Time to the hour

This activity belongs to measurement and data, it covers 2.MD.7 standard

which tell and write time from analog and digital clocks to the nearest five
minutes.
Level: 2
Objective: demonstrate the ability to tell time to the quarter hour by showing
it on clock and Tell time at the hour and half-hour.
Materials: cards with time numbers and clock.

Instruction for students:

Each student will have clock with numbers and 1 small card that has
fractional number (time).

Draw an arrow, long and short one that represent time.

When they are done, they will have other number.

Keep the clock to practice until they understand the time.

Instruction for teacher:

Students will be introduced to the features and functions of an analog

clock (face, minute hand, hour hand, numbers, and second hand).

Direct student's attention to the clock. How many big numbers are on
the clock? Have students point to the hour hand.

Tell them that when the hour hand moves from one number to the next,
one hour has passed. (What can you do in an hour?).

Pass out individual manipulative clocks and cards with time numbers
have students practice showing a given time.

Differentiation:

Customary and metric lengths

This activity belongs to measurement and data, it covers 2.MD.1 and 2.MD.4
standards which measure the length of an object by selecting and using
appropriate tools such as rulers and animal set. Measure to determine how
much longer one object is than another, expressing the length difference in
terms of a standard length unit.

Level: 2
Objective: Demonstrate the basic measures of length by measuring
objects and recording the information.
Materials: pencil, book, animal set, small board, school bag, ruler,
meterstick, pencil, paper clip.
Instruction for teacher:

Ask the students about measurement, although relate this activity to

science, by asking the students about animals name and shape ect.
Place several classroom objects (pencil, book, animal set, small board,
school bag).
Give each student a ruler.
Ask students to take turns and use the measuring tools to find the
length and height of each object.

Instruction for student:

Take turns and use the measuring tools to find the length and height of
each object.
Write the measurement in chart.
Compare and discuss measurements.

Differentiation:
Low level: what you will use to measure the length of hallway?
(Because students should know the difference between ruler and meterstick,
although to know for which objects we use it).
Middle level: Why do you need to know customary and metric length?

High level: ask the student to demonstrate how they measure the pencil by

Add three digit numbers

This activity belongs to number and operations in base ten, it covers 2.NBT.52
standard which fluently ad d and subtract within 100 using strategies based
on place value, properties of operations and the relationship between addition
and subtraction.

Level: 2
Objective: understand how to add three digit numbers.
Materials: cubes of ones, tens and hundreds.

Instruction for students:

Solve the question on the board, by using hundred, tens and ones.

Instruction for teacher:

start the lesson with a three-digit addition problem on the board that
requires composing numbers
Choose 1 student to solve the problem.
Ask the rest of the Students can solve in their small white boards, or by
using objects like ones tens and hundred. Teacher will then use the
students' answers to see which students are still struggling with 3 digit
addition.
Sit with these students during independent work to work closer with them.

Differentiation:
Low level:

134
+252

Middle Level: Maryams farm has 468 apple trees and 224 pear trees. To the
nearest ten, how many apple and pear trees are there altogether? (I took this
question from student book page 88)
High level:
addition).

2,882
+1,734

(challenge the student to do 4 digit number

Place value
This activity belongs to number and operations in base ten, it covers 2NBT.
Standard understand that three digits of number represent amounts of
hundreds, tens and ones. I took the idea of this activity from pinterest.

Level: 2
Objective: understand what the three digits of a number mean in terms of
ones, tens, and hundreds. They will be able to explain how they came up with
answers to questions about larger and smaller numbers.
Materials: biscuit, pretzel sticks, small marshmallows and card.

Instruction for teacher:

Write 706 on the board and explain what this three digit number stands
for.
Show an example to the students, choose one card, number 325 and
after that take 3 biscuit represent hundreds, 2 sticks and 3
marshmallows.
Explain to them that all this objects represent number 325.
Give each pair objects that represent each digit and give them a
number.

Instruction for students:

Work with your partner, look at the number.

Put each object in its place.

Differentiation: (I took the questions from students book page 16)

Low level: 45,863 the 5 is in the _______place. So, its value is _______. (So
the student know about place and value of number).
Middle level: A digit is in the hundreds place. The digit is moved so that its
value it ten times greater. To which place did the digit move? (student
should get used to word problem not just numbers)
High level: 47,845,980 in which period is 7? (The students know about
place value and they should learn something new).

Geometric shapes
this activity belongs to Operations and algebraic thinking, it covers 2.G.1
standard which is recognize and draw shapes having specified attributes, such
as a given number of angles or a given number of equal faces. Identify
triangles, quadrilaterals, pentagon, hexagon and cubes.

Level: 2
Objective: identify, draw and write the name of the shapes.
Materials: paper, pen, small stones, glue and ruler.

Instruction for students:

Draw a person or face that represent geometric shapes like circle,

triangle, squire and rectangle.
After finishing and coloring it, they can cut the face and wear it as mask.

Instruction for teacher:

Ask the students to draw a face with geometric shapes, they can use
small stones and stick it.
When they are done with the activity. Walk around the classroom with
some wordless geometry cards and randomly ask students what a
particular shape is.
Ask students to raise their hands to tell you 1 or 2 characteristics of this
shape to know they understood the lesson.

Skip count by 5

Apply
and
subtraction
concepts
This activity belongs
toaddition
Operations
and
algebraic thinking,
it covers 2NBT.2
standard
which
countto
within
1000; skip-count
by 5s,
10s and
100s. I2.OA.1,
took the
This activity
belongs
Operations
and algebraic
thinking,
it covers
idea
of
this
activity
from
pinterest.
2NBT.2 standard which use addition and subtraction within 100 to solve oneand two step word problems involving situations of adding to, taking from,
putting together and comparing with unknowns in all positions. I took the
Level:
idea of 2
this activity from pinterest website, because it has a lot of great ideas
for math. Students will be able to skip count by 5 and understand when it
Objective:
is appropriate to skip count by 5.
Materials:
Puzzle.
Level:
2
Objectives: In this lesson, students will represent addition and subtraction
with objects and
actions.
Instruction
for student:
Materials:
cardsthe
andnumbers,
cubes. start from 5 and each time you have to add 5
Skip count
more.
Reorder the picture because it will help you to understand how to skip
Instruction
for students:
count number
5.
Each group will have cubes and instruction in the card.
Instruction for teacher:
They have to read and build the cubes.
If the answer has 2 digit number, or the student is not sure of the
Explain how to skip counting number 5 on the board.
answer, he/she can count the cubes they build.
Ask the class to count together as you finish writing or circling the
After finishing with activity, make your own problem by choosing any
multiples of 5 in the board through the number 100.
number
bygive
cubes
put them
together.
After
that
theand
students
puzzle
to make sure they understood the

lesson, for
although
the students will enjoy this activity because its
Instruction
teacher:
different than writing in the book.
and subtraction
tell
students
if we had 2
Explain
You willaddition
walk around
the studentsproblem,
to check,
if the
someone
didnt
digit number,
weto
will
1 digit
thatand
askexplain
the students
understand
how
doadd
it, you
will to
sittens,
with after
him/her
how toto
sit in group.
add.
Give them
withtell
cubes
and cardstoand
explain
the activity
When
they basket
are finish,
the students
practice
counting
by 5 for
aloud
with
the number
5. other
Go upby
to helping
50 so that
they
can get
themyou,
and starting
let themwith
engage
with each
each
other.
an
example
of
what
they
will
be
doing
with
their
own
puzzle.
The teacher will walk around the students to make sure they are doing
their work. After that she will sit with low level group to help them.

Differentiation:
Low level:

5
+2

(numbers are less than 10 and children can do

the addition in vertical form).

Middle level: 12+8 = (this level can do addition and subtraction,
and if the number is bigger than 10, they know how to carry on the
tens)
High level: Ali has 8 carrot sticks and 3 celery sticks. Carrots are his