Mrs.

Evahnenko PS1

Lesson: Adding By Counting On

Grade/Subject: 2, Math Unit: Adding

Lesson Duration: 1 Hour, 155-245

Learning Outcomes

Assessments

SLE: Creating and solving problems that

involve addition and subtraction

Observation and discussion

SLE: Using personal strategies for adding

and subtracting with and without the support
of manipulatives

All formative.

Students will start using a variety of

strategies to solve a math problem and see
which strategies work for them.
Learning Resources Consulted
Jump Math

Materials and Equipment

Dice, board markers
Their jump math booklets
Procedures
Introductions
Introductions

Expectations for Learning and Behaviour:

Min: 10
Review what Mrs. Mead has been teaching
them about learning styles, and differences
of thinking. Discuss how students need to
try to learn a number of ways so they have a
number of tools to learn with and can start to
decide which one works best for them as
they grow as learners. Make sure they know
that it doesn't always come easy, and some
people need to put in more effort than others
to understand some math concepts. This is
okay, we learn from our struggles too.
Follow along, help those around you, but
dont give them answers. Show them how
you got the answer you did.
!1

Mrs. Evahnenko PS1

Procedures
Body
Activity

Min: 40
1. Draw circles on the board, number them.
Add one more and ask how many there
are now. Emphasis that the answer is
just the next number.
2. Count the boys in the class. Pretend we
have one new boy. How many boys are
there?
3. Explain that we are adding by counting
on. This means starting with the bigger
number and adding on the smaller. It is
easier to add one new boy onto the
number, than it is to start with one boy
and add up the extras.
4. Use examples on the board: 2+6. Is it
easier to start with 2 circles and add 6, or
to start with 6 circles and add two?
5. Try some examples as a class using
dice.
6. Have them break into partners at their
tables and roll the dice and have them
add them by counting up, starting with
the biggest number. Explain that even if
you can do the adding in your head, out
loud, count with your partner to get
practise with the smaller numbers.
7. Give time for them to work in their math
booklets on pages:

Assessments/Differentiation:
Observation:
Discussion:

Who is answering the questions? Who is

struggling? Are there students who arent
contributing to the conversation? Take note
of this and give them extra support when
working in their jump math booklets.

Procedures
Closure
Consolidation/Assessment of Learning:
show lesson plan and talk about it

Transition To Next Lesson:

review assignment and agenda for next week

Min: 5
Do another example on the board. Ask who
found it easy? Who found it hard? Say that
is okay and that thats what this is about,
exploring the ways that it is easiest and best
for us to learn.
Have them get their agendas and get ready
for the day.
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Mrs. Evahnenko PS1

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