Visual Journals: The Number 2

February 20, 2018

Kindergarten Math
30 minutes

BIG IDEAS/TAKE-HOME MESSAGE

● Seeing the world through the eyes of a mathematician, children will see the many ways
numbers function in the world around them. In this activity, children learn that numbers
are used for different purposes. Numbers represent quantities, they identify, they are
used to measure, and also to tell relative position.
● To develop number sense, students will be introduced to the various ways the number 2
may be represented. Students will then work in their visual journals to represent 2 in the
following ways: number, words, on a tens frame, tally marks, and pictures. This will help
students grow in their understanding of how numbers work, what they mean, and how
they relate to one another and to the world around us.
● The book “I Know Numbers” by Taro Gomi will be used as a Springboard for learning, as
students will extend their thinking by learning why numbers are so important. This makes
learning relevant and meaningful.
● This lesson builds on students prior knowledge of learning the different ways to show
numbers. Note, they have already done this activity with the number one; therefor,
students should be familiar with the steps involved. Also, in the math centre during
learning stations, students have practiced representing numbers in the mentioned ways
in the form of a worksheet.
● By the end of the lesson, students have improved ability to subitize the number two.

CURRICULAR OUTCOMES

Program of Studies Outcomes

Literacy
G.O: The child listens, speaks, reads, writes, views and represents to comprehend and respond
personally and critically to oral, print and other media texts.

S.O: Considers the ideas of others, combines ideas, extends understanding.

Numeracy
G.O: Develops number sense

S.O: subitizes and names familiar arrangements of 1 to 5 objects or dots

S.O: represents and describes numbers 2 to 10, concretely and pictorially

I Can Statements
I can tell the ways numbers are used in our classroom
I can show the number 2 in different ways (dice, tally marks, tens frame, words, objects, number)

DIFFERENTIATION
 ● Students will be working in smaller groups (learning centers) to allow for one-on-one
assistance- students will be chosen ahead of time that will be represented on the choice
board
● Keep anecdotal record of student recognition of the number 2 (checklist)
● Whiteboard available at the centre for teacher to demonstrate
● Molly will require one-on-one assistance with the EA - special scissors (do not correct
writing, encourage independence and write the answer above in small print)
● Joseph will require guidance
● Jeremy - Alligator grip
● Reinforce scissor holding - strategies - cut extra paper first, making it easier to cut -
moving the paper with our other hand

ASSESSMENT

● Anecdotal notes will be used as a formative assessment tool to record specific

observations of individual student behaviours, skills and attitudes as they relate to the
outcomes in the program of studies. These notes will provide me with cumulative
information on student learning and direction for further instruction.
● Outcomes/assessment criteria will be communicated to students in the form of I Can
Statements? These will be introduced to students at the beginning of the lesson.
Students will reflect upon their own learning through conversation with the teacher.
Working in small groups will allow for this process.

RESOURCES/MATERIALS

● Visual journals, pencils, erasers, whiteboard, glue, scissors, book (I Know Numbers -
Taro Gomi), dry erase markers

LESSON

Intro/Hook
 TIME TEACHER ACTIVITIES LEARNER ACTIVITIES

2 Control Signal Students will be singing along with

minutes “Open shut them open shut them give a little corresponding movement.
clap….”
Students will be sitting cross
Show me whole body listening legged practicing whole body
listening

3-5 Read-Aloud (Springboard) Students will be actively listening,

minutes Question: We learn a lot about numbers in responding to questions provided
school. They’re important. But why are and asking questions if necessary.
numbers important in school and in our
homes?
Read-Aloud to I Know Numbers - Taro Gomi
exploring the use of numbers in everyday life.

10 Number Hunt Students will be quietly walking

minutes Introduce the investigation - I wonder what
numbers we have in our classroom. We’re
going to walk around the classroom. As we
walk, we’re going to look for numbers and
think about how these numbers help us.
We are going to take pictures of the numbers
that we see to show our learning.
Clock to tell the time, baking, measuring
cups, calendar, door, thermometer, telephone
around the classroom, identifying
numbers in the classroom and
explaining the importance of them
- what purpose they serve.
Students will raise their hand if
they have a question or comment.
The photographer will be taking
pictures to document learning.

*Reinforce whole body listening, hands and

staying with the group. It can be distracting
when we are moving around the classroom,
but it’s important that are eyes are watching,
our ears are listening, our mouths are quiet
and our bodies are calm.

30 Transition
seconds On the carpet, findings will be recorded.

Development

TIME TEACHER ACTIVITIES LEARNER ACTIVITIES

 3-5 *This may wait until after snack Students will be kneeling around
minutes Instruction the table, listening to instructions.
In the math centre, we are going to be
showing the different ways we can represent
the number 2.
Refer back to when students worked in visual
journals with their buddies

Your first job is going to cut out the number,

and glue it in the centre of your page.
Then you are going to show me 2 tally marks,
2 on a tens frame, 2 on a dice, write the
number 2...and then you are going to draw
two of anything you’d like.

Demonstrate on the board

15 SNACK SNACK
minutes

1 Ask students to look at the choice board and Students will refer to the choice
minute go to their chosen centers. board and go to their chosen
centre.

Learning Centers (Visual Timer) Students will be working in their

Working in the math centre. Shauna will be centers. Reinforce 6 inch voices.
working in another centre, while assisting
with transitions and classroom management.

Closure
TIME TEACHER ACTIVITIES LEARNER ACTIVITIES

3 Closing Students will clean up their station

minutes Have students clean up their station

TEACHER SELF-ASSESSMENT/REFLECTION

Use the following questions to guide your reflection:

● What worked well in the lesson? What didn’t go as planned? Why?
● Did I have to modify the lesson “on the fly”? How? Did this contribute to increased
student learning? How?
● In the future, in what ways could I modify this lesson to increase student learning?
● How does this inform the next lesson?
Student synthesis of learning:
● Were the students asked to contribute to the assessment process? How?
● Can the students articulate the connection between their learning to other subjects and
to life beyond the classroom? (Family, community, etc.) In what ways have I or will I
extend the learning beyond the classroom?
● Are students feeling confident that they can build on this learning? Are they setting goals
and higher expectations for themselves? How do you know?

Dance to a song and freeze

Last person to sit down is out