Lesson Title: Mental Math Strategies Lesson # 1 Date: 10/29/18

Name: Andrew Subject: Math Grade(s): 4/5

Rationale:​​ (lesson context and reasons why lesson matters)

Development of computational fluency and multiplicative thinking requires analysis of patterns and relations in
multiplication, division, addition, and subtraction. Before diving into addition and subtraction of 3 and 4 digit numbers, I
want to provide students with the opportunity to engage in mathematical discussion in a variety of ways.

Curriculum Connections :​ h
​ ttps://curriculum.gov.bc.ca/
Curricular Competency:
Reasoning and Analyzing
● Use reasoning to explore and make connections
● Develop mental math strategies and abilities to make sense of quantities
Understanding and solving
● Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving
● Develop and use multiple strategies to engage in problem solving
Communicating and representing
● Communicate mathematical thinking in many ways
● Explain and justify mathematical ideas and decisions
Connecting and reflecting
● Reflect on mathematical thinking

Content:
➢ Addition and subtraction facts to 20 (developing computational fluency)
➢ Number concepts

Core Competency:
Communication:
➢ Connect and engage with others to develop and share ideas.
Critical Thinking:
➢ Develop and Design.

Learning Intentions Activity Assessment

Math can involve movement. Mingle Observational
I can count 10’s and 1’s to make 100. Don’t Break the Bank Circulate- prompt thinking
I can engage in mathematical discussion. Numbers Talk Class discussion

Materials and Resources with References/Sources​​:

For Teacher For Students
Lesson inspired by Dan Finkel’s “Math for Love” Manipulative- Base 10 blocks
https://mathforlove.com/ Dice - about 6 (1 / 4 students)

Differentiated Instruction (DI​​): (accommodations)

Don’t Break the Bank.
➢ Students will be encouraged to take their time. Early finishers may be able to play a second round of the game.
However, this may lead to other students complaining, if they only had the chance to play once.

Numbers Talk:
➢ Instead of shouting out answers, which will limit student participation. Students will be encouraged to raise a
finger everything they find a new solution.

Organizational/Management Strategies​​: (anything special to consider?)

To start the class, students will be asked to stand up, and come to the front of the class. Then we will play the game mingel, which
will serve to get the students moving, and engage them in simple math.
 Lesson Activities:
Teacher Activities Student Activities pacing

Introduction ​(hook/motivation/lesson overview)

Hook
Start with “Numbers Talk”.
A simple problem will be shown on the board, ideally a
visual with a series of dots.
➢ Instead of shouting out an answer, students
will be asked to place a thumb in front of their
chest when they have a solution.
➢ Students will be encouraged to look for as
many solutions as possible.
➢ Once most of the class has a solution, I’ll ask
students for answers, starting with those who
have one solution.
➢ I will record all student answers on the board
➢ Then listen to the students, and record their
solutions
Using mental math, students will be asked to solve
for how many dots they see.
➢ Students will raise a thumb in front of their 10mins
chest when they have an answer. Adding
more fingers when they have multiple
solutions.
➢ Students will be asked to share their
answers with the class
➢ Once all answers have been collected,
student will be asked to explain their
answers.

Ideally, we will end the class with a consensus

answer, and several different solutions.

Body ​(lesson flow/ management)

Lesson flow:
Read the story “The Ant and the Grasshopper” As the story is being read, take down key points:
➢ hand out worksheet to the students ➢ Will read the story at least twice 15mins
➢ read through the story Either independently or in pairs, complete the
➢ check for understanding answers related to the story

Brain Break!
Circulate around the class, then get into groups,
Introduce the game Mingle.
corresponding to the number that the teacher yells
Serves as a good warm up, allowing students the out. Together, you will need to form an everyday
opportunity to move around. item. 5mins
➢ Could play music as students mingle. i.e. “4, bicycle”
➢ Students may be apprehensive about forming Students must get into groups of 4, and using their
objects, could start with simply forming bodies form a bicycle.
groups.
➢ As an extension, equations could be used.
i.e. Form a group of 7-4.

Closure ​( connections within lesson or between

lessons, sharing successes, summaries)
Ask students to return to their seats, explain that we
are going to learn a new game.
Teach “Don’t Break the Bank”
➢ In small groups, students will take turns
rolling a 6-sided dice.
➢ Each of them will need to decide if they want
to use the number as ten’s or one’s.
➢ The goal of the game is to come as close to
100 without going over after 7 rolls.
WIll the help of a volunteer, I will demonstrate the
game to the class, playing a few rounds. As this is a
game, I want to make sure students understand that
losing is an opportunity to gain knowledge about the
game.
In groups of 4, playing with the students who sit
around them. Students will play the game, “Don’t
Break the Bank”. 10mins
➢ Manipulative will be provided
➢ Students will have pencils and paper
➢ Each group will get a 6-sided dice
After the game, we will come back as a class and
discuss strategies.
➢ What worked well?
➢ What would you do next time?

As students play, I will circulate, prompting each

group with questions about their strategy.

Reflections: (over)