Building Number Connections

Curriculum Area and Level

Mathematics – Number Sense and Operations (Grade 2)
Aligned with the British Columbia (BC) Curriculum – Big Idea: Numbers describe quantities that can be represented in many ways.

Learning Objective

By the end of the lesson, students will:

• Develop fluency in addition within 20 through mental math strategies.
• Recognise and use patterns to make addition easier.
• Connect addition to Indigenous ways of knowing, particularly in representing numbers and patterns in nature.

Materials Needed

• Small cedar sticks or pebbles (natural materials for counting)
• Number cards (1-20)
• A large felt cloth or woven mat (to represent counting in groups)
• Visual chart with dot groupings inspired by traditional Indigenous art
• Storybook: How the Raven Helped the Numbers Grow (a fictional Indigenous-inspired counting story)

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Lesson Breakdown (45 Minutes)

1. Warm-Up Activity – Nature’s Numbers (10 minutes)

Objective: Activate prior knowledge about addition using tangible objects from nature.

• Gather students in a circle. Show them a collection of cedar sticks or pebbles.
• Ask, “What happens when we put two groups together?”
• Place 4 sticks in one pile and 3 in another. Have students count them separately, then count them together.
• Guide students to express this as 4 + 3 = 7.
• Repeat with different groupings using stones and sticks.

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2. Story Connection – Indigenous Perspective on Numbers (10 minutes)

Objective: Relate addition to Indigenous ways of knowing, specifically through storytelling and nature-based patterns.

• Read aloud How the Raven Helped the Numbers Grow. The story illustrates how Raven gathers berries in groups and shares them with the animals.
• Pause and ask, “If Raven finds 6 berries and then 5 more, how many does he have in total?”
• Guide students to count together using natural materials or fingers.
• Discuss how Indigenous communities traditionally group numbers in patterns, like using rows of fish or bundles of harvested plants.

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3. Guided Practice – Making Number Patterns (15 minutes)

Objective: Use patterns and strategies to add numbers efficiently.

• Introduce skip counting as a strategy by arranging pebbles in groups of 5.
• Have students create their own number groups and write addition sentences (e.g., 5 + 5 + 2 = 12).
• Give each student 2 number cards. Have them pair up with a partner to find the sum and represent it using sticks or pebbles.
• Encourage students to notice and discuss patterns (e.g. doubles – 4 + 4 = 8, making tens – 6 + 4 = 10).

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4. Game – “Gathering for a Feast” (10 minutes)

Objective: Reinforce addition through a fun, interactive game based on an Indigenous theme.

• Divide students into small groups of 3.
• Each group represents a family preparing for a traditional feast.
• They take turns drawing two number cards and combining them to determine how much food (represented by stones or sticks) they have collected.
• The goal is to collect at least 20 to prepare a feast, making strategic decisions on how to combine their additions.
• Celebrate each group’s success by sharing their total with the class.

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Wrap-Up and Reflection (5 minutes)

• Ask students: “What strategies helped you add numbers faster today?”
• Discuss how Indigenous knowledge helps us think about numbers in groups and patterns.
• Close with a calming counting exercise, asking students to count to 20 softly while placing their hands on their hearts, connecting numbers to a sense of rhythm in nature.

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Assessment and Differentiation

Assessment:

• Observe students using grouping and pattern strategies.
• Have students verbally explain one way they added numbers today.
• Exit ticket: Students complete one addition sentence using two numbers they choose.

Differentiation:

• For students needing more support: Provide visual aids with number lines and tangible counting materials.
• For advanced learners: Introduce basic equations where one number is missing (e.g., □ + 7 = 12).

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Teacher Reflection

• Did students engage with Indigenous connections in counting?
• Were students able to use mental strategies effectively?
• What adjustments could be made for next time?

This lesson builds number fluency while embedding Indigenous perspectives in mathematics, making learning meaningful and connected to the real world.