MATH

March 25, 2014

Lesson Plan
Grade/Subject: Two/Math Lesson Duration: 60 mins OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes: Develop number sense. Specific Learning Outcomes: 4. Represent and describe numbers to 100, concretely, pictorially and symbolically. 5. Compare and order numbers up to 100. 7. Illustrate, concretely and pictorially, the meaning of place value for numerals to 100. 9. Demonstrate an understanding of addition with answers to 100. 10. Apply mental mathematics strategies for basic addition facts and related subtraction facts to 18.

LEARNING OBJECTIVES
Students will: 1. Represent double digit numbers using coins. 2. Solve word problems using coin manipulatives. 3. Write and solve double digit addition sentences using various coins.

ASSESSMENTS
Observations: -Regularly monitor students for attentiveness. -Do students appear to understand the concepts and instructions? - Do students appear to understand the instructions? Key Questions: - Are there many different

Are students able to answer addition questions with coins? Are students able to represent a number using like? coins? Do students understand the concept of double digit addition with coins? Are students using their whiteboards for learning? -Can students solve the problems? Are students working collaboratively? Can students translate coins into an addition sentence? Can students correctly answer the grocery store problems? Are students using their coins for learning? - Do students understand the concept of coin math word problems as addition problems? Are students able to explain their answers using pictures, numbers or words? Can students identify the objects that will add to 88 cents? Are students completing the page? KSAs: 1,2,3,4,5,6,7,8,9,10,11,15,16,17

ways to draw your numbers? -Which two items can we buy? -What would our addition sentence look like? - Who can tell me what their coin addition sentence looks

Written/Performance Assessments: Whiteboards (L.O.1), Grocery Store Problems (L.O.2,3), Yard Sale Puzzle (L.O.2,3) LEARNING RESOURCES CONSULTED
Resource #1: Alberta Learning. (2007). The Alberta Program of Studies: Mathematics K-9. Edmonton, Alberta: Crown Right of Alberta. Resource #2: Kagan, S. & M. Kagan. (2009). Kagan cooperative learning. Kagan Publishing. San Clemente, CA. Resource #3: Gibbs, J. (2006). Reaching all by creating tribes learning communities. Center Source Systems. Windsor, CA. Resource #4: Pfeifer, T. Resource #5: Nelson. Elementary Mathematics: Math Focus 2. Nelson Education. Canada.

MATERIALS AND EQUIPMENT

whiteboards and markers coin manipulatives math booklets

MATH
black USB- SB lesson Mar25math

March 25, 2014

PROCEDURE Introduction (1 min.):

Hook/Attention Grabber: ASK: Who can tell me what the pattern is that Ive created? Expectations for Learning and Behaviour: Remind students of my expectations for attentive listening. Have students remind me of my expectations for whiteboards. Advance Organizer/Agenda: Coin Addition, Grocery Store, Yard Sale Puzzles, Independent Math/xtramath Transition to Body: Today we will use coins to help us with our math! Lets get started!

Body (57 mins):

Learning Activity #1: Coin Questions- Whiteboards (15 minutes) -Hand out whiteboards. Have students copy an addition sentence from the board. Explain that usually we use tens and ones, but today we will use coins. Have them draw their numbers using coins and then complete the number sentence with the sum. -ASK: Are there many different ways to draw your numbers? (use dimes, nickels, quarters, loonies, etc) Assessments: Do students appear to understand the instructions? Are students able to answer addition questions with coins? Are students able to represent a number using coins? Do students understand the concept of double digit addition with coins? Are students using their whiteboards for learning? Learning Activity #2: Grocery Store (15 minutes) -Have students join me at carpet rows. Display the smartboard file Mar25math. Explain that we would like to go to the grocery store to get some food. Explain that each time we go to the store, we have a different amount of money to spend. Explain that we cant buy items that cost more money than we have. -Do the first example together. Explain to students that they may buy two items at the grocery store. -ASK: Which two items can we buy? What would our addition sentence look like? -Pair students up and have them sit together. Aim for academic pairings to ensure weaker students have a stronger partner. Hand each pair coin manipulatives. Explain that these coins are for learning and not for play. If they become toys, they will be taken away and pairs will have to use paper. -Have students complete the next two questions as a team. Ask students what they purchased with their money. Have them come up with an addition sentence for each. Assessment: Do students understand the instructions? Can students solve the problems? Are students working collaboratively? Can students translate coins into an addition sentence? Can students correctly answer the grocery store problems? Are students using their coins for learning? Differentiation: Hunter and Keenan may need the questions read to them. Chance and Dannie will be with EA at this time, until 12pm. They may work on xtramath.com when they return.

Learning Activity #3: Yard Sale Puzzles (20- 27minutes) -Hand out Addition and Subtraction to 100 books. Have students turn to the page that says 136 on the bottom. Display the page on the smart board and underline/circle important points. - Explain that today in our books we will do a very similar question to the grocery store one, but that it is about a yard sale! Read the instructions to students and confirm that they understand what to do. -Allow students time to work on this. They may use whatever tools they need to solve each question. If students are struggling, consider pairing them up with a partner. -If students are finished, have them work on xtramath.com OR independent math pages (depending on computer availability).

MATH

March 25, 2014

Assessments/Differentiation: Do students understand the concept of coin math word problems as addition problems? Are students able to explain their answers using pictures, numbers or words? Can students identify the objects that will add to 88 cents? Are students completing the page?
Closure (2 min.):
Consolidation/Assessment of Learning: ASK: Who can tell me what their coin addition sentence looks like? Feedback from Students: How many of you liked our coin questions today? Feedback To Students: Thank you for working so hard today! I can tell you really know your math! Transition to Next Lesson: We are going to get ready for lunch next.

Sponge Activities: -Silent reading -Statue