Assessment Plan based on Collecting and Organizing Gr. 2 Curriculum Teacher: _____________________ PLEASE NOTE: THE DAY 10 TIME LINE IS TO CORRESPOND TO THE UNIT BOOK. With the number of outcomes being met I would not hesitate to plan this unit taking longer. Depending on the group it may take twice as long.
The Landscape of Learning BIG IDEAS COMPENSATION and EQUIVALENCE – 5+3 is equivalent to 4+4. You lose from one gain it elsewhere, the total stays the same. UNITIZING – requires that children use number to count not only groups but also groups – and count them simultaneously. PLACE DETERMINES VALUE – A digit can represent ones or tens or hundreds depending on where it is placed, this is what we mean by place value. COMMUTATIVITY and ASSOCIATIVITY – Commutativity for addition represents a+b=b+a and associativity for addition represents (a+b)+c=a+(b+c). PLACE VALUE PATTERNS OCCUR WHEN MAKING AND ADDING ON GROUPS OF TEN – Once children have and understanding of the landmark decade numbers ( 10, 20, 30 etc.) in our number system they can easily count forward by 10. STRATEGIES USING SYNCHRONY and ONR-TO-ONE TAGGING – Counting effectively requires children to coordinate many actions simultaneously. They need to remember the word that comes next, they must only use only one word for each object (synchrony), and tag each object once and only once (one-to-one tagging). COUNTING ON and COUNTING BACK – 8 + 9, the child begins to count on labeling the first set 8, moves it to the side a group, and then continues with 9, 10, 11 … to 17. SKIP-COUNTING – As children move to the strategy of making groups when they count, they need to know that each group must contain the same number of objects and that the number by which they count has to be exactly the same as the number objects in each groups. They are not simply rote counting. USING THE FIVE- and TEN-STRUCTURES – Seeing 8 as 5 + 3 or 7 as 5 + 2, is very helpful in automatizing the basic fact “8+7”. Since 3 + 2 also equals 5, 8+7 is equivalent to 3 fives. MAKING TEN – Using the combinations of whole numbers that add up to ten is a powerful strategy that makes learning of most of the more difficult basic facts easier. KEEPING ONE ADDEND WHOLE, USING LANDMARK NUMBERS, and/or TAKING LEAPS OF TEN – Using landmark numbers and taking leaps of ten, for example 33 + 29 can be 33 + (30 - 1) or 40 + 22 SPLITTING – Decomposing numbers by splitting the columns and making the use of partial sums, 33 + 29 can be solved as 30 + 20 + 9 + 3 Click below to view Cross Curricular Connections Cross Curricular Connections
General & Specific Outcomes	Proof of Learning	Activities and Tasks
Products, observations and conversations.	Activities and tasks result in evidence that can be used as proof of learning. Along the way it can be used to inform day-by-day teaching.
DAY 1 – TAKING INVENTORY	DEVELOPING THE CONTEXT
Observations of students during Developing the Context Note: as we read the story and use the information in the investigation do the children relate to personal experiences, share ideas and make connections. Do the children refer or use the information in the text in their investigations? - Such as the counting strategies. Are the children able to discuss the mathematical understandings in the story, clarify understanding? Have children consider Nicholas’ strategies	READ - The Masloppy Family
SUPPORTING THE INVESTIGATION
2N1 Say the number sequence 0 to 100 by: • 2s, 5s and 10s, forward and backward, using starting points that are multiples of 2, 5 and 10respectively • 10s, using starting points from 1 to 9 • 2s, starting from 1. [C, CN, ME, R]	Use what you know about the students to give them numbers to count that they can be successful with but at the same time push their limits Observe the strategies children use as they count the inventory in the classroom and make their signs. How do they organize their counting? Do they line up the objects? How do they keep track? Do they use five-or ten-structures? Do they use other attributes? Do they loose count and have to count repeatedly? Does their organizational strategy help them count objects? How do they count? Is it meaningful? Do they add groups? Are they unitizing? (5 groups of ten-that’s 50) Observe the students counting strategies Counting by ones Skip counting Observe their recordings Do they write subtotals to keep track? Do they use tallies? How do they write their numbers? Phonetically – 1007 for 107 Draw pictures Note reversals	Discuss/explain with the children they will be counting inventory in the classroom so we can keep track of the things we have if/when we are borrowing them out.
2N4 Represent and describe numbers to 100, concretely, pictorially and symbolically. [C, CN, V]
2N7 Illustrate, concretely and pictorially, the meaning of place value for numerals to 100. [C, CN, R, V]
MINI -CONGRESS
PROCESSES Communication Problem Solving Reasoning Connections Mental Math and Estimation Visualization	Students will be able to paraphrase peers ideas when shared. Students will begin to ask for clarification to justify their thinkink with their own ideas. Students will use new strategies in DAY 2. Student will demonstrate explain their strategies.	Students will discuss the strategies they found helpful for keeping track and for determining how many objects there were. Purpose is to generate discussion of a few strategies that the children can try in Day two as they continue Taking Inventory Students present ideas on their poster using pictures, words and /or symbols Students share their ideas and then discuss which one they think they like and would try next time. Teacher modeling will be prevalent at this time.
DAY 2 – CONTINUING THE INVENTORY	SUPPORTING INVESTIGATION
2N1 Say the number sequence 0 to 100 by: • 2s, 5s and 10s, forward and backward, using starting points that are multiples of 2, 5 and 10respectively • 10s, using starting points from 1 to 9 • 2s, starting from 1. [C, CN, ME, R]	As you observe children’s investigation: Do the students change their strategies? Do they keep track of the inventory in a more efficient way than Day 1, if needed? Are they using different ways to count or double-check? Can they explain why they used a particular method? Can they explain what was helpful or challenging about the count? If students make groups, how do they count them? Do they get different counts when they count in different ways? Are the students bothered by the different counts? SEE PAGE 18 FOR EXAMPLES	Review strategies shared on congress on Day 1. Return to doing Inventory (could be different objects from DAY 1) Introduce and allow students to use tools to organize their inventory items, such as, small bags, rubber bands, small containers, etc.
2N7 Illustrate, concretely and pictorially, the meaning of place value for numerals to 100. [C, CN, R, V]
FACILITATE CONGRESS
PROCESSES Communication Problem Solving Reasoning Connections	Observations Students share strategies they used to organize and count their objects. Are students paraphrasing peers explanations to show understanding? Are students think deeply about the mathematics? Observe how the students organized and counted their objects How do they organize their counting? Do they line up the objects? How do they keep track? Do they use five-or ten-structures? Do they use other attributes? Do they loose count and have to count repeatedly? Does their organizational strategy help them count objects? How do they count? Is it meaningful? Do they add groups? Are they unitizing? (5 groups of ten-that’s 50)	Students share strategies they found helpful for keeping track and for determining how many objects there were. Use the congress as a forum for scaffolding and building mathematical ideas. Bring the focus to making groups and skip counting. SEE PAGES 19 – 21
2N1 Say the number sequence 0 to 100 by: • 2s, 5s and 10s, forward and backward, using starting points that are multiples of 2, 5 and 10respectively • 10s, using starting points from 1 to 9 • 2s, starting from 1. [C, CN, ME, R]
2N4 Represent and describe numbers to 100, concretely, pictorially and symbolically. [C, CN, V]
DAY 3 – MAKING PACKS OF TEN	MINILESSON: QUICK IMAGES
2N9 Demonstrate an understanding of addition (limited to 1- and 2-digit numerals) with answers to 100 and the corresponding subtraction by: • using personal strategies for adding and subtracting with and without the support of manipulatives • creating and solving problems that involve addition and subtraction • using the commutative property of addition (the order in which numbers are added does not affect the sum) • using the associative property of addition (grouping a set of numbers in different ways does not affect the sum) • explaining that the order in which numbers are subtracted may affect the difference. [C, CN, ME, PS, R, V]	Observe students who usually count by ones to see if they move to subitizing the number of objects arranged in the quick image and trust the count.	Introduces students to the ten frame SEE PAGE 22-23
2N10 Apply mental mathematics strategies, such as: • using doubles • making 10 • one more, one less • two more, two less • building on a known double • thinking addition for subtraction for basic addition facts and related subtraction facts to 18. [C, CN, ME, PS, R, V] [C, CN, ME, PS, R, V]
DEVELOPING THE CONTEXT
2N7 Illustrate, concretely and pictorially, the meaning of place value for numerals to 100. [C, CN, R, V]	Can students demonstrate and explain (paraphrase) the bundling process?	Remind students of the story the Masloppy Family and Nicholas’ strategy of bundling . Have a child demonstrate bundling a number? Create and model chart. SEE PAGE 25
SUPPORTING INVESTIGATION
2N1 Say the number sequence 0 to 100 by: • 2s, 5s and 10s, forward and backward, using starting points that are multiples of 2, 5 and 10respectively • 10s, using starting points from 1 to 9 • 2s, starting from 1. [C, CN, ME, R]	Notice and make note: How and what they count? Do the children count groups/packs of 10 or do they count by ones? Do the children add the groups? EX. 5 and 5 make 10, and 5 and 5 more is 10. 10 and 20 is 30. Do they skip count? Or a combination of adding and skip-counting? Do the students discuss numbers referring to packs and loose ones? Are children unitizing? Do the students make the maximum number of groups or do they leave more than 10 loose ones?	Discuss with the group, “How making groups can be helpful?” Students will continue taking inventory BUT this time they will look at packs of ten and loose ones. Students record on index cards putting the name of the item, the total number, the number of packs and the number of loose ones. They need to write their name on the cards. See page 25-26
2N4 Represent and describe numbers to 100, concretely, pictorially and symbolically. [C, CN, V]
2N7 Illustrate, concretely and pictorially, the meaning of place value for numerals to 100. [C, CN, R, V]
DAY 4 – MAKING THE CLASS INVENTORY CHART	CONGRESS
2N1 Say the number sequence 0 to 100 by: • 2s, 5s and 10s, forward and backward, using starting points that are multiples of 2, 5 and 10respectively • 10s, using starting points from 1 to 9 • 2s, starting from 1. [C, CN, ME, R]	Observe: Do students notice a pattern immerging? Can students generalize and reason if the pattern will always work and why? Watch for understanding and does their understanding seem unsteady? Students may see the pattern, the number on the right is the same as the loose ones and the number on the left is the same as the packs BUT they may not be able to explain why it happens this way. Observe : Do the students notice the pattern reoccurring in their inventory numbers? Could they use the pattern to figure out how many packs and how many loose items there are? Do the students clarify what they are counting? Ex. Packs or books Ask the children, “If what they are thinking about the patterns holds true?” Do they understand why the pattern holds true? Will it hold true if we use packs of 5?	Teacher records the students inventory findings on the chart shared on Day 3. See Page 29. Students revisit the items they counted and check whether the pattern we discussed occurs in each of the inventory counted. For enrichment students will count math manipulatives of larger amounts, into three-digit numbers. SEE PAGES 29-31
2N4 Represent and describe numbers to 100, concretely, pictorially and symbolically. [C, CN, V]
2N7 Illustrate, concretely and pictorially, the meaning of place value for numerals to 100. [C, CN, R, V]
SUPPORTING INVESTIGATION
2N1 Say the number sequence 0 to 100 by: • 2s, 5s and 10s, forward and backward, using starting points that are multiples of 2, 5 and 10respectively • 10s, using starting points from 1 to 9 • 2s, starting from 1. [C, CN, ME, R]	As children check their numbers, circulate among the pairs and see what they are working on. Ask questions to clarify and deepen students understanding. This is a great opportunity to model paraphrasing and listen to individuals to paraphrase partners ideas.	Students return to their inventory and check their count to clarify and deepen their understanding of the congress concept. SEE PAGE 31
2N4 Represent and describe numbers to 100, concretely, pictorially and symbolically. [C, CN, V]
2N7 Illustrate, concretely and pictorially, the meaning of place value for numerals to 100. [C, CN, R, V]
DAY 5 – ADDING TO THE CLASS INVENTORY CHART	CONGRESS
2N1 Say the number sequence 0 to 100 by: • 2s, 5s and 10s, forward and backward, using starting points that are multiples of 2, 5 and 10respectively • 10s, using starting points from 1 to 9 • 2s, starting from 1. [C, CN, ME, R]	Are the students able to see the pattern as the move up into three-digit numbers?	Discuss and examine the students’ findings and have the students consider whether the pattern continues into three-digit numbers.
2N4 Represent and describe numbers to 100, concretely, pictorially and symbolically. [C, CN, V]
2N7 Illustrate, concretely and pictorially, the meaning of place value for numerals to 100. [C, CN, R, V]
DEVELOPING THE CONTEXT
2N9 Demonstrate an understanding of addition (limited to 1- and 2-digit numerals) with answers to 100 and the corresponding subtraction by: • using personal strategies for adding and subtracting with and without the support of manipulatives • creating and solving problems that involve addition and subtraction • using the commutative property of addition (the order in which numbers are added does not affect the sum) • using the associative property of addition (grouping a set of numbers in different ways does not affect the sum) • explaining that the order in which numbers are subtracted may affect the difference. [C, CN, ME, PS, R, V]	Note: Do the students count on from 13 to 20 or do they use familiar combinations of ten?	HERE THE INVESTIGATION MAKES A SHIFT. Ask students to figure out how many more are required so there are no loose ones in any of their baskets. .
INVESTIGATION
2N9 Demonstrate an understanding of addition (limited to 1- and 2-digit numerals) with answers to 100 and the corresponding subtraction by: • using personal strategies for adding and subtracting with and without the support of manipulatives • creating and solving problems that involve addition and subtraction • using the commutative property of addition (the order in which numbers are added does not affect the sum) • using the associative property of addition (grouping a set of numbers in different ways does not affect the sum) • explaining that the order in which numbers are subtracted may affect the difference. [C, CN, ME, PS, R, V]	Take note and mark on a checklist how the students figure out how many more: Are they counting the items themselves or are they starting to look at the numbers on the index cards and using what they know about place value? Are they counting by ones? Are they using five as a landmark? Do they make combinations of ten? Do they ignore the ten pack and consider only the loose ones?	Children return to their inventories and record how many more so there are no loose ones in the items. Use chart from DAY4 add two new columns “How many needed?” and “New total”. SEE PAGE 36
2N10 Apply mental mathematics strategies, such as: • using doubles • making 10 • one more, one less • two more, two less • building on a known double • thinking addition for subtraction for basic addition facts and related subtraction facts to 18. [C, CN, ME, PS, R, V] [C, CN, ME, PS, R, V]
DAY6 – RECORDING THE ORDERS FOR FULL PACKS AND PLAYING ROLLS OF TEN	CONGRESS
2N4 Represent and describe numbers to 100, concretely, pictorially and symbolically. [C, CN, V]	Listen for the students’ explanations as to how they got the numbers they posted on their sticky. Do the children notice that: the number of packs increase by one? the number in the ones place plus the number that is needed to make a full pack is always ten? All the loose ones are now recorded as zero and the new totals all end in zero? Can student paraphrase the ideas expressed and ask why the pattern occurs? Listen for evidence of this understanding.	Teacher records data into the new chart for the students’ investigation from Day 5. Ask if students notice any new patterns. SEE PAGE 39
2N7 Illustrate, concretely and pictorially, the meaning of place value for numerals to 100. [C, CN, R, V]
2N9 Demonstrate an understanding of addition (limited to 1- and 2-digit numerals) with answers to 100 and the corresponding subtraction by: • using personal strategies for adding and subtracting with and without the support of manipulatives • creating and solving problems that involve addition and subtraction • using the commutative property of addition (the order in which numbers are added does not affect the sum) • using the associative property of addition (grouping a set of numbers in different ways does not affect the sum) • explaining that the order in which numbers are subtracted may affect the difference. [C, CN, ME, PS, R, V]
2N10 Apply mental mathematics strategies, such as: • using doubles • making 10 • one more, one less • two more, two less • building on a known double • thinking addition for subtraction for basic addition facts and related subtraction facts to 18. [C, CN, ME, PS, R, V] [C, CN, ME, PS, R, V]
GAME – ROLLING FOR TENS	GAME – ROLLING FOR TENS
2N10 Apply mental mathematics strategies, such as: • using doubles • making 10 • one more, one less • two more, two less • building on a known double • thinking addition for subtraction for basic addition facts and related subtraction facts to 18. [C, CN, ME, PS, R, V]	As children play the game, watch how they compute combinations of ten. Do they know the combinations already? How do they add three or more cubes? Do they start with the larger number then add the smaller addends? Do they subitize the dots or do they count each one?	The game is introduced as a way to practice and use making ten as a strategy. SEE PAGE 39 for instructions. The object of the game is to learn and develop fluency with combinations of ten using two or more addends.
DAY 7 – MAKING PACKS OF FIVE	DEVELOPING THE CONTEXT
2N1 Say the number sequence 0 to 100 by: • 2s, 5s and 10s, forward and backward, using starting points that are multiples of 2, 5 and 10respectively • 10s, using starting points from 1 to 9 • 2s, starting from 1. [C, CN, ME, R]	Students share their conjectures. Do they consider what will happen to the pattern? Do they predict the number of packs will increase or double? Do they consider what will happen to the loose ones? Consider students mathematical thinking.	Students will investigate groups of five items instead of ten. SEE PAGE 42 FOR FURTHER DETAILS. Guiding question for the context is “ What would happen if we changed the packs of ten to packs of five?” Do you see a pattern that would work? The students will be asked to think about a pattern they see that might help them determine the packs of 10 or packs of 5 without having to repack and recount.
2PR2 - Demonstrate an understanding of increasing patterns by: describing reproducing extending creating numerical (numbers to 100) and non-numerical patterns using manipulatives, diagrams, sounds and actions. [C, CN, PS, R, V]
INVESTIGATION
2N7 Illustrate, concretely and pictorially, the meaning of place value for numerals to 100. [C, CN, R, V]	As the children being the investigation, strategies to look for: children repacking and recounting Counting each pack of five twice or count by twos Do they count and record or do they independently notice the place value patterns in the numbers? Do the children think the number of groups will just double and are they surprised that this is not always the case? What do they think will happen to the loose ones? Can they generalize a rule and apply it.	Students explore repacking inventory into groups of five,
2PV2 - Demonstrate an understanding of increasing patterns by: • describing • reproducing • extending • creating numerical (numbers to 100) and non-numerical patterns using manipulatives, diagrams, sounds and actions. [C, CN, PS, R, V]
CONGRESS
2N7 Illustrate, concretely and pictorially, the meaning of place value for numerals to 100. [C, CN, R, V]	Questions to focus on Could the numbers on the index cards used to label baskets for packs of ten, be used to figure out the number of packs of five and the number of loose items? If the total number of items is known, is there a way t figure out how many packs of five there will be without needing to repack? Do any patterns appear in the new data?	Record student’s finding on the new chart Focus on a few questions SEE PAGE 43 Have the children share their numbers one at time as you post them on the chart. Students share what they notice.
2PV2 - Demonstrate an understanding of increasing patterns by: • describing • reproducing • extending • creating numerical (numbers to 100) and non-numerical patterns using manipulatives, diagrams, sounds and actions. [C, CN, PS, R, V]
DAY 8 – COLLECTING STAMPS -GAME
2N9 Demonstrate an understanding of addition (limited to 1- and 2-digit numerals) with answers to 100 and the corresponding subtraction by: • using personal strategies for adding and subtracting with and without the support of manipulatives • creating and solving problems that involve addition and subtraction • using the commutative property of addition (the order in which numbers are added does not affect the sum) • using the associative property of addition (grouping a set of numbers in different ways does not affect the sum) • explaining that the order in which numbers are subtracted may affect the difference. [C, CN, ME, PS, R, V]	Things to observe as the children play the game: How do the children add the two numbers on the number cubes? counting dots? counting on? do they just know the combinations? If more than ten is rolled, how to the children count them out? Do they know they get a ten card plus some more? How do they collect stamps? How do the children figure out the total number of stamps? Group by tens or one by one? Skip count? Unitize – 4 ten cards is 40 stamps?	Students learn and play the Stamp Game. SEE PAGE 46.
2N10 Apply mental mathematics strategies, such as: • using doubles • making 10 • one more, one less • two more, two less • building on a known double • thinking addition for subtraction for basic addition facts and related subtraction facts to 18. [C, CN, ME, PS, R, V]
CONGRESS
2N9 Demonstrate an understanding of addition (limited to 1- and 2-digit numerals) with answers to 100 and the corresponding subtraction by: • using personal strategies for adding and subtracting with and without the support of manipulatives • creating and solving problems that involve addition and subtraction • using the commutative property of addition (the order in which numbers are added does not affect the sum) • using the associative property of addition (grouping a set of numbers in different ways does not affect the sum) • explaining that the order in which numbers are subtracted may affect the difference. [C, CN, ME, PS, R, V]	Are the students decomposing numbers to reach a landmark number such as 20, 40 , etc.? Are the students taking jumps of ten? Are students using more efficient strategies?	Share out students strategies for adding numbers.
2N10 Apply mental mathematics strategies, such as: • using doubles • making 10 • one more, one less • two more, two less • building on a known double • thinking addition for subtraction for basic addition facts and related subtraction facts to 18. [C, CN, ME, PS, R, V]
DAY 9 – COMPLETEING THE INVENTORY WITH NEW ORDERS	QUICK IMAGES – WARM UP
2N9 Demonstrate an understanding of addition (limited to 1- and 2-digit numerals) with answers to 100 and the corresponding subtraction by: • using personal strategies for adding and subtracting with and without the support of manipulatives • creating and solving problems that involve addition and subtraction • using the commutative property of addition (the order in which numbers are added does not affect the sum) • using the associative property of addition (grouping a set of numbers in different ways does not affect the sum) • explaining that the order in which numbers are subtracted may affect the difference. [C, CN, ME, PS, R, V]	Observe as children share their thinking Are they able to express their ideas? Do children listen to each other? Do they ask questions of each other to clarify the ideas or thinking of another? Are they able to paraphrase? Are they able to unitize the ten frames and add on?	Using quick images encourages children to unitize the ten frames and add groups together using known facts or by counting on. It also pushes the children to make ten with the visual.
2N10 Apply mental mathematics strategies, such as: • using doubles • making 10 • one more, one less • two more, two less • building on a known double • thinking addition for subtraction for basic addition facts and related subtraction facts to 18. [C, CN, ME, PS, R, V]
DEVELOPING CONTEXT
Using the inventory count from earlier, let the children know that it is difficult to buy things in singles so I was wondering how many we would have if we bought the items in packs of ten.
INVESTIGATION
2N9 Demonstrate an understanding of addition (limited to 1- and 2-digit numerals) with answers to 100 and the corresponding subtraction by: • using personal strategies for adding and subtracting with and without the support of manipulatives • creating and solving problems that involve addition and subtraction • using the commutative property of addition (the order in which numbers are added does not affect the sum) • using the associative property of addition (grouping a set of numbers in different ways does not affect the sum) • explaining that the order in which numbers are subtracted may affect the difference. [C, CN, ME, PS, R, V]	Observe the strategies children use to count ten more: counting on by ones making leaps of ten, using knowledge of place value – 13 packs becomes 14 packs + the extras decomposing one addend and moving to a landmark decade splitting using partial sums Do they notice a pattern? Can they explain wy the pattern works? or how it works?	The students further explore addition by adding 10 to their inventory number.
2N10 Apply mental mathematics strategies, such as: • using doubles • making 10 • one more, one less • two more, two less • building on a known double • thinking addition for subtraction for basic addition facts and related subtraction facts to 18. [C, CN, ME, PS, R, V] [C, CN, ME, PS, R, V]
MATH CONGRESS
2PV2Demonstrate an understanding of increasing patterns by: • describing • reproducing • extending • creating numerical (numbers to 100) and non-numerical patterns using manipulatives, diagrams, sounds and actions. [C, CN, PS, R, V]	Are students able to share their ideas/strategies and are others able to paraphrase or explain the strategies to others?	As children share their pairs of numbers focus on the patterns the children noticed Prepare chart to collect data. SEE PAGE 51-52
DAY 10	QUICK IMAGES - MINILESSON
2N10 Apply mental mathematics strategies, such as: • using doubles • making 10 • one more, one less • two more, two less • building on a known double • thinking addition for subtraction for basic addition facts and related subtraction facts to 18. [C, CN, ME, PS, R, V] [C, CN, ME, PS, R, V]	Are students able to share their ideas/strategies and are others able to paraphrase or explain the strategies to others?	These images focus on supporting the +10 pattern
2PV2Demonstrate an understanding of increasing patterns by: • describing • reproducing • extending • creating numerical (numbers to 100) and non-numerical patterns using manipulatives, diagrams, sounds and actions. [C, CN, PS, R, V]
GAMES
2N9 Demonstrate an understanding of addition (limited to 1- and 2-digit numerals) with answers to 100 and the corresponding subtraction by: • using personal strategies for adding and subtracting with and without the support of manipulatives • creating and solving problems that involve addition and subtraction • using the commutative property of addition (the order in which numbers are added does not affect the sum) • using the associative property of addition (grouping a set of numbers in different ways does not affect the sum) • explaining that the order in which numbers are subtracted may affect the difference. [C, CN, ME, PS, R, V]	As the children play the games, circulate and listen for evidence of their thinking, strategies and misconceptions What is their understanding of place-value? Are they clear on the total number and the number of groups? Do they use multiples of ten as landmark computations? Do they add comfortably ten and multiples of ten to a number? Use a checklist the track what you notice and as to which games the children need to use next.	Variations of the collecting stamps Students will be assigned the game to reinforce the mathematical ideas they are working on
2N10 Apply mental mathematics strategies, such as: • using doubles • making 10 • one more, one less • two more, two less • building on a known double • thinking addition for subtraction for basic addition facts and related subtraction facts to 18. [C, CN, ME, PS, R, V] [C, CN, ME, PS, R, V]

LANGUAGE ARTS OUTCOMES READ THE BOOK
Construct meaning from texts connect situations portrayed in oral, print and other media texts to personal and classroom experiences
Focus attention relate personal knowledge to ideas and information in oral, print and other media texts
Expand knowledge of language develop categories of words associated with experiences and topics of interest
Share ideas and information share, with familiar audiences, ideas and information on topics
Demonstrate attentive listening and viewing ask relevant questions to clarify understanding and to have information explained
show enjoyment and appreciation during listening and viewing activities
LANGUAGE ARTS – ALL INVESTIGATIONS AND CONGRESS
Cooperate with others work in a variety of partnerships and group structures Identify ways that class members can help each other
Work in Groups contribute relevant information and questions to extend group understanding of topics and tasks Stay on topic during class and group discussions.
Combine ideas record ideas and information in ways that make sense
Use prior knowledge use knowledge of how oral and written language is used in a variety of contexts to construct and confirm meaning
Express ideas and develop understanding contribute relevant ideas and information from personal experiences to group language activities Talk about how new ideas and information have changed previous understanding
Determine information needs ask questions to focus on particular aspects of topics for own investigations
Evaluate sources recognize when information answers the questions asked
Review research process answer questions, such as “What did I do that worked well?”, to reflect on research experiences
Enhance presentation clarify ideas and information presented in own oral, print and other media texts, by responding to questions and comment
Use effective oral and visual communication speak in a clear voice, with appropriate volume, at an understandable pace and with expression
Express Preferences Explain why particular oral, print or other media texts are personal favourites
Share Ideas and Information share, with familiar audiences, ideas and information on topics clarify information by responding to questions
Present Information Present ideas and information by combining illustrations and written text
Demonstrate Attentive Listening and Viewing ask relevant questions to clarify understanding and to have information explained show enjoyment and appreciation during listening and viewing activities.
Evaluate Group Process recognize own and others’ contribution to group process
SOCIAL STUDIES – INVESTIGATIONS AND CONGRESS
Decision Making And Problem Solving apply new ideas and strategies to contribute to decision making and problem solving
Cooperation, Conflict Resolution And Consensus Building demonstrate cooperative behaviour to ensure that all members of the group have an opportunity to participate
Oral, Written And Visual Literacy organize and present information, such as written and oral reports, taking particular audiences and purposes into consideration
2.S.4 Demonstrate Skills Of Decision Making And Problem Solving: apply ideas and strategies to decision making and problem solving propose new ideas and strategies to contribute to decision making and problem solving
2.S.5 Demonstrate Skills Of Cooperation, Conflict Resolution And Consensus Building: demonstrate the ability to deal constructively with diversity and disagreement work and play in harmony with others to create a safe and caring environment consider the needs and ideas of others share information collected from electronic sources to add to a group task
2.S.6 Develop Age-Appropriate Behaviour For Social Involvement As Responsible Citizens contributing to their community, such as: participate in activities that enhance their sense of belonging within their school and Community.
2.S.8 Demonstrate Skills Of Oral, Written And Visual Literacy: prepare and present information in their own words, using respectful language respond appropriately to comments and questions, using respectful language interact with others in a socially appropriate manner create visual images for particular audiences and purposes display data in a problem-solving context use technology to support a presentation