Lesson Plan

Grade/Subject: Grade 2 Math Unit: Odd and Even Topic: Odd and Even
Date: Monday, November 23, 2015 Length of Lesson: 60 minutes
General Learning Studentswillrepresent algebraic expressions in multiple ways
Outcomes

Specific Leaning
Outcomes Demonstrate and explain the meaning of equality and inequality by using manipulatives and
diagrams (0 to 100). [C, CN, R, V]

Learning Students will

Objectives Show equal and not equal in many different ways
Show and explain what equal means using objects and drawings
Show and explain what not equal means using objects and drawings
Materials Smartboard with Max Math Patterns and Relations Chapter 2 Title Page (45)
Connecting Blocks
Decks of cards

Procedure Assessment Methods

Class Math Basic Facts (corrections and new sheet) (8 min.)
Routine (20 min.) Daily Math: Give a few minutes to work on it (2 min.)
Go over, give time to finish at the end (10 min.)
Introduction 1. Building Vocabulary: Equal and Not Equal (5 min.)
(5min.) Write out definitions, draw a two pan balance picture of
equal and not equal
Go over I can statements of what we are learning in
this chapter

Body of Lesson Body Assessment of

(20min.) prior knowledge
1 Students Brainstorm: (5 min.)
Words that go along with equal and not equal
Equal: Fair, even, the same amount, splitting, is the
same as, sharing evenly
Not equal: Uneven, not fair, different amounts, not
the same as, more, less
When would we want to have equal amounts of
objects? (Sharing cookies, making fair trades,
dividing people for teams) When might we want to
have not equal amounts? (Feeding the same type of
food to a dog and a rabbit, feeding an adult and a Formative
child the same food) assessment of
how the students
2 Connecting Blocks (10 min.) are doing with
Model: An even set and an uneven set. equal and not
Students: Create an even set, then an uneven set. equal numbers
through
Word problem: (Students model with their blocks) a.)
observation of
Sara has 10 cookies. Her friend Jess comes over, and
block answers.
they decide to share. How many cookies does each
Are they
girl get if they share them equally? Do they have the
struggling? Or are
same amount of cookies, or different?
they
 b.) Before Sara and Jess get to eat the cookies, Saras understanding?
little brother Ted comes in. Ted would like some
cookies too! How could 10 cookies be shared
between three people? Do they all have the same
amount of cookies, or a different amount? Is this Observation: who
equal or unequal? is going to need
3. Snap! Card Game (10 min) extra help and
Each group (of 3) will get a deck of cards. The deck should be who understands
dealt out to all three of them as equally as possible. The first equal and not
person take the card from the top of his deck and puts it in the equal.
middle. Each player lays a card on top on their turn. If a card
played is the same (equal to) the one below it, the players
must say Snap! Whoever says it first gets to take the cards
and add it to their pile. Whoever gets all the cards (or has the
most when time is up,) wins!
Students will be put into groups after they hear the
instructions, using the picking jar (Faizo, Abbiegale, and
Siham will be with TA)

Closure (5 min.) Students will put cards away and go back to their desks Questioning-
Ask: Formative assessment
Who can tell me what equal means?
Who can tell me what not equal means?
If I said I was sharing my candies with a friend and I wanted us
both to have the same amount, would that be equal or not equal?
If I wanted to make sure I had more green skittles than purple
skittles would I have an equal or not equal amount?
Dismiss for snack (10:20)
Sponge Activity Busy books, spelling corrections

Resources: Max Math