Measuring for Art Show Day 7/8

Grade: 2 Subject: Math Unit: Counting by 10: Leapfrog Game Lesson Duration: 90 min

Overview of lesson (10:45 am-12:15 am)

Introduce them to the Leap Frog Game and begin to explain how it works. Introduce that the students
will roll their quiet dice, and then move their game piece (x) amount of spaces synonymous with the
number rolled on the dice. Next the student who rolled the dice will draw one card which will indicate
how many 10’s their game piece will leap. If the student rolls a 5, they will move their piece 5 spots,
then if they drew a “Leap 2 Tens” card, they will move to the 25 spot on the game board. Have the
students then talk with a classmate next to them about how they think the game works to further their
comprehension. Questions will be taken by the teacher to clear any of the issues the students may
have with the game, or any areas they need further explained. The students will then be given their
game boards with their pre-determined partners and begin to play the game. First student to 100 wins.
When a group declares a winner, the partners will split and then find another group that is done and
switch partners and play again. This process continues. After the students have been given a fair
opportunity to play a few rounds, they will then all be called back to the carpet. “Catching Flies”: this
variation of the game takes a little more strategy and critical thinking to understand. The students want
to land on as many “10 Spots” as possible ie. 10, 20, 30, 40… etc. When they land on a 10 spot their
frog will capture a fly. The student at the end with the most flies will be the winner. How the students
choose to use their dice roll to jump their frog will be strategic.
OUTCOMES FROM 2013 MINISTERIAL ORDER: Cross-curricular Competencies
Outcomes (a to j from M.O.):
d. manage information: access, interpret, evaluate and use information effectively, efficiently and
ethically;
e. innovates: create, generate and apply new ideas or concepts;
f. creates opportunities through play, imagination, reflection, negotiation, and competition, with

an entrepreneurial spirit

Alberta Program of Study

Math
SLO/SLE
GLO /GLE 4. Measure lengths to the nearest nonstandard
Shape and Space (Measurement) unit by:

Use direct and indirect measurement to solve problems.  Using multiple copies of a unit
 Using a single copy of a unit (iteration process)
 Critical Questions
Unit Inquiry Question:
Math
 How can we measure objects?
 What are some tools we can use to measure?
 Based on strategies we have used to measure in the past, which method will be the easiest?
 What are strategies we could utilize with our strips of 10?

Lesson Guiding Questions

Lesson Guiding Questions:

Math
 What method have we been using for measuring lately? (Counting by 10’s)
 What are some of the ways we have used to skip count?
 What is the fastest way to count by 1’s or 10’s?
 What is the quickest way to count when measuring large objects? (Answer: 10’s)

Learning Objectives
I can …
 apply skip counting by just 10 to make counting easier and faster, before they were free to use what
strategies they want, bit counting by 10’s should now be the focus.
 Being able to critically examine, in the leapfrog game, best way to count in order to get the most flies
(land on 10 spots).

Learning Resources Consulted

Resource #1: Measuring for the Art Show: Addition on the Open Number Line by Catherine Twomey
Fosnot. This was used to retrieve the “Leap Frog Game” playing board and frog cards from Appendix
F & G.

Materials and Equipment

 Leap Frog Game Sheet x 10
 Jump Cards x 10 sets
 Frog Markers x 20 (2 per game board)
 Flies for 10 spots x200 (20 per game board)

Lesson Procedure
Introduction (25 min):
Hook / Attention Grabber – Bring students to the carpet area. Draw their attention to the smartboard where the
picture of the Leap Frog Game is on the board. Introduce them to the Leap Frog Game and begin to explain how
it works. Introduce that the students will roll their quiet dice, and then move their game piece (x) amount of
spaces synonymous with the number rolled on the dice. Next the student who rolled the dice will draw one card
which will indicate how many 10’s their game piece will leap. If the student rolls a 5, they will move their piece 5
spots, then if they drew a “Leap 2 Tens” card, they will move to the 25 spot on the game board. Have the
students then talk with a classmate next to them about how they think the game works to further their
comprehension. Questions will be taken by the teacher to clear any of the issues the students may have with the
game, or any areas they need further explained. The students will then be given their game boards with their pre-
determined partners and begin to play the game. First student to 100 wins. When a group declares a winner, the
partners will split and then find another group that is done and switch partners and play again. This process
continues. After the students have been given a fair opportunity to play a few rounds, they will then all be called
back to the carpet.

*Note: Over the last 6 classes when we have used measuring blocks and strips of 10, the students have been
really engaged working together as a community to measure large object in the classroom. This lesson will build
on that, and the focus will be counting by 10’s and how it’s easier.
Expectations for Learning and Behavior – - The expectations for Learning and Behavior for this lesson are as
follows:
 Try your best
 Stay on task
 Respect your classmates
o raise your hand for permission to speak
o be aware of other’s personal bubble
o Noise Level
 Use supplies and time wisely
 Get help when needed

Transition to Body – To Transition to the math lesson the students will be asked to following questions to
activate prior knowledge of Measuring;
 How can we measure objects?
 What are some tools we can use to measure?
 What are some ways we have tried measuring in class already?
 Who remembers the strips of 10 we used in the last class?
 Who remembers some of our measuring/counting strategies we could use?
 I will ask the class if they remember using these strips in the last class. Which will hopefully engage their
prior knowledge of the strips and measuring blocks we have been using in class in prior classes. (This will
initiate the thought process of how they will count with them, design their strips, explain their process).

Body (60 min.)

Steps and Procedures
Creating Strips/Strategizing (22 mins):
 The students will then be given their game boards with
their pre-determined partners and begin to play the
game.
Identify Teaching Strategies:
Direct instruction as well as whole class
discussion will be used to introduce the
lesson as itself. Whole class discussion will
  First student to 100 wins. also be utilized to check for prior knowledge
 When a group declares a winner, the partners will split of skip counting by 10. We will also use direct
and then find another group that is done and switch
instruction with class discussion to re-
partners and play again.
 This process continues. After the students have been introduce the skip counting methods we have
given a fair opportunity to play a few rounds, they will used previously, as well as class discussion
then all be called back to the carpet. to ask the students how they will be used.
 Teacher will walk around the room engaging in partners
playing the game and answering any lingering questions. Classroom discussion: as a class we will
 Explain to me what you are thinking? discuss the strategies we can use to move
 How did you count? our frogs for the Leap frog game. When we
 What strategies did you use? come back to the carpet, we will discuss in
 Did the counting you did make sense?
more detail the strategies of counting by 10
Explain Catching Flies (16 mins):
when trying to catch flies. For Example: They
 They will then be introduced to the second part of the
game “Catching Flies”. may want to use their card first to leap 10
 This variation of the game takes a little more strategy and spaces, then their roll and move 6 spots for
critical thinking to understand. example. This would put them at the 16 spot
 The students want to land on as many “10 Spots” as
on the board after collecting one fly for
possible ie. 10, 20, 30, 40… etc. When they land on a 10
spot their frog will capture a fly. starting out by using their leap card. Next if
 The student at the end with the most flies will be the they rolled an 8, they could move 4 of the 8 to
winner. 20, then use their leap, then use the rest of
 How the students choose to use their dice roll to jump
the 4 they rolled from their 8.
their frog will be strategic.
 They may want to use their card first to leap 10 spaces, Collaboration with partners will be used for
then their roll and move 6 spots for example. This would measuring the objects in the classroom
put them at the 16 spot on the board after collecting one
together, as discussion increases brain
fly for starting out by using their leap card. Next if they
rolled an 8, they could move 4 of the 8 to 20, then use activity by 40%!
their leap, then use the rest of the 4 they rolled from their
8.
 Questions will be taken by the teacher to clear any of the
issues the students may have with the game, or any
areas they need further explained.
 The students will then go off and play the game and
repeat the process from before.

Catching Flies (22 mins):

 The students will then get back with their pre-determined
partners and begin to play the game.
 Student with the most flies wins.
  When a group declares a winner, the partners will split
and then find another group that is done and switch
partners and play again.
 This process continues. After the students have been
given a fair opportunity to play a few rounds, they will
then all be called back to the carpet.
 Teacher will walk around the room engaging in partners
playing the game and answering any lingering questions.
 Explain to me what you are thinking?
 How did you count?
 What strategies did you use?
 Did the counting you did make sense?
 Students will not be done early as we will play the game
with switching partners until it is time for lunch.

Assessments

Formative:
 While the students are measuring, the teacher will continuously be going around the classroom from
group to group giving encouraging feedback as well engaging in questions with them:
- Explain to me what you are thinking?
- How did you count?
- What strategies did you use?
- Did the answer you got make sense?
- Did you and your partner discuss what counting strategy would work best?

Summative Assessment: Summative assessment will not be utilized for this activity as this lesson is more
focused on the students actively measuring and critically thinking which measuring strategies to use. The
students have not yet had the opportunity to master the skills being taught and practiced. Skills being taught in
the lesson will likewise be assessed in the final project for the unit.

Differentiation
The students will be presented with information of the lesson verbally accompanied with demonstration for the
visual learners. This lesson builds on the skip counting by 10 that has been present throughout the entirety of the
“Measuring for the Art Show Lesson”. This game has 2 variations and any students who struggle with “Catching
Flies”, they can continue to work on their skip counting skills in the “Leap Frog” variation of the game.

Consolidating and Closure (5 min)

Transition to Next Lesson(s): Following the completion of the Last round of “Catching Flies”, students
will clean up their what is left to be put away and get ready for lunch.
Feedback from Students on Learning:

Reflective Notes