Lesson

Title/Focus

Place Value

Date

Dec. 3rd/14

Subject/Grade
Level

Math 2

Time
Duration

75 min

Unit

Number Concepts

Teacher

Ms. Getschel

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:

Develop number sense.

Specific
Learning
Outcomes:

Main Outcomes
I can illustrate with manipulatives and pictures place value to 60.
Daily Outcome(s)

I can apply mental math strategies up to 18 (doubles).

I can create and solve addition and subtraction problems.

LEARNING OBJECTIVES
Students will:
1.

Illustrate place value up to 60 with objects and pictures.

ASSESSMENTS
Observations:

Key Questions:

Products/Performances:

Dice Activity/Math Journals

Number of the day activity & red math binders
Smart table games
How many beads should we have in the ones box?
How many beads of 10 should we have in the tens box?
Why did we have 9 beads in the ones box yesterday and today we have 0 beads in the
ones box?
Is there a double that makes 3? (answer = no)
What is the double plus one that makes 3?
Is 60 (number of days of school) an even or odd number? How do we know its even?
How many tens and ones blocks show this number?
What number is in the tens and ones place?
Dice Activity/Math Journals
Number of the day activity & red math binders
Smart table games

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Alberta Program of Studies

http://www.bing.com/videos/search?q=welcome+back+codd
er&FORM=HDRSC3#view=detail&mid=CEFC68BDBF8A14E68
33ECEFC68BDBF8A14E6833E (welcome back)
https://www.youtube.com/watch?v=5W47G-h7myY

Smart table
9-sided dice
Math journals
Red math binders
Number of the Day worksheet
PowerPoint file
Unifix & ten cubes.

PROCEDURE
Prior to lesson

Prepare Centers and open video on YouTube.

Introduction

Time

Attention Grabber

Expectations for Learning

and Behaviour

Advance
Organizer/Agenda

Remind students about gingerbread button.

Play https://www.youtube.com/watch?v=5W47G-h7myY
When completing calendar routine, look at the number of days of
school
Ask:
How many beads should we have in the ones box?
How many beads of 10 should we have in the tens box?
Why did we have 9 beads in the ones box yesterday and today we have
0 beads in the ones box?
Students will listen attentively during lesson.
Students will actively participate in group discussion.
Students will appropriately work individually or collaboratively in
their math centers.
Calendar (10 min)
Mini-lesson (10 min)
Math Centers (45 min start at 5 to 11 and end at 11:40)
Closure (10 min)

Transition to Body

Move to carpet when welcome song is played

Assessment of Prior
Knowledge

Body
Learning Activity #1

Calendar

Assessments/ Differentiation:

Learning Activity #2

Students will gather on carpet when welcome song is played.

Have daily pointer come up and follow calendar routine (ask: what is
today? Tomorrow? Yesterday? Students will respond with day, month,
date and year).
Sing months of the year song.
Skip count tally marks and discuss place value.
Ask:
Is there a double that makes 3? (answer = no)
What is the double plus one that makes 3?
Is 60 (number of days of school) an even or odd number? How do we
know its even?

Learning Activity #3

10 min

Observe students skills in order of logic and number concepts.

Mini-lesson

Assessments/ Differentiation:

Time

Open PowerPoint and discuss each slide.

Ask:
What is in the tens place and ones place?
How many tens and ones place blocks show this number?
Review TO acronym for tens place and ones place.
Groups are labelled on PowerPoint. Rotation will occur every 15
minutes clockwise. Use bell to initiate change in centers.
Use thumbs up, thumbs side and thumbs down method to check for
understanding. If understanding seems unclear, revisit instruction.
To help meet the needs of visual learners, use tangible objects (building
blocks) or draw pictures to aid in learning.
Math Centers

10 min

Center 1- Dice Activity & Math Journals (Mrs. Stewart)

Students will roll dice and put number in tens column. They will roll
the dice again and put the number in the ones column.
They will build the number using blocks (if needed) and draw the
picture of blocks representing tens and ones.
They will write the number.
To challenge students, have them roll the dice 3 times and work with
place value up to the hundreds.
If students finish the activity, they can write in their math journals

45 min

using one of the math journal prompts. (ie. I learned that . . . ).

Center 2 Number of the Day & Red Math Binders (Mrs. Shaw and myself)

Students will complete number of the day worksheet working

individually.
Once finished, students will complete a Tuesday of Daily Math
(behind tab 1), pg. 4 of Number Concepts (behind tab 6) and number
17 or 18 of Math Minutes.
Center 3 Smart Table

Assessments/ Differentiation

Assessment of Learning:

Provide every student with sticky note and have them write their
name.
Roll the 2 dice using Smart Notebook.
Have each student represent the number rolled by drawing tens and
ones blocks (just like the dice activity worksheet).
Engage in discussion for review of place value (sing song again).
Provide every student with sticky note and have them write their
name.
Roll the 2 dice using Smart Notebook.
Have each student represent the number rolled by drawing tens and
ones blocks (just like the dice activity worksheet).
Engage in discussion for review of place value (sing song again).
Explain that place value is important when adding and subtracting in
older grades.
Thank the students for their attention.

Inform that we will be doing problem solving tomorrow.

Feedback From Students:

Feedback To Students

Transition To Next Lesson

Students will co-operate in using the Smart Table to play activities.

Type in place value into search and open program.
Choose multiple choice activities for the students to play.
Students will complete the prompted questions in a collaborative
setting.
If there is a desire to change activities, students may play the addition
game packet labelled sums.
Remind the students that this is an expensive piece of technology that
must be used respectfully.
Discuss rules created for the Smart Table and choose a leader of each
group to monitor the activity.
The leader is to politely ask students to follow the rules if they are
misbehaving. If the students do not listen, they are instructed to ask for
help from a teacher.
During all centers, notes will be recorded about student performance
for formative assessment.
To promote success of all types of learners, use manipulatives to
further explain concepts during dice activity/math journals.
To challenge learners, complete place value up to the hundreds during
dice activity.
To encourage writing skills, have students use the math journal writing
prompts to show what they know.
Closure

Time

10 min

Reflection
The design of this lesson is well thought out to encourage differentiation and engagement in the class. The
learning activities are all segmented into short times with the purpose of maintaining students attention. The lesson
begins with calendar, followed by a mini-lesson and transitioning to a new activity every 15 minutes in math centers,
until the final closure.
During calendar, I utilize multiple opportunities within this time to discuss daily math skills like doubles and
double plus/minus one. The activity of calendar is delivered by the student of the week. By having a student lead each
calendar session, the students feel a sense of pride in their ability to teach others. In addition, all of the students are
excited to follow along during this activity. The calendar portion of the lesson occurs on the carpet, encouraging a close
community of learners. Often, I take this time to ask my pre-assessment questions that inform about the lesson that
day.
The mini-lesson is kept short, with a quick overview of key concepts and examples. This is one area of growth
that I have noticed in my lessons, for in the beginning of practicum my mini-lessons were actually quite long. I have
realized that students are better focused when the mini-lesson is kept to a minimum of time or separated by a brain
break activity. Often, I have students bounce on their balls (used as chairs) so that the students can refocus. The minilesson is delivered using simple PowerPoint slides, many of which contain pictures and prompted questions. In this minilesson in specific, I sang a song with the students to help them remember place value. Another valuable part of the
PowerPoint slides is the advanced organizer and displayed outcome(s). Furthermore, I always layout exactly what the
students are doing that day and share the learning objective of the day. I feel that this helps prepare the students for the
lesson and give meaning behind their learning.
The practice of curriculum outcomes occurs during math centers, where students are put into groups of mixed
math levels. The purpose behind mixed groups is to encourage more independence amongst two of the centers so that
the teacher can focus more on one center. Moreover, by having students with stronger math skills mixed in with lower
level learners, the stronger students are able to read instructions and help their peers. By arranging the centers in this
way, the teacher has the opportunity to gain a better understanding of what students know and help them more on a
one-on-one basis.
The design of the centers allows students to practice more daily math skills during Smart Table, while the
specific skills of the lesson are focused on during math journals and math by myself. I think that the math centers
provide good routine for the students and allow them to develop different skills in writing and technology. By
incorporating visuals during Smart Table, applying the use of manipulatives and writing during math journals and
having students move around in the classroom, it ensures that the needs of different types of learners, as specified by
Howard Gardner, are met. This is one way that instruction is differentiated for students.
Another way that it is differentiated is within the actual centers. For example, at journals the students who
struggle with place value have the opportunity to use manipulatives to learn ones and tens, whereas the students who
need a challenge have the opportunity to extend their knowledge to learn about place value in the hundreds. At the
Smart Table, the students have the opportunity to switch activities to a math bored game if they lose interest in what
they are doing.
The centers are delivered in a structured and yet independent way. For example, in Smart Table, the students
can only play the multiple choice activity that I have selected, however do have the option to play the board game
instead. To ensure that the groups are working fairly at this center, I have collectively designed rules with the students
that they must read before they play. I also choose a leader for the day that monitors the center within each group and
informs me if any misbehaviour is continual. The math by myself center is designed to be structured as the students

complete their number of the day worksheet, but also independent in that they are working mostly by themselves.
Lastly, the math journals center is structured by the type of activity that helps facilitate learning, but independent in
allowing students to freely express their thoughts and ideas in their journals. By creating structure and allowing
independence, it appears that students feel more engaged in their learning.
The closure of the lesson is designed to remind the students of key concepts, gain an understanding of what
they have learned (exit slip) and keep them excited to learn more (encouraged by use of technology).
The design of my lesson reflects many of the concepts that I have learned in C & I. Most specifically, it reflects
the importance of differentiated instruction in the classroom. I believe that my lesson utilizes many of the students
strengths as mathematical, linguistic, spatial, kinesthetic and visual learners. Within the lesson, there are many
opportunities for the students to learn in a way that is best suited to their needs. Additionally, there are chances for the
students to improve their skills in other areas. As already mentioned, differentiation is again accomplished in this lesson
by planning for the different levels of student learning. I have altered the activities to aid the students who struggle and
challenge the students who are excelling. My lesson also reflects what I have learned in regards to Blooms Taxonomy.
While I believe that the math by myself and Smart Table centers adhere to more of the application portion of
Blooms Taxonomy, I think that math journals fall into the create section. By having students share their thoughts in
a meaningful way in their journals, they are developing higher order thinking skills.
My experience will inform future planning and instruction in many ways. Going through PSI, I have realized how
important differentiated instruction truly is. While some of the students can read at an average level, they struggle
substantially at writing or vice versa. Students need multiple opportunities to succeed in their learning and it is my
responsibility to plan these opportunities. I will also segment my activities into shorter time frames. This is purposeful to
ensure that students are engaged and excited to learn. It also serves well for incorporating daily math outcomes that
need to be continually reviewed.

Lesson
Title/Focus

Testing Boats

Date

Dec. 3rd/14

Subject/Grade
Level

Science - 2

Time
Duration

50 min

Unit

Buoyancy & Boats

Teacher

Ms. Getschel

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:

2-7 Construct objects that will float on and move through the water, and evaluate various designs for
watercraft.

Specific
Learning
Outcomes:

Alter or add to a floating object so that it will sink, and alter or add to a nonfloating object so that it
will float
Assemble material so they will float, carry a load and be stable in water.
Evaluate the appropriateness of various materials to the construction of watercraft, in particular:
- the degree to which the material is waterproof (not porous)
- the ability to form waterproof joints between parts
- the stiffness or rigidity of the material
- the buoyancy of the material

LEARNING OBJECTIVES
Students will:
2.
3.

Understand how boat construction affects its weight bearing capabilities.

Understand the influencing factors of buoyancy.

ASSESSMENTS
Observations:

Key Questions:

Products/Performances:

Individual completion of worksheet

Picture drawing/coloring
Knowledge of outcomes demonstrated through discussion.

What features of boats affect buoyancy? (shape, size, materials, construction)

What features of boats will make it hold more weight than others?

How many pennies did the aluminum boat hold last day? (81)
Students will fill in chart of work booklet.

LEARNING RESOURCES CONSULTED

Alberta Program of Studies

MATERIALS AND EQUIPMENT

Student made boats

Spare materials for alterations.
5 Buckets of water
Pennies
Workbooks

PROCEDURE
Prior to lesson

Gather materials, hand out work booklets and arrange desks into pods of 5 with one
water bucket on each pod.
Introduction
Time

Attention Grabber

Dress in lab coat and safety glasses.

Assessment of Prior

Review 4 influencing factors of buoyancy.

Which of the boats do you think will hold more weight than others?

10 min

Knowledge
Expectations for Learning
and Behaviour
Advance
Organizer/Agenda

Transition to Body

Why?
How many pennies did the paper boat hold last day? (45)
Students will actively participate in group discussion.
Students will individually fill out their worksheets & draw boats.
Students will respectfully work in groups to complete the penny task.
Review 4 influencing factors, yesterdays penny demo.
Discuss predictions
Explain layout of activities.
Boat testing.
Group Data Collection.

Testing equipment will be set up.

Body

Learning Activity #1

Penny Testing Demo Review

Learning Activity #2

Hold up paper boat.

Ask students how we tested to see how much weight it could hold and
where in the boat, the pennies were placed.
Remind students to record their number of pennies in the middle
column of their worksheets after completing the experiment.
Explain Layout of Activities

Assessments/ Differentiation:

Time

5 min

Class will be arranged in even groups of 5 (more/less students can join

groups based on attendance). Students will be numbered 1 -5.
Each group will be assigned with 1 type out of the five boats.
Each group will have 2 students complete the boat test at a time. The
rest of the students will observe. Work around the circle until everyone
has completed the boat test.
Hand out sticky notes and have students write their names on it and
put how many pennies they think it will take for their boat to sink.
Have them put this sticky note in their booklets.
In the boat test, students will add penny by penny until the boat sinks
and they will record the number of pennies that made it sink in the
appropriate middle column.
After group is done, they can complete the maze on the back of the
book and color until the whole class is finished.
Once the whole class is finished, the person with the most pennies from
each will show their boat and share how many pennies it took. All
student will record their classmates numbers in the blank sections of
their workbooks.
Discuss which boat held the most pennies before sinking and ask for
suggestions about why.
Predictions during the penny testing will be observed to gage basic
understanding of students.
Discussion will be monitored to gage comprehensive understanding of
students.
*if majority of students do not appear to understand, instruction will be
revisited

Closure
Consolidation of Learning:

Feedback From Students:

Feedback To Students

Transition To Next Lesson

Have students complete quick exit slip worksheet where they will
circle which object they think is best constructed to float or sink.
Exit slip will be formatively assessed and feedback will be written on
worksheets and returned. Thank the students for their attention.
Thank the students for their attention and all their hard work during
the unit.
As this is the last lesson of the unit, share with the class what the next
unit will be with their new teacher.

Time
10 min

Sponge Activity/Activities

Complete and color maze at the end of worksheet.