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Name: __Adam Bowering_____________ Date: November 16, 2015___Time:_11:00 am- 12:00 pm___

Grade Level: _2__________

I.

Provincial Curriculum Outcome (s): (e.g. Professional Standards from Discipline) Taken directly from the

curriculum document, this outcome may take more than one specific class period.

GCO: Number (N): Develop number sense

SCOs:

- N1: Say the number sequence, 0 to 100, by:

2s, 5s and 10s, forward and backward, using starting points that are multiples of 2, 5 and 10 respectively

10s using starting points from 1 to 9

2s starting from 1.

N4: Represent and describe numbers to 100, concretely, pictorially and symbolically.

N7: Illustrate, concretely and pictorially, the meaning of place value for numerals to 100.

1.

Learning Objective(s) / Goal (s) (Big Ideas, Key Questions) written in student friendly language (i.e. I can

statements):

For the math lesson, the teacher will review the activity of addition loops. Students will be provided cards with an answer and

an addition problem (ex: I have 18, who has 2+2). Each student will participate in this activity to practice addition. Students will

notice that each time the class practices the loop, the time it takes to complete the loop is less than the last time. The next

activity involves base ten unit cubes. Students will become familiar with these unit cubes. They will be able to use rods and

cubes to count to high numbers more easily. The teacher will review vocabulary of base ten units: rods and cubes. The key

questions in this lesson include: What number do you think rods represent? How about unit cubes? How can we use rods to

count by 10s to find out what a big number is? How can we represent a specific number in different ways using rods and

cubes? Students will also be able to draw rods and cubes on their whiteboards. They will be able to draw different

representations of a number.

2. Lesson Rationale:

Why are you teaching this lesson? What is the overall purpose of this lesson?

For math, I am building on addition and counting using 10s and 1s. This will give students a strategy to count larger numbers.

What requisite skills do students need in order to access the lesson & participate fully in this lesson?

Adding and counting.

How does this lesson fit in the prescribed curriculum?

This lesson also fits into the math curriculum because it builds on counting and addition skills using manipulatives.

How does the lesson build on previous lessons or previous learning?

In the math lesson, it builds on previous counting skills and shows students how to easily count large numbers.

3.

Math lesson: Addition loop cards, base ten rods and unit cubes, point of view camera, whiteboards & markers, 8 x 17 paper

for posters.

4.

Technology Used (if appropriate): (Text, Audio, Video-based Resources, Web address, Maps, Charts etc.)

St. Thomas University - School of Education

A point of view camera that is connected to a projector will be used for the math lesson.

5.

what you will be doing in the classroom.)

Engaging Questions (Motivator, Review, Warm-up)

cards. This is a review for the class. The teacher will begin

the activity, and students will be instructed to continue the

sequence until it comes back to the teacher. The teacher

will instruct students to move to a new spot so that they will

have a new card.

Each pair of students will be given their own cards to use.

The addition loop is completed 2 times before moving on.

(Make sure students are engaged, on task and are working

harder than you. Some of the tasks you ask students to

complete should be focused on higher order thinking.)

Once the loop has been completed 1 time, students

will be instructed to choose a different seat. Students

will run through the loop again with different cards.

learned vocabulary about base ten units.

numbers that are greater than 50 provided by the

teacher. Once students finish, they will raise their

hand so their answer can be checked by the teacher.

cubes. Students will use their rods and units to build

the 2 digit number 32.

Students will draw a representation of the number 32

on their whiteboards using rods and units.

base ten unit cubes and ten rods. The teacher will review

vocabulary from a previous lesson. The teacher will ask

who remembers what the long pieces are called? (Rods),

who remembers what the small pieces are called? (Units).

Exploration (Modeling)

are greater than 50. These numbers will be provided by the

teacher. After students have completed the example, they

will be shown the number using rods and units on the point

of view camera. Students will be able to check if they have

the appropriate amount of rods and cubes for the number

provided. The teacher will go through 2-3 examples before

moving on.

whiteboards. The teacher will do an example of the number

32 on the point of view camera. The teacher will ask,

How do you think we could draw these? The teacher will

draw examples of different representations of the number

32 on the whiteboard. The teacher could relate the drawing

of rods to drawing skyscrapers in a city. When the teacher

draws >10 units on the whiteboard, the teacher could circle

the units and say what does this look like? (a ten frame).

Why is it important to think in 10s? Is it easier to group

these units together when there are 10 or more? How many

different ways could we represent the number 32?

10s and 1s helps count larger numbers. The teacher will

explain that it reduces the amount of time it takes to reach

the desired answer.

Expansion (Thinking Activities, Engage Students in Higher Order

Tasks).

The teacher will engage students in examples to

supplement their learning in counting with 10s and 1s using

rods and units.

The teacher will get students to create a poster and divide it

into 4 different sections. The teacher will model how to fold

St. Thomas University - School of Education

sections. The teacher will ask students to draw rods and

units in each section to represent a number greater than 50

in four different ways. For example, if the number is 56, the

students could draw 5 rods and 6 units in one section, 4

rods and 16 units in another section, 3 rods and 26 units in

another section, and so on.

Example Poster:

The teacher will go around the room and check to see if

students got the right amount of rods and units for each

example provided.

and posters, the teacher will check to see if students are

drawing them appropriately. If students are drawing rods

and units too large or too small, students will be shown to

draw rods long and skinny like skyscrapers, and to draw

units like little squares.

a number greater than 50 in four different ways. The

teacher will collect these posters.

6.

different sections. Students will choose a number that

is greater than 50 and draw the appropriate amount

of rods and units in each section. Each section must

show a different representation of their number.

they have completed them. If posters are not

completed in this lesson, students will be given time

to complete them in the next math period.

Visual displays of base ten rods and cubes of different quantities (10s and 1s) will be provided by the teacher. Students will be

able to manipulate their own rods and unit cubes.

7.

For math, Students will be engaged in a practice activity using addition. They will also be required to follow along using their

own rods and unit cubes with the examples being completed by the teacher. Students will be asked to create a poster to

demonstrate different ways of representing a number greater than 50.

8.

N/A

9.

1.

2.

3.

Preparation and Research Was I well prepared? What could I have done differently?

Written Plan Was I organized? What did I learn that will help me in the future?

Presentation Were the students involved? Was I clear in my presentation? How was the pacing?

4.

Assessment What did the class do? How do I know if they were successful? What should I change for

next time?

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