Overview

This 15-day unit develops Grade 2 students’ understanding of number patterns, relationships, and equivalency through hands-on and mental math activities aligned with the Ontario Mathematics Curriculum expectations for Number Sense and Numeration (Grades 1–3) and Data Management and Probability. Emphasis is on building fluency with addition and subtraction facts, exploring odd and even numbers, composing and decomposing numbers to 100, and understanding equivalency relationships within number patterns and problem-solving contexts.

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Curriculum Connections (Ontario Grade 2 Mathematics)

Overall Expectations:

• Number Sense and Numeration:
  • Solve problems involving addition and subtraction of two-digit numbers and relate to mental math strategies to develop fluency.
  • Represent and describe numbers, using concrete materials and pictorial representations, and recognize and extend repeating and growing patterns.
  • Read and represent numbers to 100 in various forms; compose and decompose numbers to 100.

Specific Expectations:

• Use concrete materials, drawings, and symbols to represent, compare, and order numbers to 100.
• Describe, extend, and create repeating and growing patterns involving numbers.
• Demonstrate an understanding of the relationship between addition and subtraction to solve problems.
• Recognize odd and even numbers and explain why they are odd or even.
• Relate addition and subtraction facts to doubles and halves.

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Daily Lesson Breakdown (80 minutes/day)

Each day includes:

• 70 minutes Core Instruction & Practice
• 10 minutes Retrieval/Closing Activity

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Day 1: Introduction to Number Patterns

Learning Objectives:

• Understand what a number pattern is and identify simple repeating and growing patterns.
• Ontario Curriculum Focus: Recognize and extend repeating and growing numeric patterns (1NS2).

Success Criteria (I can…):

• I can describe a number pattern by identifying what comes next.
• I can explain if a pattern repeats or grows.

Materials: Number cards, dot patterns, interactive whiteboard.

Activities:

• Direct instruction: Introduce repeating vs. growing patterns.
• Guided practice: Use number cards to create and extend patterns with the class.
• Small group: Create their own patterns with cubes or dots.
• Deliberate Practice: Worksheets identifying missing numbers in patterns.

Differentiation:

• Visual aids and concrete manipulatives for ELLs and learners with special needs.
• Sentence starters for pattern description for ELLs ("The pattern repeats every...").
• Challenge advanced learners to create multi-attribute patterns (e.g., number + shape colour).

Extension:

• Create number patterns involving adding or subtracting 2, 3, or 5.

Retrieval/Closing (10 min):

• “Think-Pair-Share” – Identify the rule for a pattern shown on the board.

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Day 2: Using Patterns to Understand Addition Facts

Learning Objectives:

• Use number patterns to understand addition facts and doubles.
• Ontario Curriculum Focus: Use mental math strategies to add (2NS4).

Success Criteria (I can…):

• I can use patterns to help me add numbers quickly.
• I can explain how doubles help me add faster.

Activities:

• Teach doubles facts through number line hops in patterns (0+0, 1+1, 2+2…).
• Guided practice identifying doubles in number patterns.
• Small group games matching addition facts with pattern cards.
• Deliberate Practice: Complete addition pattern worksheets.

Differentiation:

• Manipulatives to represent doubles visually for struggling learners.
• Peer support pairing ELLs with fluent speakers.
• Extension: Explore near doubles and related facts.

Extension:

• Generate addition patterns involving double +1 or -1.

Retrieval/Closing:

• Quick oral quiz: State the doubles for numbers 1 to 10.

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Day 3: Using Patterns to Understand Subtraction Facts

Learning Objectives:

• Use patterns to understand basic subtraction facts and inverse relationships.
• Ontario Curriculum Focus: Demonstrate understanding of subtraction (2NS4, 2NS5).

Success Criteria:

• I can use patterns to help me subtract quickly.
• I can explain how subtraction is related to addition.

Activities:

• Direct instruction on subtraction patterns (e.g., subtracting 1 repeatedly).
• Use number lines to show subtraction patterns.
• Small groups solve subtraction pattern puzzles.
• Deliberate practice: Worksheets focusing on subtraction patterns and fact families.

Differentiation:

• Provide step-by-step guided notes and manipulatives.
• Graphic organisers to show addition-subtraction relationships.
• Extension for advanced: Investigate subtraction in patterns with increments of 2 or 5.

Extension:

• Create “fact family” number triangles.

Retrieval/Closing:

• Exit ticket: Write one subtraction pattern rule.

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Day 4: Odd and Even Numbers via Patterns

Learning Objectives:

• Recognize and explain odd and even numbers using patterns.
• Ontario Curriculum Focus: Demonstrate understanding of odd and even numbers up to 100 (2NS1).

Success Criteria:

• I can explain what makes a number odd or even.
• I can use patterns to identify odd and even numbers.

Activities:

• Use manipulatives to pair objects and see if any are left out (odd/even).
• Explore skip counting by 2 (pattern recognition).
• Small groups sort number cards into odd or even.
• Practice worksheets identifying odd/even in patterns.

Differentiation:

• Use colour coding and tactile materials for learners needing sensory inputs.
• Word banks for sentence building to describe odd/even.
• Challenge: Investigate patterns in sums of odd and even numbers.

Extension:

• Create and explain three-step number patterns involving odd and even numbers.

Retrieval/Closing:

• Quick round robin: Each student gives an example of odd or even with a reason.

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Day 5: Composing Numbers Using Patterns

Learning Objectives:

• Compose numbers to 100 by adding parts using number patterns.
• Ontario Curriculum Focus: Represent and compose numbers up to 100 (2NS1).

Success Criteria:

• I can build numbers to 100 by putting parts together.
• I can use patterns to compose numbers quickly.

Activities:

• Direct instruction with base-ten blocks and number patterns (tens + ones).
• Guided practice: Show how 47 = 40 + 7 using patterns.
• Small group build numbers using place value patterns.
• Worksheets composing numbers from parts.

Differentiation:

• Concrete blocks and drawing for visual/spatial learners.
• Number frames and charts to support ELLs.
• Extension: Compose numbers using 3 parts (e.g., 30 + 10 + 4).

Extension:

• Create own numbers and write addition sentences representing parts.

Retrieval/Closing:

• Oral quiz: Compose given numbers using tens and ones pattern.

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Day 6: Decomposing Numbers Using Patterns

Learning Objectives:

• Decompose numbers to 100 using patterns and place value.
• Ontario Curriculum Focus: Decompose numbers into parts (2NS1, 2NS2).

Success Criteria:

• I can break numbers down into smaller parts using patterns.
• I can explain how numbers can be made from tens and ones.

Activities:

• Teach decomposition of two-digit numbers with place-value charts.
• Group practice decomposing numbers into parts.
• Use pattern blocks and ten-frames for kinesthetic learning.
• Pair work to decompose assigned numbers and explain to partners.

Differentiation:

• Provide sentence stems for explanations.
• Audio support for learners needing verbal reinforcement.
• Extension: Decompose numbers into three parts (e.g., 35 = 20 + 10 + 5).

Extension:

• Decompose numbers using subtraction patterns.

Retrieval/Closing:

• Students explain one way to decompose a chosen number.

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Day 7: Understanding Equivalency Through Patterns

Learning Objectives:

• Understand equivalency in numbers by using patterns and equality symbols.
• Ontario Curriculum Focus: Use equality symbols to show relationships (2NS6).

Success Criteria:

• I can show when two quantities are equal using patterns.
• I can explain how an equation shows balance.

Activities:

• Interactive teaching on equality: use scales and manipulatives to show balance.
• Pattern cards to show equivalent sums and differences.
• Small group practice balancing equations using number patterns.
• Worksheets on identifying and creating equivalent number sentences.

Differentiation:

• Use real objects for visual and kinesthetic learners.
• Scaffold explanations with sentence frames.
• Challenge: Create own equivalency problems using patterns.

Extension:

• Explore equivalency with three-step number patterns.

Retrieval/Closing:

• Exit card: Write one example of an equivalent number sentence.

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Day 8: Related Addition and Subtraction Facts

Learning Objectives:

• Use known addition facts to find related subtraction facts using patterns.
• Ontario Curriculum Focus: Understand relationship between addition and subtraction (2NS5).

Success Criteria:

• I can find subtraction facts from addition facts using patterns.
• I can explain how these facts are related.

Activities:

• Explain fact families with pattern triangles.
• Model fact family using concrete materials.
• Small group games to match addition and subtraction facts.
• Practice worksheets completing fact families.

Differentiation:

• Use colour coding to show relationships.
• Provide visuals and step-by-step support.
• Extension: Challenge students to create stories based on fact families.

Extension:

• Extend fact families to include missing number problems.

Retrieval/Closing:

• Oral quiz: Share one addition and one related subtraction fact.

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Day 9: Problem Solving with Number Patterns and Equivalency

Learning Objectives:

• Solve word problems using number patterns and equivalency concepts.
• Ontario Curriculum Focus: Solve problems involving addition, subtraction, and patterns (2NS1, 2NS5).

Success Criteria:

• I can solve word problems by identifying patterns or equivalency.
• I can show my thinking using drawings or equations.

Activities:

• Teach problem-solving steps (read, plan, solve, check).
• Present scaffolded word problems involving patterns.
• Group collaborative problem-solving with number cards and manipulatives.
• Individual reflection journals explaining solution methods.

Differentiation:

• Provide sentence frames and graphic organizers.
• Pair ELLs with stronger language model students.
• Extension: Create and solve their own pattern-based word problems.

Extension:

• Challenge multistep problems involving patterns and equivalency.

Retrieval/Closing:

• Share one problem solution and explain how pattern helped solve it.

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Day 10: Review and Consolidation

Learning Objectives:

• Review number patterns, odd/even, composing/decomposing, equivalency and fact families.
• Reinforce mental math fluency and problem-solving strategies.

Success Criteria:

• I can explain all the types of number patterns we have learned.
• I can use patterns to solve addition and subtraction problems.

Activities:

• Review games like bingo and matching cards summarizing prior lessons.
• Partner quiz bowl for quick recall of facts and concepts.
• Small group targeted practice for students needing support.
• Advanced learners complete pattern extension investigations.

Differentiation:

• Provide extra time and support during games.
• Use visual aids to reinforce key concepts.
• Extension: Design a “pattern challenge” game for classmates.

Retrieval/Closing:

• Self-assessment: “I can…” statements checklist.

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(Days 11-15 would continue building mastery with deeper problem-solving tasks, integrative activities incorporating measurement/data, and culminating with a performance task to demonstrate comprehensive understanding. Detailed plans for those days can be provided on request.)

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Differentiation Strategies Summary

• Use of manipulatives and visual aids for concrete understanding.
• Scaffolding with sentence frames, graphic organizers, and peer support.
• Multi-sensory activities (visual, auditory, kinesthetic).
• Flexible grouping to tailor small group instruction.
• Modified pace and individualized tasks for diverse learners.
• Challenge tasks for advanced learners including multi-step problem solving and pattern creation.

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Extension Activities Summary

• Creating multi-attribute patterns (colour, shape, number).
• Exploring near doubles and related addition facts.
• Composing/decomposing numbers into three or more parts.
• Developing own word problems involving equivalency and patterns.
• Designing pattern games and challenges for peers.

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This rigorous and scaffolded plan ensures that all Grade 2 students not only acquire a firm foundation in number patterns and relationships but are able to consciously apply these understandings to build fluency and flexibility in addition, subtraction, and equivalency in line with the Ontario Mathematics Curriculum standards.