| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Mathematics |
| What topic | Represent and describe numbers to 100 concretely, pictorially, and symbolically and using referents |
| What length (min) | 50 |
| What age group | Year or Grade 2 |
| Class size | 1 |
| What curriculum | Manitoba |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 10 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Represent and describe numbers to 100 concretely, pictorially, and symbolically and using referents
Year/Grade 2
Mathematics
50 minutes
1 student
This lesson aligns with the Manitoba provincial curriculum for mathematics at the Grade 2 level.
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction | 5 mins | Introduce the topic by discussing numbers up to 100. Use visual aids to illustrate the concept. |
| 2 | Concrete Representation | 10 mins | Use manipulatives (counters) to show how to represent numbers concretely. Provide individual support. |
| 3 | Printable Cards Activity | 10 mins | Distribute printable cards to the student. Guide them to fill out the cards with numbers and representations. |
| 4 | Pictorial Representation | 10 mins | Discuss how to represent numbers pictorially. Encourage the student to draw representations for numbers on their cards. |
| 5 | Group Task | 10 mins | Engage the student in a collaborative activity where they can work on a task with any available peer or support person. |
| 6 | Random Check | 5 mins | Collect and review the printable cards filled by the student. Check for understanding without student presentations. |
| 7 | Summary and Homework | 5 mins | Recap the lesson by summarizing key points. Assign homework that reinforces the concepts learned. |
Assign a worksheet that allows the student to practice representing numbers up to 100 using all three methods (concrete, pictorial, and symbolic) for further reinforcement at home. Provide feedback before the next lesson without requiring the student to present their work.
"Hello, class! Today we are going to explore the exciting world of numbers up to 100. We'll learn how to represent these numbers in different ways: concretely, pictorially, and symbolically. To start, can anyone tell me what a number is? Great! Numbers are symbols we use to count, measure, and label. Let's look at some visual aids to help us see these numbers."
(Show the visual aids such as charts or number lines.)
"Here we can see the numbers from 1 to 100. You notice that each number has its own spot on the number line, right? Now, let’s get started on our first activity where we can use some manipulatives!"
"Now, we are going to use some counters to represent numbers concretely. I have some counters here, and I want you to pick a number between 1 and 100. Let's say you choose the number 8. Can you count out 8 counters for me?"
(Provide individual support as needed.)
"Fantastic! You just showed the number 8 using concrete items. This is important because it allows us to visualize the quantity of a number. After you finish counting, let's move on to our next activity where you can represent numbers on printable cards."
"Alright, it's time to get creative! I have some printable cards for you. I want you to fill out the cards with a number of your choice, and then represent that number using the techniques we just discussed."
(Distribute the printable cards.)
"Think about how you can show your number. Remember to include the counters we just used! Take your time and show your understanding. I’ll be walking around to help you if you have any questions.”
"Great job on the cards! Now let’s discuss how we can represent numbers pictorially. Pictorial representation means using drawings to show numbers.
"Do you remember the number we used previously? Let’s say we’re still using the number 8. If I were to draw this pictorially, I might draw 8 apples or 8 stars. Why don't you try drawing your own representation on your card? Remember, you can be as creative as you like!"
(Encourage artistic freedom while drawing representations.)
"Now, let’s incorporate a bit of teamwork! I want you to share your cards with me, but also think about how you can collaborate with another student. There might be someone you can work with to create group representations of numbers. You can either combine your numbers or come up with a fun game using your cards."
(Provide materials and support for the group task.)
"Take a few minutes to work together and share ideas. This is a great way to learn from each other!"
"Okay, everyone! I hope you enjoyed that collaborative activity. Now, I need to collect your printable cards. I’ll take a look at your work and give you some feedback. Remember, there’s no need to present your work right now, I just want to check your understanding."
(Collect and review the cards individually while providing prompts or questions to gauge understanding.)
"Before we finish, let’s recap what we’ve learned today. We explored how to represent numbers up to 100 in three different ways: concretely with counters, pictorially with drawings, and symbolically on cards.
"For homework, I want you to practice a bit more! I’ll give you a worksheet that will help you reinforce what we've learned today by representing numbers in all three ways. This will help you get more comfortable before our next class.”
"Keep your eyes open for any questions that come up while you’re working on this. I’m excited to see what you come up with! Remember, I'm here to help."
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A colorful number line from 1 to 100} | - Introduction to the world of numbers up to 100. - Explanation of numbers as symbols for counting, measuring, and labeling. - Overview of visual aids. |
| 2 | {Image: Counters in different colors} | - Concrete representation using counters. - Activity: Choose a number (e.g., 8) and count out corresponding counters. - Visualizing the quantity. |
| 3 | {Image: Printable cards with numbers} | - Printable cards activity. - Fill out cards with chosen numbers. - Use techniques discussed (counters, drawings). - Individual support available. |
| 4 | {Image: Drawing of apples and stars} | - Pictorial representation of numbers. - Drawing examples (e.g., 8 apples). - Encouragement for creativity in drawings. |
| 5 | {Image: Students collaborating} | - Group task incorporating teamwork. - Share cards with a partner and create group representations. - Ideas for combining numbers or making games. |
| 6 | {Image: Teacher reviewing cards} | - Random check of understanding. - Collection of printable cards for feedback. - No formal presentation needed; focus on reviewing individual work. |
| 7 | {Image: Summary chart of representation methods} | - Recap of representations learned: - Concrete with counters. - Pictorial with drawings. - Symbolic with printable cards. |
| 8 | {Image: Homework worksheet example} | - Homework assignment introduction. - Worksheet to practice representing numbers in all three ways. - Encouragement to ask questions during homework. |
| 9 | {Image: Students working on homework} | - Reminder for students to stay engaged with homework. - Opportunity for creative expression in number representation. - Teacher availability for help. |
| 10 | {Image: Happy students with art supplies} | - Conclusion of the lesson. - Excitement for upcoming classes. - Encouragement to maintain curiosity about numbers. |
| Question | Answer |
|-------------------------------------------------------------------------------------------|--------|
| What is a number and how do we use it in counting, measuring, and labeling? | |
| Can you give an example of a concrete representation of the number 8? | |
| How can you use counters to represent numbers up to 100? | |
| What is pictorial representation and how can it help us understand numbers better? | |
| Describe how you could draw the number 8 using different objects like fruits or stars. | |
| How can you collaborate with a classmate to represent a number? | |
| What three ways did we learn to represent numbers today? | |
| Why is it important to visualize a quantity of a number using concrete items? | |
| What did you include on your printable cards to show your understanding of the number? | |
| How did working in a group change the way you think about numbers? | |Can you think of a real-life example where we use the number you represented on your card? How could you show that number in a concrete way using items around the classroom?
If you had to create a story involving the number you drew, what would it be about? Can you describe the main idea of your story and how the number fits into it?
What do you think is the most fun way to represent numbers? Would you prefer using counters, drawing pictures, or using symbols on cards? Why?
How does teamwork enhance our understanding of numbers? Can you provide an example from the group task where collaboration improved your representation of a number?
If you could invent a new number that exists between 1 and 100, what would it be and how would you represent it concretely, pictorially, and symbolically?