Unit 7: Grade 2 Lessons

This activity focuses on making paths and writing codes to describe them. To start, students are shown a grid and they describe as many different paths as they can to get from A to B, using words, then directions, to describe each path. In pairs, students use trains of linking cubes to make a path from A to B and write a code to describe the path. They then write a code to describe the path from B back to A and talk about how the codes are alike and how they are different. Students make as many different paths as they can. To consolidate, students share the strategies they used to write the code for the path from B to A and how they found different paths. Students talk about how there are many possible paths to move from one point to another.

This activity focuses on writing codes for movements on a grid. To start, students work together to write different codes to move from Start to Finish. In pairs, students take turns using arrows to write a code to move from Start to Finish, changing the position of Start and Finish each time. Then, students take a mental picture of the grid and write code without looking at the grid. To consolidate, students share some of the codes they created for different positions of Start and Finish, then discuss that there may be more than one code for each grid. Students talk about whether it is easier to write code or to read code.

This activity focuses on writing different codes for the same grid using numbers and arrows. To start, students use arrows to write a code to move from Start to Finish, then rewrite the code using numbers to show how many of each type of arrow there are. In pairs, students take turns writing different codes to move from Start to Finish. Then, pairs write three correct codes and one incorrect code for their grid. Students walk around the classroom and look at other pairs’ codes, taking turns to spot the incorrect code. To consolidate, students share how they decided which code did not work. Then, several different correct codes are shown and students discuss how the codes are alike and how they are different, and why all the codes lead to the same end point.

This activity focuses on using the language of chance to describe the likelihood of events. To start, students are introduced to the term "equally likely" through the flipping of a coin. Then, a value line from impossible to certain is created along a wall and students place events on the line to show the likelihood that each event will happen. In pairs, students make their own value line and show one event for each of the words impossible/never and certain/always. For the terms less likely, equally likely, and more likely, students show two events that can be compared for each. To consolidate, students share and justify the events they created for the different chance words on the line. They then discuss how, unless an event is certain/always or impossible/never to happen, we can never be sure that the event will happen.

This activity focuses on extending and predicting elements in repeating patterns. To start, students explore circular repeating patterns and discover that depending on the starting point and the direction, several cores are possible. Then, in pairs, students use beads, string, and a given letter core to make a repeating bracelet. Students then predict the colour of the 15th bead, and extend the pattern to check. As a class, students look at a completed bracelet and identify as many different cores as they can.