As we neared the end of the numbers 1-100 unit, I created a game to evaluate students understanding of this unit.
Students were given a couple numbers each, and coloured them according to the number. The colouring code was as follows: · 1-10- Green · 11-20- Blue · 21-30- Yellow · 31-40- Red · 41-50- Orange ·51-60- White · 61-70- Navy Blue · 71-80- Purple · 81-90- Peach · 91-100- Light Blue
After students coloured their number, we worked together to create the hundreds chart we needed before playing Twister. The game of "Hundreds chart Twister" works as follows: 1. The teacher calls out what they want to students to do. Examples include: Right hand even number, left foot a number in the 60's, left hand on a number with three ones, right foot on a number with three ones, etc. 2. The students do the task that is called out. **Students are eliminated and become judges if they fall down or make a mistake with their hand/foot placements.
This is a great game to help students develop their number sense and makes learning a very positive experience for students. "Hundreds Chart Twister" is a great way to ensure that the bodily-kinesthetic learners gain
Addition and Subtraction to 20
During my second internship in a grade 1 class, to reinforce doubles facts we did a nature scavenger hunt on the playground. Students worked in pairs to complete their scavenger hunt. Once groups finished their scavenger hunts then we worked together with the materials they had collected and practiced writing our doubles facts sentences with chalk on the playground.
This lesson was very engaging for the students and offered a unique way of reinforcing their understanding of doubles facts and why it is an important addition strategy. This lesson was unique as students were taken out of the classroom and being physically active; many of them didn't even realize that they were learning simultaneously.
Differentiated Assessment
The following is a Grade 2 summative assessment I develop to evaluate students understanding of the numbers unit.
The purpose of this assessment was to ensure that students had a concrete understanding on the basic skills of this unit so I differentiated this assessment by choosing numbers between 1-100 that challenged each student at their level. For example, students who were struggling worked with number between 20-30, while those who needed a challenge we assigned higher numbers to work with.