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Lesson Plan

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.

STEP 1 : CURRICULUM CONNECTIONS

Ontario Curricular Overall Expectations (numbers from documents and details)

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)

Ontario Curricular Specific Expectations and Achievement Chart Categories


(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of
expectations (1 or 2), connect to assessment. Indicate category in brackets beside specific expectation :Knowledge and
Understanding( K ) Thinking (T); Communication (C); Application(A)

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.

STEP 3: CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have


Basic subtraction knowledge from previous grades
An understanding of what mental math is from previous lessons this week
Students will be aware of the expectations at math centers as well as their rotation schedule (on the
board)

I.E.P. program implications: Accommodations, Modifications


all accommodated by:
-additional time for processing
-quiet space
-assistive technology (Google Read and Write for Chrome)
- additional time for task completion
-check-ins for understanding
-time management aids
-scribing
Differentiation: Content, Process, Product, Environment, Assessment
Content: At math centers there are varying levels of difficulty students are encouraged to select the
challenges that are right for them, worksheets are also differentiated for students who were struggling
from the previous weeks addition number line lesson.
Process: While this strand is mental math and we are encouraging students not to use calculators, if
students feel uncomfortable while in the math centers (games with other students) they are allowed to
use their calculators to check their answers.

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.

Minds on: Motivational Hook/engagement /Introduction (5-15 min)

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)

Class comes in from recess


“Alright I am looking for a group who
knows what they should be doing
right now”
“Which group will get a point…. Good
job ____ for having your blue 180 day
- If this classroom management technique does not
folders out and already working on
work, do bum bum bum bum, or take away party
your problems”
bubble time

“Okay class three more minutes and


- Students should be working independently on their 180
then we will take it up together”
days of math sheet

- 180 sheet projected on


whiteboard, take up answers
with the class
- When students give answer,
ask “did anyone get anything
- Students share their answers with their hands up when
different”
called on
- If students do not understand a question/ a question
“Okay if everyone could put away
seems difficult to some students get their peers to
their 180 days we are going to move
explain how they got to that answer
on to learning a new mental math
strategy “Addition with a number
- Class management: if someone talks without being
line””
called on take away a blurt rock

Our learning goal today is today I can


learn how to mentally subtract
numbers using a number line - Have students state success criteria from previous
strategy. Can anyone remember the mental math lessons:
success criteria we have been using - I can: Practice this strategy during math centres and
all week? independent worksheets
- I can: Explain how this strategy works verbally

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:

Introduce students to the subtraction


with a number line strategy

|---------------------------------|
- 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:

1. Popsicle Sticks: students at


this station must start at the
first popsicle stick and make
it to the finish stick by solving
various mental math
problems.
2. Figure me out : students
create a number biography
(age, shoe size, number of
pets) using their own math
equations, they then swap
sheets with a partner and
figure out their partners
equations to “figure out” their
partner.
3. Problem Solving - Canadian
timeline. Students work as a
group in this center to create - During math centers when not working with a group,
a Canadian timeline using circulate and make anecdotal comments on students
mental math strategy. working through math centers.
4. Technology - Prodigy will be
open on the chromebooks for - If volume gets too loud during math centers, bum bum
students to work on their bum bum or take away bubble time.
math skills
5. Math with teacher: Is it - If math centers are not working out, give out more
reasonable? Checking addition worksheets for individual desk work
reasonableness using a
variety of mental math
mistakes
6. Math communication,
building a structure with
pattern blocks and
communicating to partner
behind barrier to make same
structure

Math center rotation is done with an


egg timer, and then saying: bum bum
bum bum to the students to have
them pause and quietly rotate.

At the end of rotations use bum bum


bum for attention “Can each group
please clean up the center they are at
and return the math center folders to
their bin and then sit quietly at your
seat for me”

Consolidation & Connection (Reflect and Connect) (5-15 min.)

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)

Class management: bum bum bum


- It helped me do quicker subtraction
bum
- I didn’t like it, it took me a lot longer, I like the standard
algorithm
“How did we find using the number
line for subtraction, did it help
anyone?”
- I liked compensation
“What is your favourite mental math
- I like regrouping
strategy you’ve learnt so far this
week?”

“Knowing a variety of strategies is


important because it makes us better
math students”
- Students either give thumbs up/down or share how
Our learning goal today was today I
they completed learning goal
can learn how to mentally subtract
numbers using a number line
strategy, how did we do on this goal?

“You can get your lunch once your


desk is clear”

Extension Activities/Next Steps (where will this lesson lead to next)

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?