Multiple Forms of Technology

Name: Susanna Waltham

Date: October 25th 2020

Title of Lesson: Game of Totals

Mathematics Applied Design, Skills, and

Technologies

Grade Level: 1/2 1/2

First Peoples’ Learning takes patience and time.

Principle(s) of
Learning Focus:

Big Idea(s): Addition and subtraction with numbers Skills can be developed through play.
to 10 can be modelled concretely,
pictorially, and symbolically to develop
computational fluency. (grade 1)

Development of computational fluency

in addition and subtraction with
numbers to 100 requires an
understanding of place value. (grade 2)

Curricular Develop mental math strategies and
Competencies: abilities to make sense of quantities
Develop and use multiple strategies to
engage in problem solving
Explain and justify mathematical ideas
and decisions
Use trial and error to make changes,
solve problems, or incorporate new
ideas from self or others
Develop their skills and add new ones
through play and collaborative work
Explore the use of simple, available
tools and technologies to extend their
capabilities

Curriculum ways to make 10

Content: addition and subtraction to 20
(understanding of operation and
process) (grade 1)

addition and subtraction facts to 20

(introduction of computational
strategies) (grade 2)

© Continuing Teacher Education, Queen’s University, 2020

 Purpose: To explore different ways to decompose numbers up to 10 and practice addition
up to 10.

Objectives: I can add numbers up to 10

I can explore problems and strategies to solve them
I can explain my thinking to others

Description of Students will complete the Game of Totals challenge from YouCubed’s Week of
Activity: iMath. Instructions from the downloadable pdf:
“This is a game for two players. The rules are:
- The first player chooses one of the numbers 1, 2, and 3 and places that
many counters on the table. The player also records that amount in
visual form and as a number.
- The second player chooses a number from the same set, and adds it on
to the first player’s counters. That player records the amount in visual
form and as a number in a different colour than the first player.
- The players continue to take turns choosing a number from the set,
adding it to the previous total and recording.
- The player who makes it to the total of 10 wins!
Try playing the game with a friend a few times. As you continue to play, does
player 1 or player 2 seem to win more often? Is there a way a player can make
sure of winning?”
(source: https://www.youcubed.org/wp-content/uploads/2019/08/WIM-Game-
of-Totals-Grades-1-2.pdf)

Students will first try playing the game using one of the following options on
their devices brought from home (rather than counters that the instructions
include) from Didax virtual manipulatives (https://www.didax.com/math/virtual-
manipulatives.html):
- 10s frame
- Rekenrek
- Number line (from 0-10)

After students have played for a little while, we will come back as a group and
discuss the outcomes. Who won more, the person to go first or second? How can
you make sure you will win? Students will then go back with their partner and try
to work out a strategy to win.

Students will then use their Microsoft Teams account to post a short video,
picture or written description to our class’s Team explaining their strategy and
thinking. We will put challenge the students at home to try this game and post
their own strategies.
Next math class we will review the game and our Teams posts, as well as any

© Continuing Teacher Education, Queen’s University, 2020

 posts from students at home. We will discuss and compare strategies and
thinking shared about how to guarantee a win in this game.

Accommodations/ ELL: visuals and example of the game played before sending them into their
Adaptations for groups. Beginner ELL students will be paired with a student who shares their
Students: home language so that they can discuss in that language.

Learning Disability: visuals. Concrete manipulatives instead of virtual.

Gifted: open ended problem. Possible extensions: What if the game went up to
20? What if you could only put add 1 or 2? What if you could add any number up
to 4?

Assessment Video or other post made on Teams will show their thinking and problem-solving
Methods: strategies. Assessment will also be done through observations as I walk around
and listen to partners discussing the problem. Students will get feedback during
the lesson as they discuss their ideas when I join their group.

© Continuing Teacher Education, Queen’s University, 2020