Click to access fully formatted lesson and materials:

Lesson excerpt:

NC Mathematics Standards:

Extend and recognize patterns in the counting sequence.

NC.2.OA.3 Read and write numbers to 1000 using base- ten numerals, number names, and expanded form.

Extension

      NC.2.OA.2 Count within 1000. Skip count by 5s, 10s, and 100s.

Standards for Mathematical Practice:

1.      Make sense and persevere while solving problems in mathematics.

2.      Reason abstractly and quantitatively.

Student Outcomes:

●     I can persevere while solving a math problem.

●     I can identify and correct errors in counting.

Math Language:

●     ones, tens, hundreds, place value, skip counting

Materials:

●     Copy of “Get the Goof” activity sheet, 100 boards, number line, place value chart, place value blocks

●     Advance Preparation: Be sure to have taught lesson 5 before beginning this lesson. Gather materials.

Launch:

1. Introducing Get the Goof

• Review the anchor chart from day 5 about what to do if you make a mistake.

·         Ask, “What does it mean to persevere?”

·         Have students share their ideas about what this means.

·         Discuss the importance of not giving up when you make a mistake, but instead to persevere through it.

·         Say, “I want you to identify the mistake in the list of numbers.”

·         Display mistake number 1. Ask, “What do you notice about the mistake?”

·         Ask, “How can you correct it?”

·         Have students work on mistake 2 with a partner and discuss the goof.

·         Assign mistake 3 for students to complete individually and walk around the room to check for student understanding. Discuss answers and misconceptions.

·         Once students have a general understanding, pass out “Get the Goof” sheets for them to complete with a partner.

Explore:

2.      Get the Goof Activity

·         Give the students the activity sheet, “Get the Goof.” Tell students that they are going to work with partners to identify the counting errors that they see.

·         Since this lesson was written for the beginning of second grade, all of the numbers are within 120.

Discuss:

3.      Bring the class back together to discuss the activity. Facilitate using the questions below.

·         For a few of the examples feel free to use place value blocks on a place value mat to show hundreds, tens, and ones. Add one more and then model how to bundle up the ones to make a ten or the tens to make a hundred.

·         Conclude the discussion by saying, “What are some skills you had to use to be successful with today’s activity?”

·         Say “It is okay if we make mistakes. Mistakes show even more about what we know than what we don’t know yet. The big idea is that if we make a mistake we work hard to figure out the mistake and fix it.”

4.      Watch the video from Jo Boaler, Mistakes Are Powerful    Discuss what happens when you make a mistake.  How does persevering help us?

Additional Activities:

·         Challenge students by changing the counting sequence to skip counting by 10s, 2s, or 5s.

·         Allow for early finishers to create their own number sequences for a friend to find the goof.

Evaluation of Student Understanding:

Informal Evaluation:

·         During the Explore activity make observations about students’ strategies and evidence that students understand or are struggling with concepts.

Formal Evaluation

·         The work from the Explore task could be used as a formal evaluation.

Meeting the Needs of the Range of Learners:

Interventions:

• Use only numbers 120 or less for the “Get the Goof” activity.

• Provide students with place value mats and place value blocks. Students may prefer to use hundred boards or number lines as well.

Extensions:

·         Add rigor to the opening task by having students find counting patterns by 5s, 10s or 2s.

·         For students who complete the task easily, use larger numbers.

·         Consider revisiting this task in centers in the coming weeks to reinforce the skills.

Possible Misconceptions/Suggestions: