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Lesson Title: Subtraction with a Number Line Grade: 6 Date: December 5th 2017
Subject/Strand: Math Unit: Number Sense and Numeration Location: Room 148 Times: 11:30-
12:50 (80 mins)
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big
ideas/essential/enduring understandings?)
I am teaching students how to use a number line for subtraction problems. This lesson is halfway
through the subtraction mental math strategies, so they are familiar with using different strategies for
subtraction at this point. The big idea of this lesson is to give students alternative algorithms to use to
help them increase their math fluency. The enduring understanding is that mental math will always be
apart of students lives in future classes, and careers.
Solve problems involving the multiplication and division of whole numbers, and the addition and
subtraction of decimal numbers to thousandths, using a variety of strategies;
(pg 88)
use a variety of mental strategies to solve addition, subtraction, multiplication, and division problems
involving whole numbers (e.g., use the commutative property: 4 x 16 x 5 = 4 x 5 x 16, which gives 20 x
16 = 320; use the distributive property: (500 + 15) ÷ 5 = 500 ÷ 5 + 15 ÷ 5, which gives 100 + 3 = 103);
(pg 88) (K)
Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to
know and be able to do, in language that students can readily understand.)
Today I can learn how to mentally subtract numbers using a number line strategy
STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ ] FOR [ X ] AS [ ] OF
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the
criteria to assess student’s learning: evidence of learning students will provide to demonstrate their knowledge, skills and
thinking, in language that students can readily understand). Indicate the Achievement Chart criteria.
I can: Practice this strategy during math centres and independent worksheets (A)
I can: Explain how this strategy works verbally (C)
Assessment Mode- Assessment Strategy and Task for Students- Assessment Tool -
Written, Oral, What are the students doing to show their Instrument used to
Performance (Write, learning? assess; Record
Say, Do) Students are individually completing their Keeping format
Written/ Do. worksheets using the mental math strategy Written: worksheets from
shown. They are also being assessed on their lesson as well as math
active participation in the six math centers. centers will be assessed
after student has finished
their centre rotations.
Do: Anecdotal notes
sheet for the teacher will
be on hand to see who in
the group is participating
at math centres.
Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [ ] independent work, [x] collaboration, [ ] initiative, [x ]
self-regulation
Collaboration: works with others to resolve conflicts and build consensus to achieve group goals
during math centers.
Self- Regulation: seeks clarification or assistance when necessary, perseveres and makes an effort
when responding to challenges (during worksheet, and during math centers)
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
Mental Math Strategy, Number line - These words will be highlighted on the mental math anchor chart
that will be constructed with the class while teaching the strategy. The chart will be hung on the math
wall for students future reference.
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include
any attachments of student worksheets used and teacher support material that will support communication of instruction. Include
the use of Information Technology (ICT) in your lesson plan where appropriate.
Subtraction worksheet
Math Curriculum (pg 88)
Projector/ Chart Paper
Students Red Math Duotangs
Math centre materials: Popsicle sticks, dice, deck of cards, graph paper
Growing Success (pg 11)
Guide to effective instruction in Math
From Patterns to Algebra - Ruth Beatty (pg 207)
Three Part Lesson Identify what the students are expected to think about or
do.
What Teachers Do: Write the What Students do: Identify what the students are expected
lesson description with enough to think about or do (in terms of learning processes).
detail that another teacher could
replicate the lesson without a
personal discussion. Prompts and
guiding questions are required in
each section.
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to
guide lesson.
Time: 10 (Indicate time breakdown of
instructional elements)
Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: 60 (Indicate time breakdown of
instructional elements)
30 Minutes:
Subtracting with a number line
lesson:
|---------------------------------|
- Ask students “Has anyone subtracted with a number
Problems to do on the board: line before?”
73 - 46 (A= 27) No
Other problem sets: - “Do we remember adding with a number line from last
week?”
35 - 28
79 - 38 Yes
82 - 57
“How do we feel about this strategy - If students talk while teaching take a blurt rock
thumbs up or down”
Hand students individual worksheets - For these other problem sets see if students can come
to practice number line subtraction up to the board and put their own number line answers
up
Class Management: bum bum bum
bum
- Students give thumbs up or down
“Okay make sure those sheets are in
your red duotangs, and lets move into - Individual quiet work time
math centers your rotations are on
the board”
Math Centers:
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment
loop.
Time: 10 (Indicate time breakdown of
instructional elements)
For the past week subtraction mental math strategies have been shown to students. The standard
algorithm will be the next and final lesson on mental subtraction. At the end of this week students will
be given a quiz on mental addition and subtraction.
Personal Reflection - Choose at least one question from each area that best allows you reflect
on this lesson. Questions should vary over the week and specific plans.
Learner Empowerment
1. How did students
show understanding of
expectations?
2. How did my lesson
transform students from
“passive listeners” to “active
participants”?
3. Was my behavior
management technique
effective? Why?
4. Were students able to
transition to the next activity
successfully?
5. How does the lesson
provide a meta-cognitive
opportunity for students to
address their own learning?
Instructional Strategy
1. Was my motivational
technique (hook) effective?
Why?
2. What will I do to
improve questions? Was a
balance between teacher and
student talk evident?
3. How did the task
provide a Rich Performance
opportunity or other way of
actively demonstrating
knowledge?
4. How did I provide
modeling, guided &/or
independent practice?
5. Was my behavior
management technique
effective? Why?
6. Were students able to
transition to the next activity
successfully?
Professional Educator
1. What factors may
have influenced the success
of this lesson? Did I note and
respond to these elements
appropriately?
2. How might I improve
the effectiveness of my
teaching for my next lesson?
3. What additional
proactive management
step(s) should be considered
for subsequent lessons?
Why?
4. What did I learn from
this lesson about my own
effectiveness as a teacher
(strengths and areas for
future improvement of
communication, planning,
differentiation,
implementation and
classroom organization,
management, assessment)?
5. How is my growth as
a professional being
demonstrated?