KaitlinLoud

TheMagicPot(2ndgradelesson)
NCTMStandard:
Algebra:recognize, describe, and extend patterns such as sequences of sounds and shapes or
simple numeric patterns and translate from one representation to another; analyze how both
repeating and growing patterns are generated.
CommonCoreStandards:
CCSS.Math.Content.2.OA.B.2
Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from
memory all sums of two one-digit numbers.
CCSS.Math.Content.2.NBT.B.5
Fluently add and subtract within 100 using strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction.
CCSS.Math.Content.2.NBT.B.6
Add up to four two-digit numbers using strategies based on place value and properties of
operations.
CCSS.Math.Content.2.NBT.B.7
Add and subtract within 1000, using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between addition and subtraction; relate
the strategy to a written method. Understand that in adding or subtracting three-digit numbers,
one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is
necessary to compose or decompose tens or hundreds.
CCSS.Math.Content.2.NBT.B.9
Explain why addition and subtraction strategies work, using place value and the properties of
operations.
CCSS.Math.Practice.MP4
Model with mathematics
Overview:
Thislessonwillteachstudentsabouttheconceptofdoubling.ByreadingaChinesefolktale
aboutacouplewhofindsamagicalpot,theyrealizethatwhenevertheyputsomethinginit,the
itemthendoubles.Thisbookcreatesacommonexperienceabouttheconceptofdoubling.After
readingthebook,studentswillthencompleteactivitiesbasedondoubling.Thevocabularythat
studentsshouldunderstandbytheendofthisisdoublingquantities,andtheyshouldalready
understandtheconceptofaddition.
Objectives:
1. Studentswillbeabletowriteequationsrepresentingdoubles
2. Studentswillbeabletocreateapictorialrepresentationofanequationwithdoubles
3. Studentswillbeabletoverballydefinetheworddoubleasbeingmadeupoftwo
identicalpartsorgroups
Procedures:

1. BeforereadingthebookTwoofEverything,teachershouldpreparetheirownmagic
potbyputtingmultiplesofpencils,erasers,etc.inthepot.
2. ReadthebookTwoofEverythingtotheclass
3. Throughoutthebook,initiateconversationwiththeclassaboutthemathportionofthe
booktalkaboutwhathappenedwhenMr.Haktakfellintothepot,whathappenedwhen
5coinswereputintothepot,etc.
4. Afterstudentshaveageneralunderstandingofthebook,writeequationsasaclassabout
whathappenedthroughoutthebook.Writetheminwords,representthem
mathematically,anddrawthem1+1=2(1Mr.Haktakfellin,and2cameout),5+5=10
(5coinswentin,10cameout).
5. Afterdoingafewproblemsasaclass,explainthatstudentswillbecreatingtheirown
magicpotproblemtheywillneedtowriteitoutinwords,writeamathematical
equation,andrepresentthemwithapicture.
6. Giveeachstudentalargepieceofpaper,andhavestudentscreatetheirownmagicpot
problemonthepaper
7. Whenstudentsarefinished,havethempresenttheirproblemstotheclass.
Questions:
1. Whatdoesitmeantobeadouble?
2. Ifyouput10coinsinthedoublingpot,howmanywouldcomeout?
3. Ifyougot8coinsoutofthedoublingpot,howmanywouldcomeout?
4. Is6+7adouble?Why?
5. Canyougiveanexampleofdoubles?
Equipment/Materials:
TwoofEverythingbyLilyToyHong
DoublingPot(forteacher)
Materialstoputintothedoublingpot
Largepaperforstudents
Markers/pencils/pens
Preassessment:
Therewillbenopreassessmentwewillbetalkingabouttheconceptofdoublingasaclass
beforebeginningtheactualassignment.
FormativeAssessment:
Theformativeassessmentwillbethedoublingproblemthatthestudentscomeupwithontheir
ownthiswillletusseeifthestudentsunderstandtheideaofdoublingornot.Thiswillalsotest
thestudentsintheirskillsofbeingabletoconverttheirwordproblemtoamathematicalequation
aswellasinpictorialform.
InstructionalStrategies:

Theinstructionalstrategythatwillbeusedwilldirectinstruction.Becausethereisabookthatis
beingread,andanewtechniquethatwillbetaughttotheentireclass,thereforedirectinstruction
isthebestoption.
Accommodations:
1. Fortheassignment,givestudentssomeguidelinesforwritingabouttheirpot,for
examplewriteontheirpapers:intothepotwent____andoutwent____
2. Givestudentssomemanipulativestoworkwithsothattheyareabletovisuallyseethe
doubling.
MathematicalContentBackground
Students should already know, and will get further into depth with addition, and
subtraction, patterns, relationships, and values. For procedures, they should know the
structure of the number system and that it can be generalized. They should know symbols
and variables because they will use this in equations. Many educators and students have a
misconception of mental math; this should be fixed in algebra because students can learn
different ways to solve a problem. (Van de Walle, pg. 282, v. 2) (Fostering Children's
Number Sense in Grade K-2, pg.95, 2014).
Vocabulary:
o Conceptofdoubling:somethingbeingmadeupoftwoequalparts
Resources/References(teacher):
Thislessonwasonethatwastaughtinourclassroom,butcanalsobefoundon
http://illuminations.nctm.org.Theteacherthatisteachingthislessonwillneedtomakesurethat
theyhaveaccesstothebookTwoofEverythingaswellassomethingthatcanactasadoubling
pot.Itisimportanttohaveavisualforthestudentssothattheycanseetheconceptofdoubling.
Resources/References(students):
Students can look at the book Two of Everything as an example if necessary
Look at the problems that were done as a class if they are struggling
Use manipulatives from around the classroom