Numeration from 0 to 100 Lesson 2

Lesson 2:  Numeration-odd and even numbers to 100

Grade Level 2

Topic: Abacus Numeration to 100

See Lesson 1 for material and outcomes.

Instructional Plan:

1.  Tell the class that numbers are classified as odd or even numbers.  Check students' background knowledge by orally asking questions about their knowledge of odd and even numbers.  From the questioning, develop a definition for odd and even and show examples of odd and even numbers.  Eg.  "Yes, Estelle, a 6 is an even number and 11 is an odd number. Do you know why?  Let's see if we can figure it out on the abacus."

2.  Teacher asks the students to show the number 8 on the abacus.  Then the teacher instructs them to demonstrate how they can prove that 8 is an even number.  Allow some time for students to investigate and discover why this number is even.  Repeat for an odd number.  Repeat with larger numbers.

3.  Pair students with a partner.  Each student rolls 2 dice to make a 2 digit number.  Each student displays the number on the abacus.  Each student explains to their partner how they know their number is odd or even.

4.  Generate a class recording sheet for students to record odd and even numbers they have explored.

5.  From the class generated list of odd and even numbers, use some of the larger numbers to demonstrate that the ones place value determines whether a number is odd or even.

Assessment:  using Smart Board dice or large demo dice, check for understanding by rolling two-digit numbers that students classify into odd or even.

Game: Race to 100

Grade Level: 2


Website:  Click GAMES for link to a good website.

Topic: Race to 100

Material: 100 bead abacus for each student

                2  dice 
                writing tools

Outcome for game:

1                                                                                                         

2  Demonstrate an understanding of addition with answers to 100 by using personal strategies for adding with the support of manipulatives.

Student Friendly Outcomes:   With an abacus, I can add to 100 using the strategy of counting on.

Game plan:


Pair students with a partner.  Each group will require an abacus per student, a pair of dice per group, and materials on which to record their equations. 


Roll the dice.  The student with the highest number plays first.  


First player rolls two dice.  The two numbers are added together and the answer shown on the abacus.  The student says the number and records the equation.  The second player does the same.


The first player rolls again and adds the numbers.  This sum is added to the abacus.  Record the new equation by adding it to the previous sum creating the beginning of a chain equation.  
Example:  First turn     2+3=5
               Second turn  2+3=5+5+2=12
                Third turn    2+3=5+5+2=12+4+4=20
Continue in this way until  a player reaches or surpasses 100.
               

Counting to 100 by 1's, 2's, 5's and 10's forward and back (Lesson 1 and 2)

Grade Level: 2

Material: 100 bead abacus for each student

Website: Click COUNT  for a good website for counting.

Topic: Abacus Counting to 100

 Outcomes for several lessons:

1. Say the number sequence from 0 to 100

2. 1s, 2s, 5s and 10s, forward and backward, using starting points that are multiples    of  2, 5 and 10 respectively

3. 10s using starting points from 1 to 9

4.  2s starting from 1.

 [C, CN, ME, R]

Student Friendly Outcomes: I can count to 100 by 1s,2s, 5s and 10s, forward and backward.

Lesson One (can be taught over several days):

Instructional plan:

(Allow time for free play prior to the start of the first lesson on the abacus.)

1.     Teach the children how to move the beads:

-     abacus must be on their desks.  All the beads need to be on the left side.  Use the pointer finger to move the beads to the right.  Clear the boards by lifting up the abacus and tipping to the left so that all the beads move over at once.

2.  In unison, move the beads over, one by one, starting on the top row while orally counting.  Create a rhythm so that the students can keep up.  To maintain interest, have the students change their voice, e.g. strong voice, whisper, etc. while orally counting.

    3.  Count by 2s, 5s and 10s forward and backward.

Closure of the lesson: Have the students repeat the counting either by themselves or with a partner.

Assessment:  Observation during lesson and question for   understanding. 

Lesson Two: (can be taught over several days)

Instructional plan:

1. Review how to move the beads:

-     abacus must be on their desks.  All the beads need to be on the left side.  Use the pointer finger to move the beads to the right.  Clear the boards by lifting up the abacus and tipping to the left so that all the beads move over at once.

2.  Review counting by 1s, 2s, 5s and 10s.  

3.   Choose a number to count by and a number for the starting point.  Example:  We are counting by 2s starting at 12.

4.   Counting on - In unison, move the beads over, two by two, starting at the number 12, while orally counting.  Create a rhythm so that the students can keep up.  To maintain interest, have the students change their voice, e.g. strong voice, whisper, etc. while orally counting.

Continue counting on using the different starting points in different multiples forward and backward.

Closure of the lesson: Have the students repeat the counting either by themselves or with a partner.

Assessment:  Observation during lesson and question for   understanding.

Numeration from 0 to 100 Lesson 1

Grade Level: 2


Website:  Click Numeration for link to a good website for numeration.

Topic: Abacus Numeration to 100

Material: 100 bead abacus for each student

              2 ten-sided (or regular) dice

Outcomes for several lessons:

11    1. Represent and describe numbers to 100, concretely, pictorially and

      symbolically.                                                                                                         

2.     2. Demonstrate if a number (up to 100) is even or odd.

3.     3. Illustrate, concretely and pictorially, the meaning of place value for numerals to 100.

 [C, ME, R, V, T]

Student Friendly Outcomes: I can show all numbers from 0 to 100 on the abacus.  I can tell whether a number up to 100 is odd or even.  I can show tens and ones on the abacus.

Lesson One

Instructional plan: 

Demonstration Lesson

       (can be done using the dice on the Smartboard or large demo dice)

The dice are rolled.  A student says one of the 2-digit numbers and all students show that number on their abacus.  Another student says the other 2-digit number and everyone shows that number on their abacus.

(eg. If a two and a four are rolled, one number becomes a 24 and the other a 42).  Continue until all students recognize that there are two possibilities with each roll.

1.    Pair students with a partner.  Each group will require an abacus for each student and a pair of dice per group.

2.    Roll the dice and one student says one of the 2-digit numbers and shows that number on the abacus.  The partner says the other 2-digit number and shows that number on the abacus.

(eg. If a two and a four are rolled, one partner

shows 24 and the other partner shows 42).                      

3.    Each student shows their partner the number they made and verbally says the number in tens and ones. (eg. “I have four tens and two ones which is forty-two.”)

Extension:  To have the students describe the numbers pictorially and symbolically on paper, they should draw the dice showing the two numbers rolled, illustrate the numbers by drawing tens and ones and print the number

beside the picture.  Other suggestions are showing tally marks, using expanded form, etc.


Assessment:  Observing during lesson and questioning for understanding.