LESSON

PLAN

DATE: November 6th + 7th ,

2014
TIME: 60 minutes

CLASS: Grade 5

DURATION: 60 minutes

SCHOOL: Pierre Elliot

Trudeau

Competency #2: To reason using mathematical

Competenci concepts and process
es
Cross- Curricular #4 To adopt effective work
methods
Cross- Curricular #8 To cooperate with others
The objective of this lesson is to review the concepts that
OBJECTIVES we have learned over the past few weeks. Students will
(CURRICUL be reviewing divisibility rules of the numbers 2, 3, 5 and
10. Students will be reviewing prime numbers, and
UM
reminded that prime numbers have only 2 divisors, 1 and
DOMAIN)
itself. Students will be reviewing how to create prime
factor trees. Students will be reviewing the different types
of angles (obtuse, acute, straight, right). They will be
reminded of their characteristics.
GROUP SIZE Entire class (16 students)
&
SMART Board
MATERIALS Notebooks
Rulers
Protractors
Marshmallows
Toothpicks
Bar Graphs
Timer
Ipad
Smartphones
Bar Graphs Templates
Bingo chips
Partner-matching images
Centre Packages
QR Codes
QR Codes printed answers ( in case of technology not
cooperating)

This lesson will be differentiated according to the needs

of the students. I will be circulating ensuring that
Differentiati students are able to stay on task. I will also be answering
questions as needed. For students who are taking longer
on
with some questions, I will reassure them that they are
only expected to complete as many as they can. In the
triangle section, students who are experiencing
difficulties proving their triangles are the correct type, I
will refer them to the anchor chart on triangles.

PROFESSIONAL COMPETENCIES:
#6 To plan, organize and supervise a class in such a way as to
promote students learning and social development.
#8 To integrate information and communications technologies
(ICT) in the preparation and delivery of teaching/learning
activities and for instructional management and professional
development purposes.

TIME

LESSON

10
Introduction
Minut The introduction for this lesson will be a review of how we will be
es
doing our math centres. This will likely be the first time that
students will be completely following a centre format. Therefore,
the students will be given a brief explanation the afternoon
before of how the morning will proceed.
This is what I will be explaining the afternoon before, and briefly
reviewing the morning of the lesson:
Explain to the students that they will be given about ten
minutes at each centre, and when the timer is done they are
expected to switch. Ensure they understand that it does not
matter if they are finished or not. Remind the students that this
is their opportunity to review the material that is on the text.
Reiterate that there are no new concepts that will be presented,
and thus if they struggle with something, they should come to
see us at recess or at lunch and we will review the material.
Hand out the Centres package to the children. Read over the

TIME

50
Minut
es

LESSON
package and explain that the students will be taking their
packages with them from station to station. Ensure the students
understand that although they will be in partners, they are
responsible for handing in their own package. Tell the students
that they are expected to hand in their package at the end of
the activity, and that they will be corrected.
Partner the students up using the partner-matching cards.
Reiterate your expectations for group work. I expect you to work
in partners collaboratively. It does not matter if your partner is
your best friend or not. You are there to work together and to
help each other out. Keep in mind there is a difference between
telling your partner the answer, and helping them get to the
answer on their own.
Development
Start the centre rotation. Students will be given ten minutes at
each centre. I will be responsible for setting the timer after each
rotation. This is the break down of how each centre will work:
Angles Centre
One centre will be the Angles centre. Here, students will be
asked create the four different types of angles: acute, straight,
right, and obtuse, using popsicle sticks. Students will then take
pictures with either the Ipad or one of our Smartphones. Then
teachers will then assist the students and help them put the
pictures on the SMARTboard. Students will then have to practice
measuring their images with the protractor on the SMARTboard.
They will then verify if the angles they created are indeed the
types of angles they intended to create.
Triangle Centre
Students will be creating the four different types of triangles we
have learned: Equilateral, Isosceles, Scalene, and Right
triangles. Students will be creating these triangles with
marshmallows and toothpicks. Students will be asked to sketch
each of their triangles in the boxes provided. They are
asked to explain why the triangle they created with the
marshmallows is the same triangle that they were attempting to
create. They will prove that their sketches are correct by
providing two characteristics of their triangles: one about
angles, one about sides.

TIME

LESSON
Divisibility Rules
Students will be given five different numbers Students have to
state, and provide evidence, if these numbers are divisible by 2,
3, 5 or 10. Students will be able to check their work using QR
codes. Their will be an Ipad at this station.
Factor Trees
At this centre, students will be responsible for decomposing
numbers into factor trees. These numbers will be task cards,
spread throughout the classroom. Students will have to find their
next number and create a factor tree.
Bar Graphs
Students will be given a few Bar Graphs and will be asked
comprehension questions about the data that is presented.
Students will be responsible for creating Bar Graphs at this
centre. Students will fill in the appropriate boxes with bingo
chips. Students will have to pStudents will b expected to include
the key components: titles on the horizontal and vertical axes,
regular intervals along the vertical axis to indicate quantities,
and category names along the horizontal axis. Students will be
expected to explain why the given situation required a Bar
Graph.

TIME

ACTIVITY

Closure/Transition
5
Have students return to their desks. Ask students which stations they liked
minut the best, and ask them to explain why. Ask the students if there were any
es
stations that they experienced difficulty with. These comments will help
guide our next lesson.
Evaluation
The students will hand in their packages on the front table. We will go

TIME

ACTIVITY
through their packages and formally evaluate their packages. We will verify
if there concepts that students are still struggling with. We will plan our
next lesson accordingly.