + 4 =
When solving this number sentence, it is
10 + 10 = 20 easier to look for combinations that make 10.
Note: Students are able to represent numbers in different ways before understanding
place value. As place value understanding develops, student representations will
become more complex.
In order to understand and use place value, students need to be able to “think in
groups” or to unitize. They need to see 10 as a unit and not as a collection of 10
individual parts.
In 1989, Sharon Ross (cited in Van de Walle and Folk 205) identified five distinct levels
of understanding of place value based on responses to the following task:
n Place 36 blocks on the table and have the students count them.
n Have them write the number that tells how many there are.
n Circle the 6. Ask, “Does this part of your 36 have anything to do with how many
blocks there are?”
n Circle the 3. Ask, “Does this part of your 36 have anything to do with how many
blocks there are?”
n Do not give clues.
Number 21
Levels of Understanding of Place Value
1. Single numeral: The students write 36 but view it as a single numeral. The
individual digits 3 and 6 have no meaning by themselves.
2. Position names: The students identify correctly the tens and ones positions but still
make no connections between individual digits and the blocks.
3. Face value: The students match six blocks with the 6 and 3 blocks with the 3.
4. Transition to place value: The 6 is matched with the six blocks and the 3 with the
remaining 30 blocks but not as three groups of 10.
5. Full understanding: The 3 is correlated with three groups of 10 blocks and the 6 with
six single blocks.
mathematical language
ten frame quarter
represent number words to 100
place value number sentence
base-10 blocks expression
tally order
coins ascending
penny descending
nickel greatest
dime least
learning exPeriences
Put students into small groups (two to four students). Assign each group
a number between 15 and 20 (adjust the numbers if needed). Have each
group represent their number in as many ways as possible.
22 G r a d e 2 M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
Observation Checklist
Observe students as they work and during their presentation to
determine if they are able to represent their number in a variety of ways
using
materials such as counters, cubes, ten frames, beaded number line,
fingers, money, base-10 materials, dominoes, et cetera
pictures and tallies
number sentences or expressions
Number 23
n Although there are no specific learning outcomes related to money, students will
need to be introduced to the names and values of pennies, nickels, dimes, and
quarters in order to be able to use them in their representations.
Provide students with a set of coins. Include dimes, nickels, and pennies initially.
Have them do the following:
n Sort the coins according to their value.
n Name the types of coins found in each set. Tell the value of each type of coin.
n Show how many pennies equal one dime and how many equal one nickel.
n Solve a problem such as the following: You want to buy a toy for 104. Use the
chart to show three different ways that you can pay for it.
Note: The Royal Canadian Mint has ceased the distribution of pennies to financial
institutions. The penny will retain its value indefinitely. The penny is a
representation for one. If you still have real or play pennies, use the penny to
represent values and for counting. Pennies are a good support for counting and can
be used to help build number sense.
24 G r a d e 2 M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
Assessing Understanding: Paper-and-Pencil Task
Periodically have students fill in a printed version of the Number of Day
chart independently.
Student Self-Assessment
Have students add to the chart several times during the year (perhaps at
reporting times).
Sample
BLM Name:
2.N.4.2 Represent and describe numbers to 100, concretely, pictorially, and symbolically.
Number 25
n determine compatible number pairs for 20 or 50.
BLMs n Race to Twenty: Use a double ten-frame mat. Have students roll a dice and place
2.N.4.3 counters on the mat to match the number rolled. As they play ask questions such as:
2.N.4.4 n How many counters do you have altogether? How do you know?
2.N.4.5
2.N.4.6 n How many more do you need to make 20? How do you know?
This activity can be extended by changing the ten-frame mats to hold 3, 4, or 5 ten
frames. It can also be played in reverse by having students fill the ten frames and
then roll to remove counters.
26 G r a d e 2 M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
BLM n How Many More to Make _____ ? Game
2.N.4.7 Materials: game grid for each student, game markers, number cards
Directions: Decide on a target number (20, 30, 40, or 50). Have students write
numbers between 0 and the target number anywhere on their grid. Numbers can be
repeated. The teacher/leader draws a number card and calls it out. Students cover
the compatible number on their game board. The first player to get 3 or 4 in a row is
the winner.
How Many More?
Target Number 20
6 9 10 1 2
7 19 18 15 14
11 12 12 13 13
16 17 18 5 5
8 2 20 3 4
Note: Students do not have to memorize these. Provide supports such as ten frames,
counters, and base-10 materials as needed.
Number 27
Assessing Understanding
Prepare partially filled ten-frame mats. Show them one at a time to
students and ask:
n How many counters do you have altogether? How do you know?
n How many more do you need to make 20 (30, 40, 50)? How do you
know?
BLM
Example:
2.N.4.8
Observation Checklist
Students are able to
identify the total number without counting by ones
n to 20
n to 30
n to 40
n to 50
identify the remaining number without counting by ones
see the compatible number pairs for 10 and 5 within a ten frame
make an accurate prediction based on a fictitious dice roll
28 G r a d e 2 M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
n order a set of numbers in ascending or descending order, and verify the
result using a hundred chart, number line, ten frames, or by making
reference to place value.
n identify errors in an ordered sequence.
n identify missing numbers in a hundred chart.
n identify errors in a hundred chart.
Observation Checklist
Students Order and Read Order and Read Order and Read
Numbers Multiples of Numbers
10 to 20 10 to 100 32 to 42
Number 29
suggestions for instruction
n Number Sticks
Materials: 100 tongue depressors numbered from 1 to 100
container
Directions:
Students draw a stick from the container and then order themselves in ascending or
descending order.
Differentiating instruction:
n Sticks can be handed out in numerical order or selected randomly.
n The range of numbers can be reduced (e.g., Select sticks from 1 to 30 or from
30 to 60 only).
Note: A small strip magnet on the back of the sticks makes it possible for students to
take a handful of the sticks and then order them on a magnetic whiteboard or cookie
sheet. This is a good formative assessment task.
n Order a random group of the number sticks making one or two errors. Have
students identify the errors and correct them.
n Guess My Number
Materials: number line from 1 to 100
2 sticks (metre sticks work well) with an arrow on one end
Directions:
The leader selects a number and identifies the range for students (e.g., “I am
thinking of a number between 1 and 60.”).
Students take turns asking questions in order to guess the number.
The leader can only answer “yes,” “no,” “too small,” or “too large.”
The metre sticks can be used at either end of the number line and moved as numbers
are eliminated. In the example the first metre stick would start the game at the 1 and
the second stick would be on the 60. Students can then see that the numbers 61 to 100
are out of play.
If the first student asks if the number is 20 and the leader’s answers, “too small” the
metre stick can be moved from 1 to the 20. The range is then narrowed to between 20
and 60.
It is important to model “good” questions rather than have students guess random
numbers.
Example:
n Is the number greater than ___?
n Is it less than ___?
n Is it an even/odd number?
30 G r a d e 2 M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
n Hundred Chart: Have students
n fill in missing numbers
n identify and correct errors
n Ask questions such as the following:
n Which is less: 36 or 63? How do you know?
n A number is between 38 and 42. What could it be?
n Put a number in the blank so that the three numbers are in order
25 _____ 31 75 _____ 68
n Which is more: 874 or 794? How do you know?
Number 31
BLMs
n Picture Estimation: Find or create pictures of sets of objects. Use pictures of objects
2.N.6.1 your students show interest in. Show a picture and suggest two possible quantities.
2.N.6.2 Have students make a selection and justify their choice.
2.N.6.3 n Provide opportunities in the classroom for estimation. These might include
2.N.6.4
n using estimation jars filled with different objects
n the number of math materials in a container
n the number of buttons the class has on their clothing
n the number of pages in a book
Observation Checklist
Students are able to
use a referent to make reasonable estimates in the range
n 20 to 50
n 50 to 100
select an appropriate estimate and justify their choice
Student Self-Assessment
Handfuls: Provide three different sets of small objects such as centicubes,
pennies, or beans. Have students take a handful (or a scoop) of one of the
objects, estimate, and then count to check. Record results on the record
sheet. Students can then self-assess indicating whether they thought their
BLM estimate was too small, just right, or too large. They can then set a goal
2.N.6.5 based on their findings. (Decide as a class what an allowable difference is
for an estimate that is just right, for example, ± 4.)
Sample
My goal: I will try more activities so I know how much my hand (a scoop) can
hold.
32 G r a d e 2 M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
n explain and show with counters the meaning of each digit for a 2-digit
numeral with both digits the same (e.g., for the numeral 22, the first digit
represents two tens [twenty counters] and the second digit represents two
ones [two counters]).
n count the number of objects in a set using groups of 10s and 1s, and record
the result as a 2-digit numeral under the headings of 10s and 1s.
n describe a 2-digit numeral in at least two ways (e.g., 24 as two tens and
four ones, twenty and four, two groups of ten and four left over, and
twenty-four ones).
n illustrate using 10 frames and diagrams that a numeral consists of a certain
number of groups of 10 and a certain number of 1s.
n illustrate using proportional base-10 materials that a numeral consists of a
certain number of tens and a certain number of ones.
n explain why the value of a digit depends on its placement within a numeral.
Number 33
Station 4: Place a set of two-digit numeral cards and a collection of empty ten-frame
cards/mats at the station. Have students select a numeral card and then represent it
using the ten-frame cards/mats. Record the results pictorially.
n Finger representations: Have students show 7, 5, 2, 9, and 6 with their fingers. Ask
them to show 12. Observe students to see whether they realize that they will need
two people. Have them make 14, 18, and 16.
Extend to represent numbers in the 20s, 30s, and 40s. Have students count to check
(e.g., 45 would have 4 groups of ten fingers and 5 additional fingers up). Students
count 10, 20, 30, 40, 45.
Change the order of the people by putting the 5 first. Students count 5, 15, 25, 35, 45.
Extend to place value by having the groups of ten stand one behind each other. Use a
numeral card to represent the number of tens in the row and the number of ones.
n Present the following problem:
Mr. Jones asked his students to represent the number 22 with craft sticks. Here
are the answers from two students:
I think it is I think it is
Jack Jill
34 G r a d e 2 M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
n Same Number—Different Representations: Show students a two-digit numeral
such as 37. Have them brainstorm different ways to describe the number. Record
their ideas on a chart for future reference.
Examples:
n 37 ones
n 3 tens and 7 ones
n 30 and 7
n 3 groups of 10 and 7 left over
n 2 groups of 10 and 17 ones
(Grade 3 learning outcome)
n 1 group of 10 and 27 ones
Students select a two-digit number and describe it in different ways. Have the class
guess their number from the descriptions.
n Ask students to explain/show the difference between the 2 in 24 and the 2 in 32.
For example, “The 2 in 24 means 2 tens or 20. The 2 in 32 means 2 ones.”
n Add place value representations to the Number of the Day routine.
n Record the days of school attended on a vertical number line. It serves as a good
visual model of the need to shift to the left when an additional digit is needed. It also
shows the increasing pattern in our place value system.
1 2
1 1
1 0
0 9
0 8
Number 35
Assessing Understanding: Interview
Give the students a collection of 25 counters or pennies.
Ask them to count the collection and write down the number.
Point to the 5 and ask them to use the counters to show what the digit
means/represents.
Repeat for the 2.
Observation Checklist
Observe to determine the level of place value understanding:*
1. Single numeral: The student writes 25 but views it as a single
numeral. The individual digits 2 and 5 have no meaning by
themselves.
2. Position names: The student identifies correctly the tens and ones
positions but still makes no connections between individual digits and
the counters.
3. Face value: The student matches five counters with the 5 and two
counters with the 2.
4. Transition to place value: The 5 is matched with the five counters and
the 2 with the remaining 20 counters but not as two groups of 10.
5. Full understanding: The 2 is correlated with two groups of 10 counters
and the 5 with five single counters.
Journal Entry
In your journal explain/show the difference between 54 and 45.
____________
* these levels of place value understanding were determined by sharon ross in 1989 (cited in Van de Walle and Folk 205).
36 G r a d e 2 M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
Putting the Pieces together
“all about Number _____” Flip Book
Have students make a flip book by taking three letter-sized sheets of paper and lining
them up one on top of the other leaving about 3 centimetres at the bottom of each one
(Figure 1).
Figure 1 Figure 2
Money
Sheet 1 Other
Fold the papers (together) over so that they end up with six flaps.
With the class determine the different representations to be included in the book
(Figure 2).
Assign each student (or pair of students) a number to represent or have them select their
own.
Number 37
Notes
38 G r a d e 2 M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
Grade 2: Number (2.N.8, 2.N.9, 2.N.10)
enduring understandings:
Quantities can be taken apart and put together.
addition and subtraction are inverse operations.
essential Questions:
how can symbols be used to represent quantities, operations, or relationships?
how can strategies be used to compare and combine numbers?
What questions can be answered using subtraction and/or addition?
2.N.8 Demonstrate and explain the effect Add zero to a number and explain why
of adding zero to or subtracting zero the sum is the same as the addend.
from any number. Subtract zero from a number and explain
[C, R] why the difference is the same as the
number.
(continued)
Number 39
specific LeArNiNG outcome(s): AchievemeNt iNdicAtors:
Prior Knowledge
Students may have had experience
n representing numbers from 2 to 20 in two parts (part-part-whole)
n adding and subtracting numbers up to 20
The following mental math strategies for determining basic addition and subtraction
facts to 18 may have been introduced
n counting on or counting back
n using one more or one less
n making 10
n starting from known doubles
n using addition to subtract
To help students become efficient with computational fluency, students need to develop
mental math skills and recall math facts automatically. Learning math facts is a
developmental process where the focus of instruction is on thinking and building
number relationships. Facts become automatic for students through repeated exposure
40 G r a d e 2 M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
and practice. When a student recalls facts, the answer should be produced without
resorting to inefficient means, such as counting. When facts are automatic, students are
no longer using strategies to retrieve them from memory.
BacKground information
Zero cannot be represented by concrete items. Create opportunities to discuss adding
and subtracting zero using contextual situations. Using zero in story problems is a good
way to help children understand zero in addition and subtraction.
There are many different types of addition and subtraction problems. Students should
have experience with all types.
Pat has Pat has Pat has some Pat has Pat has 8 blue
12 marbles. She 12 marbles. She marbles. She 12 marbles. marbles and
gives her gives her gives her Eight are blue some green
brother 4 of brother some. brother 4 of and the rest are marbles. She has
them. How Now she has 8. them. Now she green. How 4 more blue
many does she How many has 8. How many are green? marbles than
have left? marbles did she many marbles green ones. How
give to her did she have to many green
brother? start with? marbles does
she have?
(8 – 4 = ? or
(12 – 4 = ?) (12 – ? = 8) (? – 4 = 8) (12 – 8 = ?) 4 + ? = 8)
Note: Addition and subtraction should be taught together. This will enable students to
see the relationships between the two operations.
Number 41
Addend: One of the numbers in a designated sum of two or more numbers
(e.g., 3 + 5 + 1 = 9; 3, 5, and 1 are addends).
mathematical language
Operations: Strategies:
addition counting on
add counting back
sum one/two more
total one/two less
more making ten
subtraction doubles
subtract doubles 1 or 2
difference addition fact
less subtraction fact
story problem
number sentence
complementary (compatible)
learning exPeriences
42 G r a d e 2 M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
Observation Checklist
Look for
n counting on
n counting back
n making 10
n using doubles
n one more
n one less
n known fact
Some students will already have committed the fact to memory. This is
usually evident when there is no hesitation giving the answer and
therefore no opportunity to have used another strategy. If we ask
students to “make up” a strategy we are suggesting to students that they
should always use a strategy rather than committing facts to memory.
n Add zero to a number and explain why the sum is the same as the addend.
n subtract zero from a number and explain why the difference is the same as
the number.
Number 43
n model addition and subtraction using concrete materials or visual
representations, and record the process symbolically.
38 + 26
38 + 26
30 8 20 6
50 + 14 = 64
(30 + 20) (8 + 6)
+2 +10 +10 +4
38 40 50 60 64
There are many possibilities.
Note: In order to be able to use the empty number line students need to be able to
count by tens on and off the decade both forward and backward.
Use a beaded hundred string or a unifix number line to help students begin to be
able to use an empty number line.
44 G r a d e 2 M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
Example: 38 + 26
+10 +10 +6
38 48 58 64
40
Compensating (Making “nice” or “friendly” numbers)
38 + 26 (38 + 2) + 24 64
2 24
Note: Students need to use their knowledge of compatible number pairs for 10 to use
this strategy.
38 – 26
38 – 26
30 8 20 6
10 2
(30 – 20) (8 – 6)
-1 -5 -10 -10
12 13 18 28 38
Number 45
Representations of Materials such as Base-10 Blocks or Ten Frames
46 G r a d e 2 M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
n create an addition or a subtraction number sentence and a story problem
for a solution.
1.
2.
3.
Number 47
Example:
Beginning: Four penguins were on the ice floe.
Middle: Two penguins had to leave.
End: Now there are two penguins left on the ice floe.
Make a paper slider that can be moved along the problem strip. The slider should be
large enough to cover one of the sections of the strip. Cover the last section of the
strip and have the students retell the story leaving out the end. Record the problems.
Revisit the problems asking students how they would represent the problem using a
number sentence.
Discuss student strategies used for solving the missing part. Possible strategies
might include counting on, counting back, and thinking addition for subtraction.
n Screened Problems: Use an opaque container (e.g., margarine, yogurt). Invert the
container and place a number of counters underneath. Have students look away.
Remove some of the counters and place them on top of the container. Ask students
to identify how many are still under the container.
Example:
?
There are six cubes altogether. How many are hidden?
48 G r a d e 2 M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
BLM n Domino Problems: “If I cover half of a domino, you see only 4 dots. Altogether the
2.N.9.4 domino has 10 dots. Which domino am I thinking about? How do you know?”
Assessing Understanding
A. Match the number sentences and the problems.
B. In your journal, solve the following number sentences and explain the
strategies you used.
12 — _____ = 5
_____ + 6 = 15
Number 49
n explain the mental mathematics strategy that could be used to determine
an addition or subtraction fact, such as
n using doubles (e.g., for 4 + 6, think 5 + 5)
n using doubles plus one (e.g., for 4 + 5, think 4 + 4 + 1)
n using doubles take away one (e.g., for 4 + 5, think 5 + 5 – 1)
n using doubles plus two (e.g., for 4 + 6, think 4 + 4 + 2)
n using doubles take away two (e.g., for 4 + 6, think 6 + 6 – 2)
n making 10 (e.g., for 7 + 5, think 7 + 3 + 2)
n building on a known double (e.g., 6 + 6 = 12, so 6 + 7 = 12 + 1 = 13)
n using addition for subtraction (e.g., for 7 – 3, think 3 + ? = 7)
n use and describe a personal strategy for determining a sum to 18 and the
corresponding subtraction.
Using doubles: n Use ten frames to help students visualize the strategies (e.g., 4 + 6).
for 4 + 6, think
5+5
Students can see that moving the one square (counter) to the other ten
frame will make the addition easier by adding 5 + 5.
think 4 + 4 + 1
n for 4 + 6,
think 4 + 4 + 2
50 G r a d e 2 M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
strategy teaching strategies
Using doubles n Students can see that they can either add 4 + 4 + 1 or 5 + 5 – 1.
take away one or
two:
n for 4 + 5,
think 5 + 5 – 1
n for 4 + 6,
think 6 + 6 – 2
Building on a n Use a set of double nine dominoes. Have students sort them into five
known double groups: doubles, doubles 1, doubles 2, make 10, and other.
n 6 + 6 = 12, so
6 + 7 = 12 + 1
= 13
Make 10 n Use a double ten frame to help students visualize the strategy.
n for 7 + 5,
Example:
think 7 + 3 + 2
When adding 9 + 4, students can see that moving one from the 4 to
make 10 makes adding easier. This is a practical application of part-
part-whole understanding. Eventually, students will be able to show
the steps without the ten frames.
99 +
+ 44 =
=
99 +
+ 11 +
+ 33
10
10 +
+ 33 =
= 13
13
Using addition n Note: Thinking addition is an efficient strategy for subtraction.
for subtraction Teaching addition and subtraction at the same time helps students see
n for 7 – 3, think this relationship between the operations. For example, for 9 – 5, think
3+?=7 “5 and how many more to make 9?” (5 + _____ = 9).
n A series of math fact games, activities, and centres can be found in the mathematics
group on <www.maple4teachers.ca>. Look under the K–4 Math Resources Wiki.
Number 51
Assessing Understanding
Strategy Sort: Give students a set of addition and subtraction problem
cards and strategy cards. Have them sort the problem cards under the
strategy headings. Ask students to tell how they would use the strategy to
arrive at the answer.
Observation Checklist
BLM
2.N.10.1
Use a checklist. Show students a number sentence. Have individual
students explain the strategy used to solve the problem. Record the
strategy used on the chart.
Addition for
Doubles ±1
Doubles ±2
Known Fact
Subtraction
Doubles
Make 10
Double
Known
Other
Student
52 G r a d e 2 M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s