Primary / Junior Lesson Plan Template

Date: Mar 8, 2016.

Subject (s):

Lesson & Unit

Mathematics

Number Sense & Numeration

Intended Student
Outcomes

Assessment
(Formative)

Specific Expectations:
Students are expected to estimate the number of objects in a set, and
check by counting (e.g., I guessed that there were 20 cubes in the
pile. I counted them and there were only 17 cubes. 17 is close to 20.)
Demonstrate, using concrete materials, the concept of one-to-one
correspondence between numbers and objects when counting
Count forward by 1s, 2s, 5s, and 10s to 100, using a variety of tools
and strategies (e.g., move with steps; skip count on a number line;
place counters on a hundreds chart; connect cubes to show equal
groups, count groups of items).
Learning Goals & skills:
Students will learn to make good estimates and use counting
strategies to check how good their estimate was.
Students will work cooperatively with other students and help students
who may be struggling.

Rationale

Grade: 1

Students will initially be assessed through observation.

I will closely monitor the exploration and estimations of all children
and provide any further instruction that will enable them to better
excel to their full potential.
I will observe if they are able to estimate with appropriate numbers.
I will observe the learning skills of the students and whether or not
they are able to work cooperatively with others. I will observe, if any,
the students who are helping others who seem to be struggling.
I will watch to see how students are counting during the checking
process with my checklist.
I will observe the counting strategies they are using as well as the
mathematical language they are using when conversing and
determining the correct number of items.
As I observe throughout the entire lesson process, I will write
anecdotal notes alongside the checklist, based on the student
involvement, participation, and overall skills.
I will take photographs of the students while participating in the
estimating activity to refer back to when completing my assessments.
This lesson relates to the Number Sense and Numeration unit
because students are demonstrating their ability to make estimations,
and the tools and strategies they use to check the right number by
counting.
If students are able to make sound estimations and use appropriate
counting tools and strategies they will be prepared and will excel
when they eventually learn about the value of coins and counting
money, when they are counting forwards and backwards by 2s, 5s,

10s etc., when using ordinal numbers, and when solving problems
using addition and subtraction.
Motivation/Anticipatory
Set
(Minds On)

Action On

Closure
(consolidation)

I will start the lesson by talking about all of the wonderful things I
brought from home to show my students. I will show them my
favourite item that I collect (my lipsticks) and ask the class if they
collect anything. They will all have an opportunity to share the
collections they have at home. I will ask each student who shares
there collection how many of that item they have. At the front table I
will set up my collection of like-items for the children to see, including
my lipsticks. I will say At home I found a lot of lipsticks, but I also
found a lot of pencil crayons, thumb tacks, etc. I brought all of these in
today for us to play a guessing game. Does anyone know what
another word for guess is? Students will take turns answering the
question. I will then lead them to the word estimate and explain what it
means to make an estimate. Next, I will hold up a bag of 10 lipsticks
from my collection and say: There are 10 lipsticks in this bag from my
collection, how many do you think are all together in the container on
the table?
Students will all get a chance to make an estimate for the number of
items in each bag or container. For each collection, students can write
their estimates on sticky notes and post them on the paper provided.
During the estimating process I will rotate the class and stimulate
deep/higher order thinking and expand vocabulary by asking
questions like:
o Do you think there are more thumbtacks or flowers?
o Do you think are there fewer lipsticks or pompoms?
o Does it look like there are less flowers than thumbtacks?
Students will then meet to count the items in the collections. Various
tools to assist students through the many counting strategies will be
available to them (number chart, tens frames, will engage students in
thinking about counting strategies by asking the following questions:
o How do you think we should count the items?
o What could we use to help us organize our counting?
o How can we arrange the items so that we can count them
easily?
o How do you think we can arrange the items so that we can
count them without counting each block?
After completing the exercise students will complete a worksheet with
the following sentence starters using pictures and words:
o I wish I had 10
o I am glad I dont have 10
o I wish I had 50
I will ask students What other items in our classroom can we possibly
add to your estimating centre?

Other areas of curriculum:

Language conversing with the teacher and fellow classmates.
Reading and writing practice on the worksheet.
Visual art drawing and colouring the worksheet
Science/Inquiry preparing for the investigation of experiments
(making hypothesis, observations, and drawing conclusions).
I will discuss with students which collections had more or less items.
We will put the items in order from smallest collection to largest

Accommodations/
Modifications

Materials/Equipment/
Technology

Reflection (complete
after lesson is taught)

collection.
Students will be reminded of the various tools and strategies used for
counting and making good estimates.
To encourage higher order thinking skills I will probe questions like:
o What was the easiest way that you found to count the
collections?
o How did the sample of 10 lipsticks and the beginning of the
lesson help you estimate the total number?
o What other collections can you use to play this game at
home?
o When is it important to be able to make good estimates
outside of our classroom?
o Where can we use the counting tools and strategies we
learned outside of our classroom? Will this make counting
easier? Faster? Slower?
My lesson makes use of visual representations, verbal explanations
as well as written observation.
During the estimating centre activity, students will all have a walk
around and participate as they make the estimates they wish from the
various options of collections. Students are encourages to make as
many estimates as they can but are not pushed if they are feeling
uncomfortable. I will provide further explanations to students who
experience challenges, while they will be given help from their fellow
classmates. Students who experience difficult can also be paired with
a student who may be stronger in this subject area to help guide
them.
Containers and plastic bags filled with different small items
Sticky notes and blank paper
Pencils
iPad to take photos
Notepad
Our estimating caps!
N/A