LESSON 1

Lesson # 1 of 3 Grade Level: 2

Learning
Students will be able to create equal groups by using manipulatives.
Objective
MP4: Model with mathematics
MP5: Use appropriate tools strategically
Standards
2.OA.C.3: Determine whether a group of objects (up to 20) has an odd or even
number of members.
• Donuts picture
• Smartboard
Materials • 12 counters per student
• Virtual manipulatives on didax.com
• Blue student math workbooks

The purpose of making equal groups with concrete materials is to provide a

Purpose foundation for the construction of arrays by helping students learn to manipulate
a given number into different equal groups.
Hook (~10 mins): Display the donuts picture on the smartboard to engage
students in the think, notice & wonder protocol. Record at
least 5 students’ notices and wonderings on chart paper,
making appropriate connections between student responses
and ask clarifying questions if necessary.

Ask for a volunteer to come and show the class how to group
the donuts if they wanted to give some friends 2 each. Ask
students to give a thumbs up if they saw it a different way and confirm that there
are a few ways to show it. Explain that everyone getting the same amount is an
example of equal groups and that is what they will be practicing today.

Concept Development (20-30 mins): Distribute the bags of 12 counters to the

students. Show students 6 virtual counters separated into 3 groups of 2 and ask
Instruction
them to talk to a partner about whether the groups are equal or unequal and why.
Rearrange the counters to be unequal and ask students to discuss again for a
minute. Ask students for then give you a thumbs up for equal and a thumbs down
for unequal.

Have students count out 8 of their own counters and make groups of 2. Ask a
student to tell you how many groups of 2 they have and write it as a sentence on
the board (there are __ groups of __ counters) and show the class using the
virtual counters. Repeat, this time asking students to make groups of 4 instead.
Then do 10 counters, groups of 5 and then groups of 2 and have students share
using the sentence frame.

Tell students to take all of their counters and arrange them in equal groups any
way they like. Have a few students share how they organized their counters,
 encouraging them to use sentences such as “I have/there are __ groups of __
counters” and emphasizing that there can be multiple ways to make equal groups.

Display three groups of 3, 5 and 4 counters respectively.

Have the students do the same and ask them if the
groups are equal. Give students time to make the groups
equal and ask different students to share how they figured it out. Help students
understand that all these different ways still equal to 12.
Learning Students have 10 minutes to complete the Module 6 Lesson 1 problem set in their
Task workbooks.
Option 1: Exit ticket (in workbook after problem set)
Closing
Option 2: Exit word problem (see Assessments)

Introduction
• Observe students body language and expressions for engagement and/or
understanding
• Note students notice and wonder responses
• Thumbs up if you saw the groups a different way
Concept development
• Observe students body language and expressions for engagement and/or
Assessments understanding
• Thumbs up/down
• Turn and talk (“are the groups on the smartboard equal or unequal?”)
Closing
Exit word problem: Julisa has 12 stuffed animals. She wants to put the same
number of animals in each of her 3 baskets.
1. Draw a picture to show how she can put the animals into 3 equal groups.
2. Complete the sentence.
Julisa put ___ animals in each basket.
• Some students may need scaffolding to make groups in the beginning of
guided practice.
• ELLs can be assigned turn and talk partners or put in groups of three.
• Pull a group of students who had difficulty during concept development to
Differentiation reengage and then work on problem set.
• Push early finishers to create addition sentences that go with their equal
groups.
• Challenge gifted students to use the associative property to create two
matching addition sentences to go with their equal groups.
Manipulatives
Equal
Academic
Unequal
Language
Even
Odd
 LESSON 2
Lesson # 2 of 3 Grade Level: 2
Learning Students will be able to use math drawings to represent equal groups and relate to
Objective repeated addition.
MP.4: Model with mathematics
2.OA.B.2: Fluently add and subtract within 20 using mental strategies.
2.OA.C.3: Determine whether a group of objects (up to 20) has an odd or even
Standards number of members.
2.OA.A.1: Use addition and subtraction within 100 to solve one- and two-step word
problems involving situations of adding to, taking from, putting together, taking
apart, and comparing, with unknowns in all positions.
• Smartboard with pen or whiteboard and markers
• Personal white board and markers (student)
Materials
• Yellow student math workbooks
• Blue student math workbooks

The purpose of drawing equal groups is to help students build on their work
Purpose creating equal groups with concrete materials and to provide a foundation for
multiplication through writing corresponding number sentences.
Begin with Lesson 2 fluency practice (A & B) in the yellow workbook. Students
have 4 minutes to complete as many problems as they can in each one, going over
the answers between them.

Introduction (~10 mins): Display the learning target from the previous lesson (I
can use manipulatives to create equal groups) and have students talk to a partner
about the difference between the two learning targets, focusing on the words
manipulatives and math drawings. Lead a quick whole group discussion, let
students share what they discussed and be sure to help the group understand that
they are going from using tangible objects to using pictures and numbers.

Concept Development (20 mins): On either

a blank smartboard page or on a white board,
Instruction draw 5 groups with 2 circles in each group.
Ask the students how they think we can find
the total. Students should either say count
them up or count by two. Draw a line under each of the groups and model the
addition sentence by asking the students how many are in the groups and writing the
number 2 on the line. Have students read the completed number sentence
(2+2+2+2+2=10). Students can then talk to a partner about how the number
sentence relates to the picture. Tell students that they just used repeated addition,
which is possible because the groups are all the same/equal and so are the addends.
Give the students one minute to draw 4 circles on their white boards and put three
circles in each group. Draw it on the board and ask students if they agree and
confirm that the students understand that it is 4 groups of 3. Give students three
minutes to write the number sentence and then have them share with a classmate
what they shared and why.
 Give the students up to five minutes to draw 3 groups of 5 as well as the number
sentence. Select a student to come to the board and share what they did with the
class and ask students if they agree or disagree and why.
Learning Students have 10 minutes to complete the Module 6 Lesson 2 problem set in their
Task blue workbook.
Students will lead the solving of an application problem. Use the three-read
protocol to read the beginning of the problem, hiding the questions.
Myra sorts her socks by color. She has 4 purple socks, 4 yellow socks, 4 pink
socks, and 4 orange socks.
Ask students what is going on in the problem story and to share what sort of math
Closing
they think they are going to have to do. Then show them the questions and ask
students to walk you through how to solve each step.
• Draw groups to show how Myra sorts her socks.
• Write a repeated addition equation to match.
• How many socks does Myra have in all?

Introduction
• Turn and Talk about the two learning targets
• Fluency practice
Concept Development:
• Note student responses to teacher questions
Assessments
• Turn and talk (“how does the number sentence relate to the picture?” and share
solution to 4 groups of 3)
• Thumbs up/down/sideways for agree/disagree/unsure
Closing:
• Note students who participate and what their responses are
• Counters should be available for students who need it
• Students may use their notebooks to draw rather than a whiteboard
• ELLs can be assigned turn and talk partners or put in groups of three.
Differentiation • Some students may need extra time to do the tasks during concept development
• Pull a group of students who had difficulty during concept development to
reengage while working on problem set.
• Allow early finishers to make up more drawings with addition sentences or do
the exit ticket in the workbook after the problem set
Manipulatives
Repeated addition
Academic
Addend
Language
Sort
Equal
 LESSON 3
Lesson # 3 of 3 Grade Level: 2
Learning Students will be able to use math drawings to represent equal groups and relate to
Objective repeated addition.
MP4: Model with mathematics.
MP8: Look for and express regularity in repeated reasoning.
Standards 2.OA.B.2: Fluently add and subtract within 20 using mental strategies.
2.OA.C.3: Determine whether a group of objects (up to 20) has an odd or even
number of members.
• Virtual counters on didax.com
• Smartboard and pens
Materials • Personal white board and markers (student)
• Yellow student math workbooks
• Blue student math workbooks

The purpose of this lesson is to extend the concept of repeated addition from the
previous lesson as students look for and practice a more efficient way to add by
Purpose
bundling. They calculate repeated addition sums by grouping the addends into pairs
and then adding.
Begin the lesson with the “subtraction within 20” Lesson 3 sprint in the yellow
workbook. This activity promotes mastery of subtracting from teen numbers to
address the grade level fluency standard.

Hook (10 mins): Display four groups of virtual counters with 2 counters in each
group with the number sentence below it (2+2+2+2=8). Have students pick a partner
and take about 5 minutes to try to come up with another way you could group the
counters and add them. Make sure they know they cannot add or take away any
counters and the answer must be the same [Note: Students are expected to say count by 4 or
count by 1. Allow students who say something else to try drawing it out to see if it works or not.]
If possible, ask a pair of students to share how they decided to group the counters and
demonstrate it on the smartboard by combining the groups of 2 to make two groups of
4. Tell students that they are using doubles facts (2+2) to add more efficiently.
Instruction Explain that counting by 1 is another way but it is not as efficient because it takes
longer and increases the steps. Draw a number bond to show the bundling and write
the new number sentence. (examples are included below)

Concept Development (25-30 mins): Tell students

the reason why bundling worked is because the
groups were put together to make new equal groups.
Have them draw four groups of 4 (4 circles with 4
small circles inside) while modeling it on the board, telling them one at a time so that
they can articulate how many they have after all have been drawn (“I have 4 groups of
4”). Ask the students to tell you what the addition equation is as you write it on the
board. Draw a number bond and ask students to help you find the more efficient way
to group the addends. Be sure to point out that the answers are all 8 because you are
just rearranging the numbers and that the amount is still the same.
 Repeat this process with at two to three more problems, gradually releasing
responsibility and having students do a final one on their whiteboard by themselves.
Students have 10 minutes to complete the Module 6 Lesson 3 problem set in their blue
Learning Task
workbook.
Option 1: Exit ticket (in workbook after problem set)
Closing
Option 2: Exit word problem (see assessments)

Introduction
• Partner discussion
• Observe students body language and expression for engagement and understanding
• Thumbs up/down/sideways for understanding
Concept development
Assessments • Note student responses and work on their whiteboards
Closing
Exit word problem: Markers come in packs of 2. If Jessie has 6 packs of markers, how
many markers does she have in all?
1. Draw groups to show Jessie’s packs of markers.
2. Write a repeated addition equation to match your drawing.
3. Group addends into pairs and add to find the total.
• Students may use their notebooks instead of the white boards or draw dots instead
of small circles.
• Some students may still need counters during instruction to better understand how
the groups combine.
• It may be necessary to have students draw a big circle around the smaller groups
that they are combining to see how bundling works, especially during the problem
set.
• If students quickly grasp the concept, challenge them to find another bundle after
Differentiation the first one and to explain why if there is none. For example,

• Students who need more practice may do the exit ticket and students who appear
proficient can do the word problem rather than choosing one for all students.
• Early finishers can create their own word problem that allows you to group
addends.
Double
Academic Efficient
Language Addend
Bundle/bundling