University of Costa Rica/ MEP/ TCU-501
Second Grade
UNIT 4: NUMBERS
Contents: Numbers, number sequences
Transversal theme: Integral education of sexuality
Functions:
1.
Learning to count.
2. Describing the numbers and relates to people of the class.
3. Recognizing the sequence of the numbers.
Games with dice
Activity 1
Function: learning to count.
Content: Vocabulary: numbers
Seating arrangement: G
Skills: VL/LM/Inter
MI: Inter, LM,
Time: 30’
Materials: 2 dices, one blue and one red, 2 cards and
some beads of the same size
Procedure:
1. Divide the group in two halves: One group will
be the blue dice and one the red.
I: Individual, G: Groups, R: Rows, P: Pairs, W: Whole class, C: Circle Hmwk:
Homework
L: Listening, S: Speaking, R: Reading
VL: Verbal Linguistic, Inter: Interpersonal, Intra: Intrapersonal, LM: Logical Mathematical,
VS: Visual Spatial, N: Naturalistic, B: Bodily, M: Musical
University of Costa Rica/ MEP/ TCU-501
Second Grade
2. Let the children take turns in throwing the dice.
The number showing on the dice indicates the
amount of beads they can add to the cord.
The other way around
3. The cord will be full of beads to start off with,
the amount showing on the dice will indicate
how many beads should be removed.
4. The first group to empty the cord is the winner.
I: Individual, G: Groups, R: Rows, P: Pairs, W: Whole class, C: Circle Hmwk:
Homework
L: Listening, S: Speaking, R: Reading
VL: Verbal Linguistic, Inter: Interpersonal, Intra: Intrapersonal, LM: Logical Mathematical,
VS: Visual Spatial, N: Naturalistic, B: Bodily, M: Musical
University of Costa Rica/ MEP/ TCU-501
Second Grade
Counting the class
Activity 2
Function: describe the numbers and relates to people of
the class.
Content: Vocabulary about numbers, gender, classmate.
Seating arrangement: W
Skills: S/LM
MI: VL, Inter VS
Time: 20’
Materials: the class.
Procedure:
1. Let the children count the number of girls and boys
in the classroom. Are there more boys than girls or
not?
2. Let the children count the number of laced shoes in
the classroom, the number of Velcro shoes etc.
3. How many children have blonde hair, and how
many children have brown hair? Which group is
larger?
4.
Put some chairs behind each other. Call out one of
the children and have him or her sit down on the
number you say (e.g. "Please sit down on chair
number 3").
5.
Continue until all chairs are done.
I: Individual, G: Groups, R: Rows, P: Pairs, W: Whole class, C: Circle Hmwk:
Homework
L: Listening, S: Speaking, R: Reading
VL: Verbal Linguistic, Inter: Interpersonal, Intra: Intrapersonal, LM: Logical Mathematical,
VS: Visual Spatial, N: Naturalistic, B: Bodily, M: Musical
University of Costa Rica/ MEP/ TCU-501
Second Grade
Follow the sequence
Activity 3
Function: recognize the sequence of the numbers.
Content: Vocabulary numbers
Seating arrangement: G
Skills: L/S/LM
MI: VL,
Time: 45’
Materials: numbers, mat, cards to count
Procedure:
1. Have a child place the numbers 0 through 10 in the
correct order on a mat.
2. When the child is already familiar with the correct
order, have him or her place the numbers in
random order to make it more difficult.
3. Let them add the number in beads to the correct
number.
4. After this, ask them to add 2 more to each number
(10 becomes 12, 4 becomes 6). They can use
stamps to create the same number, and have them
I: Individual, G: Groups, R: Rows, P: Pairs, W: Whole class, C: Circle Hmwk:
Homework
L: Listening, S: Speaking, R: Reading
VL: Verbal Linguistic, Inter: Interpersonal, Intra: Intrapersonal, LM: Logical Mathematical,
VS: Visual Spatial, N: Naturalistic, B: Bodily, M: Musical
University of Costa Rica/ MEP/ TCU-501
Second Grade
place it with the number card.
5. Again, Have the children place the numbers 0
through 10 in the correct order on a mat .
6. Have them place the numbers in random order to
make it more difficult.
7. Now, let the children pllace the correct object card
with the number cards.
8. You can increase difficulty even more by asking the
student to "add two more", or "three less" to one of
the piles.
I: Individual, G: Groups, R: Rows, P: Pairs, W: Whole class, C: Circle Hmwk:
Homework
L: Listening, S: Speaking, R: Reading
VL: Verbal Linguistic, Inter: Interpersonal, Intra: Intrapersonal, LM: Logical Mathematical,
VS: Visual Spatial, N: Naturalistic, B: Bodily, M: Musical