Learning Plan: ELEMENTARY & SECONDARY1

Title of lesson “Representing Numbers” Grade Grade 2

level
Subject Math Topic Math (representing
numbers)

Duratio 70 minutes
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Relevance Representing numbers is relevant to the students’ lives as it encourages them to think
flexibly and promotes confidence in numbers. Furthermore, the lesson encourages
students to develop a strong number sense and identify different strategies to carry out
a task. For example, students will learn that the number 35 can be represented in three
groups of tens and five ones, and it can also be represented in 2 groups of 10 and 15
ones. Therefore, students will learn that a number can be represented differently, thus,
developing a strong number sense.

Resources Required Different toys (dinosaurs, bears, large paper clips, colored cubes, building blocks),
Smart board, Electronic roll the dice, mini dry eraser boards, and handout.

Student materials Pencil and colored crayons.

QEP Subject Area
Competencies Competency 1 – To Solve a Situational Problem Related to Mathematics -
Students will work together as a group to represent numbers in different ways.
Throughout the lesson, students will be discussing different strategies and solutions to
complete the task (example: counting the number of manipulatives they have on their
table). Furthermore, students will create a model of their work by using manipulatives
(plastic bears, colored cubes, building blocks, etc.) where they will recognize
problems and identify solutions (i.e., it is faster to put the blocks in groups of tens and
one’s than it is to count each one individually). Lastly, the students will be validating
their solution by explaining their strategy through class discussions.

Competency 2 – To Reason Using Mathematical Concepts and Processes -

Students will recognize and apply different mathematical processes when
representing various numbers. For example, when the students have more blocks to
count, they will use more efficient techniques, such as putting the blocks in groups of
two’s, fives, tens, and ones.

Competency 3 – To Communicate by Using Mathematical Language - Students

will be encouraged to communicate using mathematical language during group work
and whole class discussions. For example, I will instruct students to use mathematical
vocabulary, such as adding, subtracting, taking away, grouping, skip counting,
representing, etc., when speaking with their groups and explaining their strategies in
class discussions.

Learning Goal # 1: to make groups of tens and ones.

Objectives Goal # 2: to represent a number in groups of tens and ones in writing/drawing (for
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Based on a simplified version of Understanding by Design (UBD) and the IB Middle Year Program Planner
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 example, drawing a line for a group of tens and circles to represent ones)
Essential What are the different ways we can count and represent numbers?
Question(s)
Lesson Introduction (hook):
Timing Before beginning the lesson, I will go over the rules of
the classroom and expectations. For example, be
5-10 respectful when other people are talking and when I am
minute explaining the instructions, there is to be no playing
s with the objects.
To introduce the lesson and get the students active, I
will give each group a random number of objects for
them to count.
“Okay, boys and girls. Today we are going to be doing
a math activity. As you can see, each group has
different toys on their table. Some of you have bears,
dinosaurs, paper clips, blocks, and colored cubes. Now,
what I want you to do is count them and tell me how
many you have. When you have your number of blocks,
bears, dinosaurs, paper clips, cubes, I want you to raise
your hand. Okay, ready, set, go.”
Development (Learning activities – step by
sequential step procedure):
Step 1: After the students have counted their
manipulatives the first time, I will randomly add more
and ask them to count again.
Step 2: After each group has counted their
manipulatives at least twice, I will regroup together as a
class to have a discussion. Students will explain their
strategies they used to count the number of objects.
Step 1
to step When explaining, students will be encouraged to use
3 – 20 mathematical vocabulary, such as adding, grouping,
minute counting, etc.
s five to represent the ones. Additionally,
I will ask, “now, which group would like to share the
number of toys they have and explain how they got that
number?”
If all groups say they counted their manipulatives one
by one, I will give them a prompt by saying: “okay,
most of you said you counted them individually by
ones. Now, I want you to use a different way to count
them. For example, why don’t you try grouping them?”
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Student will know:
Students will know how to count by
one’s and have some knowledge about
grouping. For example, in previous math
work, students were asked to write the
number that was represented in the
picture. The question included a number
of squares, such as 49. The squares were
placed in 4 groups of tens, a group of 9
to represent the ones. The students were
able to realize that there was more than
one group of 10 which led them to count
by tens and then continue to count by
ones for the rest.
Students will understand:
Students will understand how to count
and represent a number in groups of tens
and ones. For example, students will
realize that by grouping their objects in
tens and ones, it is a faster and more
effective way to count the number of
objects (especially if it is a large
number). Students will understand the
different ways to represent a number in
groups of tens and ones. For example,
the number 35 can be represented in
three groups of tens and one group of
the number 35 can be represented by
doing two groups of 10 and 15 ones. Or
35 can be represented by drawing 35
circles. Therefore, the students will
understand there are different ways to
represent a number using groups of tens
and ones.
 If some tables started to put them in groups, I would
ask them to tell me how to represent it on the Smart
Board. I will continue the lesson by saying, “okay, let’s
try and use this group's strategy.”

I will be circulating around the classroom to assist,

provide guidance, or answer any questions.

Step 3: After trying a different way to represent the

numbers (either prompted by me or another group), I
will form a class discussion to discuss and represent
each group’s strategies on the Smart Board. When
explaining their strategies, the students will guide me
on how to represent their method on the Smart Board.
Therefore, encouraging student led learning.

I will do this for two more rounds. If the students are

15 not grouping by tens and ones, I will say, “how about
minute grouping them in ten’s and ones?” – I will do an
s example on the Smart board where I will ask them
“how do you think I can represent the number 32 by
using these blocks (will have some at the front on the
class for me to use) in groups of tens and ones?” I will
then provide another number, such as 42 and ask them
to represent it individually.

After this, I will have a whole-class discussion to hear

how the students grouped the number 42 in tens and
ones.

I will be circulating around the classroom to assist,

provide guidance/feedback, or answer any questions.

Step 4: I will handout mini dry eraser boards to each

student.

Step 5: After handing out the dry eraser boards, I will

ask the students to put away their objects into their bin.

Step 6: I will introduce an electronic dice on the smart

board. There will be two dice, one representing the tens
and the other displaying the number of ones. I will ask
the students to use the dry eraser boards to represent the
dice's number. For example, a line will represent a
group of tens and circles will represent ones. I will say,
“okay, now we will use dice to give us our numbers.
Now, do you remember when Miss Melissa was talking
about how she separates her house into two? Miss.
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 Melissa has two sides of her house. One side shows the
tens, and the other side shows the ones. So, this dice
(the white one) will represent the number of tens, and
this dice (the blue one) will represent the number of
ones. Now, I want you to represent the number the dice
gives us in groups of tens and ones.”
20
minute
s I will let the students do the first one on their own to
see how they represent it and follow up with a class
discussion. If the students are lost, I will do an
example with them on the Smart Board. Furthermore, I
will tell them, “let’s use a line to represent a group of
ten and circles to represent the ones” to provide a visual
example.

If the students understand, I will give them 2-3

minutes to represent another number the dice displays.
After the 2-3 minutes are up, I will regroup as a class
and ask how they represented the number.

Students will do:

Closure (transition):
Step 7: I will gather all the dry eraser boards and ask
the students to clean up their table. Once they are
finished cleaning up, I will ask them to direct their
attention towards me using “eyes on me” where they
have to respond “1,2,3”.
Step 8: Following the dice activity, I will provide each
student with a two-sided handout. The handout is given
as a review and used to determine if the students
understood the lesson. On the first side of the handout,
the students are shown pictures of squares put into
groups of tens and ones. The students are then asked to
write how many squares are in the picture. The students
will be reminded to count the tens first and then the
ones. On the second page, the students are asked to
color in the correct number of squares for each
question.
Step 9: I will provide the instructions of the handout
and will ask the students to complete it.
Step 10: I will circulate around the classroom to assist,
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Students will do an activity where they
are asked to count the number of objects
on their table.
Students will engage in group and
whole-class discussions where they will
discuss and explain their counting
strategies.
Students will use their objects to
represent the number displayed from
electronic dice on the Smart Board.
The students will represent the number
provided by the dice in writing
(drawing) using dry eraser boards. For
example, the students will use a line to
represent a group of ten and circles to
represent the ones.
Students will complete a handout that
provides an overview of the lesson. On
 offer feedback, or answer any questions. the handout, students will write how
many squares there are in each question
(will be reminded to count the TENS
first, then the ONES). On the second
side, the students will color in the
correct number of cubes for each
question.

Cross Curricular Competencies:

Competency 1 – To Use Information –
In the lesson, students will be using the
information from previous math
activities and applying them in this unit.
For example, students will know about
counting by ones and grouping objects
together. Therefore, they will apply this
knowledge and use it in the activities
throughout the lesson.

Competency 2 – Solves Problems -

Students will be testing different
strategies to determine an effective way
to count numbers in the lesson.
Throughout the process, students will
come across problems to which they
have to step back and go over their
procedures. Additionally, the students
will reflect on previous class lessons or
other group methods during the
explanation period to find a different
strategy. Furthermore, students will test
different solutions such as counting by
ones, grouping into two's, fives', tens,
and ones.

Competency 4 – Uses Creativity-

Students will use creativity to complete
the task. For example, some groups may
make a story out of their manipulatives
to assist in the counting process.

Competency 5 – Adopts Effective

Work Methods - In the lesson, the
students will be practicing their time
management skills. Furthermore, each
group will be reflecting before, after,
and during the lesson to complete the
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 task effectively. Lastly, the students will
be going over their procedures when
counting the manipulatives and
reviewing what worked and what
changes should be made.

Competency 8 – Cooperates with

Others - The lesson is primarily
working as a team. Therefore, each
group will be working together, such as
dividing up tasks, communicating and
being open to members' ideas, and
contributing to the lesson to complete
the job. Furthermore, the students will
recognize factors that prevented or
encouraged teamwork to complete the
task on time and correctly.

Broad Areas of Learning:

Citizenship and Community life –

Students will follow a set of rules in the
lesson. For example, students will be
respectful to those around them,
including your team members.
Furthermore, the students will work
together in groups in a respectful
manner where they will make decisions,
compromise, and listen to each other’s
ideas.

Universal Design for Learning/

Differentiation:
In the lesson, I provided different
methods to meet all types of learners.
For example, when explaining the
lesson, I will include the Smart Board to
represent the numbers differently
(visual). Furthermore, I used an
electronic dice to attain the student’s
attention throughout the lesson. The dice
were used to provide a number for the
students to represent with their different
manipulatives and mini-whiteboards.
Secondly, I will give the students mini-
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 whiteboards and different objects to
represent their numbers in ten’s and
ones. Therefore, encouraging active
learning.

FORMATIVE – Assessment FOR

learning:

At the beginning of the lesson, I will be

circulating around the classroom to see
how they counted their objects. Each
round of the first activity, I will be
looking to see if the students have
changed their counting strategies after
each class discussion.

When introducing the Dice activity, I

will see if the students understand the
difference between the two dice (one
represents the tens, and the other
represents the ones). Furthermore, I will
be evaluating whether or not they are
participating in class discussions and
group activities.

I will be observing and engaging in class

and one on one discussions to assess the
students learning.

Lastly, I will be looking at how the

students represent a number using the
mini dry eraser boards. For example, can
they represent a number by drawing a
line to represent tens and circles to
represent ones?
FORMATIVE - Assessment AS
learning:

During group activities, I will circulate

the classroom to determine students’
level of understanding. Furthermore, I
will be assessing the student’s
comprehension and participation during
whole-class discussions. For example,
when each group explains how they

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 counted or represented their number, are
the students listening, do they
understand the method, do I see a lot of
blank faces, etc.? During class
discussions, I will offer guidance or
feedback if needed to ensure the
students are on the right track and
encourage them to do their best.

Lastly, students will be evaluated when

they are representing the number using
the whiteboard. Therefore, this will
demonstrate whether or not the students
can represent the numbers in groups of
tens in ones in a mathematical drawing.

SUMMATIVE - Assessment OF
learning:
Handout: the handout will be used as the
final evaluation to determine whether
the students understood the lesson.
Further considerations (follow up activities):

A follow-up activity will be a handout similar to the one given in the lesson. However, this handout will ask
the students to represent a number instead of coloring them in or writing it. Additionally, the second handout
will ask students to represent the numbers in two different ways. Therefore, students will have to reflect on
the class discussions in the previous lesson to think about the different ways to represent a number. However,
when introducing the second handout, we will have a whole-class discussion where I ask the students the
other ways, we can represent a number, such as 45.

A second follow up activity will be a section in the student’s workbook that focuses on representing numbers.
In the workbook, the students are asked to do four things:
1) Circle the number in the chart that matches the number represented by the blocks.
2) Match each set of the blocks to the correct number.
3) Write the number represented by the blocks.
4) Represent the number in 2 different ways. Draw a line for each ten and a circle for each one.
The workbook presents a general overview of the first lesson and includes actions such as circling, matching,
writing and drawing that the students are familiar with.

Reflection:
I enjoyed doing a math lesson with the kids as it was something new for me. I really enjoyed seeing how
active the kids were in the lesson and excited when they used a new strategy. It was truly rewarding to see
their smiles. In the end the students understood the overall objective of the lesson, however, there are parts
that I would like to improve on. The first being time management. When I created the lesson plan, I did not
have set times for each activity. Therefore, throughout the lesson, there were points where the students were
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doing one activity for too long and ended up losing focus or started playing with the objects. In the future, I
will make sure to anticipate the time of each activity and explaining the instructions to maintain the student’s
attention and stay on task.

Secondly, I realized if a student did not understand a part of the lesson or activity, I would overexplain. By
overexplaining, it left the students and me more confused of what the objective was. Therefore, for the future,
I will work on making instructions short and sweet while ensuring that they are clear and precise.

Lastly, I will make sure to have a plan with me when teaching to guide me throughout the lesson. For
example, in the lesson, I did not have a paper explaining the step-by-step procedures. I ended up forgetting to
ask the students to represent the numbers from the dice using their mini dry eraser boards. Therefore, leaving
out an important goal of the activity.

Professional Competencies:
Competency 1 – In the lesson, I was guided and inspired by my CT and the strategies she uses when
introducing a new unit. For example, my CT thought it would be a good idea to find a hook to get the
students interested. Therefore, we decided to create an activity where the students will be given a random
number of different objects to count. Throughout the lesson, I took on my CT's classroom management
methods while adding my own rules and strategies.

Competency 2 – Throughout the lesson, I spoke in a clear and neutral tone when explaining the math content
and one-on-one with the students. Furthermore, it was presented according to grammar, syntax, and
punctuation rules when providing examples in writing.

Competency 3 – In the lesson, I created an active environment where students could explain and represent
their strategies in various ways. Furthermore, the lesson encouraged teamwork, as the students were working
together to count and represent how many toys, they had in front of them. Lastly, I supported students
learning by asking questions or testing their knowledge to determine their level of understanding of the
content.

Competency 4 – In the lesson, I created a safe and caring environment for the students to learn and complete
the task. For example, I separated the students into groups to engage in discussions and work together to
complete the problem. Each group was provided with the resources needed, such as a number of objects to
count and manipulate, along with small dry eraser boards to represent each number. Furthermore, I supported,
listened, and encouraged my students to ask questions through whole-class discussions throughout the lesson.

Competency 5 – Throughout the lesson, I circulated the classroom to observe each group counting strategies
and offer assistance when needed. Furthermore, I evaluated students based on the subject's competencies
during whole-class discussions and group work. For example, the lesson aligned with competency 3 of
elementary mathematics where the students are communicating with their group using mathematical
language, such as adding, taking away, grouping, etc.

Competency 6 – Throughout the lesson, I included different classroom management techniques to encourage
active listening, cooperation/participation, and prevent inappropriate behavior. For example, in the lesson, I
would say "eyes on me," and the students would say "1,2,3." Therefore, the technique allowed me to direct
their attention toward me to discuss or speak to the students.

Competency 8 – In the lesson I integrated the Smart Board to use for an activity and provide a visual for the
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students during class discussions. I used the Smart Board effectively to demonstrate the student's strategies
and the different ways to represent a number.

Competency 9 – I collaborated with my CT to create a lesson that targets the competencies of the
Mathematics program. Furthermore, I referred to the progressions and broad areas of learning to ensure that
the lesson's objectives are being met.

Competency 10 – I worked with my CT to create a math lesson that targets the competencies and
progressions of learning of the mathematics program to ensure the unit's success. I took into consideration my
CT's classroom management strategies to ensure the lesson ran smoothly and communicated together to make
adaptations or modifications to the activities when needed.

Competency 12 – Throughout the lesson, I professionally presented myself when communicating with fellow
staff members and students. During the planning process, I have respected my CT and welcomed feedback
regarding the lesson. Throughout the lesson, I supported the students by asking questions or assisting in the
counting process.

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