Miss Hall's Second Grade Math Class

Monster Value Mash

Digital Games

Gamified lessons provide an effective way to engage students by fostering active participation, motivation, and collaboration in learning. Aligned with the principles of Universal Design for Learning (UDL), such lessons offer multiple means of representation, expression, and engagement, ensuring accessibility for all learners. For many students, place value can seem abstract. However, it is a foundational math skill that is crucial for future learning in math By incorporating interactive and dynamic elements like place value games, students have opportunities to explore mathematical concepts in meaningful and enjoyable ways.

Choice Board

Choice Boards

Creating and effectively implementing choice boards can be an excellent instructional strategy that provides students with agency over their learning while fostering mastery of essential skills. In my choice board, I allowed students to select tasks that appeal to their interests, preferred learning styles, or comfort levels. Choice boards create a sense of ownership in the learning process. This autonomy encourages deeper engagement, persistence, and confidence as students work toward skill mastery at their own pace.

For foundational skills like place value and money, choice boards and games can be particularly impactful. Tasks might include activities such as solving real-world word problems involving currency, arranging numbers by place value, or creating digital projects to explain their understanding of how dollars and coins relate to ones, tens, and hundreds. Each activity reinforces key concepts in unique ways, catering to varied learning preferences.

New Jersey State Standards

NJSLS: 2.NBT.A. Understanding place value

Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
- 100 can be thought of as a bundle of ten tens — called a “hundred.”
- The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
Count within 1000; skip-count by 5s, 10s, and 100s.
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

NJSLS: 2.MD.C. Data, Measurement, and Money

Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

ISTE Standards

Empowered Learner:

1.1a Learning Goals: Students set learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process to improve learning outcomes.

Creative Communicator:

1.6.a Choose Platforms or Tools: Students choose the appropriate platforms and digital tools for meeting the desired objectives of their creation or communication.

Universal Design for Learning

Engagement: Welcoming Interests & Identities

7.2: Optimize relevance, value, and authenticity
7.3: Nurture joy and play

Representation: Building Knowledge

3.2: Highlight and explore patterns, critical features, big ideas, and relationships
3.3: Cultivate multiple ways of knowing and making meaning

Expression: Expression & Communication

5.1.: Use multiple media for communication
5.2.: Use multiple tools for construction, composition, and creativity

NJSLS Computer Science & Design Thinking

Networks & The Internet:

8.1.2.NI.3: Create a password that secures access to a device. Explain why it is important to create unique passwords that are not shared with others.
8.1.2.NI.4: Explain why access to devices need to be secured.

Algorithms & Programming:

8.1.2.AP.1: Model daily processes by creating and following algorithms to complete tasks.
8.1.2.AP.4: Break down a task into a sequence of steps.

Differentiation & Assistive Technology

For this game, students who are more tactile learners would be given base ten blocks to help with their mathematical thinking. Students can also have access to a mouse and/or a stylus if they have issues with dragging and dropping the counters into the workspace.

Strategic pairing can also be implemented to provide small group support to learners who are experiencing similar difficulties. In these groups, students may have modified work. For example, in a group of two students who are still struggling, as the teacher I may implement a "I Do, We Do, You Do" strategy to further breakdown the steps for the game.

Additionally, verbal and written instructions to the game will be provided to support learners.

Assistive Technology:

Text-to-Speech Software: Add alt-text to images and links, enabling students with visual impairments or reading difficulties to navigate the classroom using screen readers.
Speech-to-Text Tools: Include tools like Voice Typing for students to interact with activities verbally.
High-Contrast Visuals: Use large, bold text and high-contrast backgrounds for easy readability.