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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)

(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.

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)

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.

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)

“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

- Students should be working independently on their 180

then we will take it up together”

days of math sheet

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

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:

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:

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

egg timer, and then saying: bum bum

bum bum to the students to have

them pause and quietly rotate.

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”

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)

- 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?”

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?

desk is clear”

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?

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