Lesson Title: Name Collecting
Creator: Carol Chambers
Grade Level: Second Grade
Big Idea: Algebra
Essential Question: How many different names can a number have?
CSOs, LS, TT: CSOs
CSOs
M.O.2.2.4, create physical models to demonstrate equivalency of two numerical
expressions as a grade-appropriate number sentence.
Learning Skills:
21C.O.PK2.1.LS.3
Student articulates thoughts and ideas, representative of real and imaginary
experiences, clearly and effectively through oral, written or multimedia
communication
21C.O.PK2.2.LS.1
Student engages with teacher assistance in a critical thinking process by
conducting basic evaluations using simple criteria.
21C.O.PK2.2.LS.2
Student identifies parts of a system and explains how those parts interact with
one another
Technology Tools:
21C.O.PK-2.1.TT.7 Student, working in a teacher-led group project, uses
presentation software to illustrate concepts and communicate ideas.
Launch/Introduction (suggested time 15-25 minutes)
Activating Prior Knowledge:
Introduce lesson by engaging students in “Mental Math Reflexes”. Mental Math
Reflexes are oral exercises designed to strengthen students’ number sense and
to review and advance essential basic skills. The teacher would say to class, “I’m
thinking of the number 10. What are some other names for 10? Think of two or
more numbers when added together will give the sum of 10. Think of two
numbers that have a difference of 10.” The teacher will allow students to respond
with their ideas. This activity provides the teacher with information regarding
student prior knowledge and understanding of number sense.
Pose the essential question in a class discussion. “ How many different names
can a number have?” Allow students to share their ideas.
Read the book, Twelve Ways to Get Eleven, by Merriam and Bernie Karlin,
ISBN: 0689808925. Pause during the story at various appropriate intervals to
demonstrate writing number sentences on the board.
Specialized Vocabulary Development:
Equal is the same number amount, value, or meaning.
Name Collection Box is a “box” (drawn on paper, chalk board, etc) used to
record “names” for a number, (number expressions, number sentences,
pictures, words, etc) Have a teacher made Name Collection Box for the number
8 drawn on poster board and displayed for children to see. Introduce the term
“Name Collection Box” and allow children to identify various “names” recorded on
the poster. Guide students in discussing the number expressions and/or
sentences, using the correct words to “read” them.
Students will be constructing number sentences during a game later in this
lesson; therefore this may be a good time to revisit previous vocabulary words:
sum and difference. Students benefit from repeated exposure to vocabulary, and
here is a good opportunity to connect sum and difference to addition and
subtraction. It is also a good opportunity to demonstrate the new vocabulary
word, “equals”.
Investigate/Explore (suggested time varies from 30-40 minutes)
Names for Numbers:
Students will be paired with a partner. Working together, students will record
number expressions on Name Collection Box posters, each pair working with a
different number assigned by the teacher. Allow partners to discuss and record
“names” for their given number on their poster, using pictures, words and/or
number sentences. During this work session the teacher circulates throughout
the groups to keep students on task and to check for understanding.
Accommodations: Have counting cubes available to model the expression for
students who may have trouble getting started. Students who are ready may be
encouraged to consider two step number equations to reach the target number,
or challenged to use both and addition and a subtraction operation to reach the
target number.
After students complete their posters, post their work around the classroom.
Have students come back together in whole group and allow partners to describe
the “names” they thought of for their numbers.
Name That Number Game: (from the Everyday Math program, see attachment
for rules). Divide the class into groups of 3 or 4 students, and play NAME THAT
NUMBER Game.
The game, Name That Number, is from the Number and Operation strand and
provides skill practice using different operations to create number sentences for a
given number. The teacher demonstrates the rules of the game using an ELMO
projection device. Students will have a recording sheet to record the number
sentence they devise for given numbers.
This game provides students with practice making number sentences. Using
cards dealt from a deck of number cards (see teacher notes) students are asked
to create a number sentence by adding, or subtracting the numbers on their
cards to reach a target number. Students will record their number sentences on
recording sheet, (see attachment)
The teacher will circulate among the groups to observe and provide assistance
as needed for the game procedure. The teacher may want to make anecdotal
records as she assesses the students understanding of number equivalence.
Students who finish early may visit the computer center where they can play a
game of Number Concentration, a game that asks students to match numbers of
the same value but expressed in different ways, found on the Thinkfinity site
http://wvde.state.wv.us/thinkfinity/wow.html
Extension activity: Musical Name Collection Boxes:
Around the room will be displayed four or five Name Collection Box posters, each
for a different number. Music will play while the children walk in a circle. Each
student will have a marker or crayon. When the music stops, children will go to
the nearest Name Collection Box poster and record an expression for the
number written on the tag of the box. They must enter a “name” that has not
been used before. Play will continue for several rounds.
Summarize/Debrief the Lesson (suggested time 30-40 minutes)
Reflections
The teacher will ask students to think about what they have learned or found out
today from the activities used to name different numbers.
The teacher will ask students to think about the Name Collection Boxes made by
the class and with a partner, the Name that Number game, and the Musical
Name Collection game.
Pose the question: How many different names can a number have?
During this period of the lesson the teacher will allow students to express their
understanding of number equivalence as they retell some of their learning
activities.
Additional Questions:
If you looked at a name-collection box for a number, would you be able to find
numbers that did not belong? How?
If you had a Collection Box without a name, could you find its name? How?
Can you explain how all the numbers in a number-collection box are alike?
What is the “Big Idea” of today’s lesson?
Materials:
 Name Collection Box posters
 Markers, crayons
 Counting cubes
 Sets pf Math Deck game cards, or plain cards – (see teacher notes)
 CD player, and musical CD
 Book, Twelve Ways to Get Eleven
 Laminated poster of game rules
 Recording sheet
 ELMO projection device
Duration: approximately 60-90 minutes
Teacher Notes:
Advanced Preparation: Prior to lesson have a Name Collection Box drawn on
board with a number 8 label, filled with various ways to express eight.
Prepare decks of cards for the Name That Number game; Everyday Math card
set, or regular playing cards, or teacher made number cards 0-10 for struggling
students and 11-20 for students needing enrichment.
Poster of rules for Name that Number laminated, to be displayed.
Draw Name Collection Boxes on posters to be used in partner activity.
Name Collection Box posters with various numbers, to be used in musical name
game