Nov 19 60 min

Ms. Maas

OUTCOMES ALBERTA PROGRAM

OF STUDIES
GLOs
SLOs

General Outcome:
Develop number sense

LEARNING
OBJECTIVES
Students will:

Specific
Outcome 6
Describe and
apply mental
mathematics
strategies for
adding two 2digit
numerals,
such as:
adding from
left to right

Use tens to solve addition

and subtraction facts

ASSESSMENTS

Key Question
Written Assessments
Observations
Performance
Assessment

LEARNING RESOURCES CONSULTED

Resource
#1:
Resource
#2:

Learn Alberta PoS http://www.learnalberta.ca/ProgramOfStudy.aspx?

lang=en&ProgramId=404703#
Nelson education math unit 3 lesson 3

MATERIALS AND EQUIPMENT

Ten blocks

Hundreds chart
Smart Board

Student workbooks
+10, -10, +1, -1 worksheet

PROCEDURE
Hook/Attention Grabber:
Assessment of Prior
Knowledge:
Expectations for Learning and
Behaviour:
Advance Organizer/Agenda:
Transition to Body:
Time
Learning Activity #1:
10
min

10
min
10
min

Assessments/Differenti
ation:
Learning Activity #2:
Assessments/Differenti
ation:
Learning Activity #3:
Assessments/Differenti
ation:
Learning Activity #4:

10
min
10

Assessments/Differenti
ation:
Learning Activity #5:

Introduction (5 min.):
If you can hear me
Who can tell me what a fact family is?
Active listening and participation from all students

In Smart Board lesson

Ok if you now look at your sheet we will go through this
together
Body (50 min.):
+10, -10, +1, -1 Worksheet together
Key Question: What are the numbers which we need to be
looking at?
Written Assessments: student worksheet
Observations: are the students following along
Performance assessment: the student who comes to the
board can they answer the question
Relating single numbers to groups of tens
Observations: are the students working on their questions and
trying to the best of their abilities
Solving the equation to see if it is true or false.
Performance Assessments: The student who comes to the
board can they solve the equation?
Observations: are the students working on their questions and
trying to the best of their abilities
Question 1 together
Key Question: What are the numbers which we need to be
looking at?
Written Assessments: student workbook
Observations: are the students following along
Question 2- 6 on your own

min

Assessments/Differenti
ation:

Assessment of Learning:
Did the students
Feedback From Students:
Feedback To Students:
Transition To Next Lesson:

Written Assessments: student workbooks

Observations: are the students working on their questions and
trying to the best of their abilities
Closure (5 min.):
Use tens to solve addition and subtraction facts?
Does anyone have any questions?
Assessed after their workbooks have been marked
Next class we will be working with mental math to add and
subtract

SMART BOARD PICTURES

WORKSHEETS

REFLECTION FROM LESSON

The pacing and gaining attention and holding engagement for this lesson was much better
than the previous math lesson. Using the if you can hear me put your finger on your nose if you
can hear me clap your hands once if you can hear me put your hands in the air, seems to be a
good way to gain attention from all the students in a quick and efficient manner. I change the
action which helps to keep the kids engaged in the actions.

Having the smart board name randomizer seemed to be the greatest strength of this
lesson. Because of the random nature and corresponding worksheet in the math lesson it allowed
the students who excelled and those who struggle in math, to maintain engagement as they all
followed along at the same time with the questions. When a student who struggled had problems
answering the question the rest of the class was able to help guide that student to the correct
answer.

Having the students come to the front and use the smart board was a good way to engage
the students and using this method of teaching allowed the students to manipulate the counters
and board in order to answer the questions. While the name randomizer was a great strength in
this lesson it was also its downfall. In the future I would like to find a faster way to select students.
The wait time was fairly long and this allowed for an opportunity for a loss of attention. A faster
strategy would have helped maintain the flow of the lesson.

This lesson was built with the purpose of maintaining engagement from the students. I
liked being able to assess the students while they worked through the different problems at the
front of the class. My first math lesson was not a good example of maintaining engagement and
differentiating the material due mainly to the fact that I had not spend a lot of time with the
students and did not fully realize their abilities. The longer I work with the students the easier
gaining and maintaining attention and engagement will become.