Name: Sarah Jargiello Day: 1 Period: 3 and 4

Lesson Plan
Lesson Title: Math Centres
Grade: 2
Date: Thursday April 12th, 2018
Subject/Strand: Math
Unit: Number Sense and Numeration
Times: 11:30- 1:10 (100mins)
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?)
Today I will be introducing the math centres that student will be going to today and tomorrow. Each centre is based on what we have
been working on the past seven lessons. This gives the students a chance to practice working with two-digit addition and subtraction.
The big idea of this for students to have a variety of ways to work with each manipulative and to explore using them in different
scenarios, whether it be for a game, addition, subtraction, skip counting, etc.
STEP 1: CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
solve problems involving the addition and subtraction of one- and two-digit whole numbers, using a variety of strategies
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)
solve problems involving the addition and subtraction of two-digit numbers, with and without regrouping, using concrete
materials.
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.)
Math Centre 1: Addition.
1. Strategies to add two, two-digit numbers together.
2. To add two-digit numbers using a hundreds chart.
3. To add two-digit number together using the traditional algorithm.
4. How to add two-digit numbers together using base ten blocks.
Math Centre 2: Subtraction.
1. To subtract 2 two-digit numbers using a hundreds chart.
2. How to write a subtraction sentences.
3. How to add two-digit numbers together using base ten blocks.
4. To subtract two-digit number together using the traditional algorithm.
STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ x ] 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.
Math centre 1: Addition.
1.- Break down the numbers smaller to help me answer the question.
- Add the ones column first.
- Add the tens column second.
- Produce an answer to solve the problem
2.- Find my number on a hundreds chart.
- Use arrows to guide a path to the answer.
- Figure out the number that is being added from the arrows.
- Write an addition sentence that goes with it.
3.- Circle the ones column (K)
- Add the ones column first. (T)
- Add the tens column second. (T)
- Produce an answer to the problem. (A)
4. - Read the numbers accurately (K)
- Show the tens of a number with the tens rods (T)
- Show the ones of a number with the ones blocks. (T)
- I can add the tens rods to get my tens. (K)
- Add the ones blocks to get my ones. (K)
- Add my tens rods and my ones blocks together to get my answer. (A)
Math Centre 2: Subtraction.
1.- Find my number on a hundreds chart.
- Use arrows to guide a path to the answer.
- identify the number that is being subtracted by the arrows.
- Identify that 10 represents one up arrow and know that two makes 20.
- Write a subtraction sentence that goes with the arrow subtraction question.
2.- Read the numbers accurately (K)
- Show the tens of a number with the tens rods (T)
- Show the ones of a number with the ones blocks. (T)
- subtract the tens rods to get my tens. (K)
- subtract the ones blocks to get my ones. (K)
- subtract my tens rods and my ones blocks to get my answer. (A)
3.- Circle the ones column (K)
- Subtract the ones column first. (T)
- Subtract the tens column second. (T)
- Produce an answer to the problem. (A)

Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their learning? assess; Record Keeping format
Write Students will be doing activities in the math I will be using a parking lot to take notes of
centres that are based on the seven lessons that student learning as I observe each centre. I
we have done. They will complete the activities will be taking notes at centre 2 as students
based on what they have learned over the last work on the activity sheets.
seven days.
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
Students will have prior learning for the last four lessons
I.E.P. program implications: Accommodations, Modifications
No changes for students on IEP
Differentiation: Content, Process, Product, Environment, Assessment
Have whole group discussions
Group work
Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [ ] independent work, [ x ] collaboration, [ ] initiative, [ x ] self-regulation
Collaboration: accepts various roles and an equitable share of work in a group.
Self- Regulation: seeks clarification or assistance when needed.
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
Hundreds, Chart, Strategies, traditional, algorithm, sum, total, addition, subtraction, base ten, tens, ones.
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.
Hundreds charts, games, base ten rods, iPad, activity sheets.
Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
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: ____10-15 mins__ (Indicate time breakdown of instructional elements)
“hands on top”. “that means stop”
“we are going to begin with a book this morning ____________.
Lets’ make some prediction on what you think is going to
happen in the book by the cover and title.”

As I am reading the book I am going to stop periodically to see if

some prediction came true and what will happen next and what
is happening so far.

After the book discuss their prediction and the book. As well as
make connections to what we have been working on.

“today we are going to do some math centres”

“let’s take a look at what we will be doing in these math
centres….”

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: ___40 – 60 mins_____ (Indicate time breakdown of instructional
elements)

Centre 1 will be addition.

“It will have everything that we did for adding two-digit
numbers together.”
“centre 2 will be subtraction. It will have all the activities we
have been working on plus more.”
I will introduce the new activities that have been added.
“Centre 3. Is card and dice games about addition and
subtraction.”
I will model some of these games for students, so they know
what they are doing.
“Centre 4 is iPads, you will be going to math playground and
playing the two-digit addition and subtraction games.”

“any questions before we begin?” Students will raise their hands if they have any questions.

I will make groups by assigning students with a number from 1-

4. Students will go to the centre that they have been assigned.
“if you are a 1 you will go to centre 2”
“if you are a 2 you will go to centre 3”
“If you are a 3 you will go to centre 4”
“If you are a 4 your will go to centre 1”

As I walk around with my clip board I will record the groups

who is in which group and the number of centres they were at.

After about 20-25 mins I will have students rotate

“Hands on top”
I will wait until everyone has their hands on their head.

“everyone is going to rotate everyone at centre 1 will go to 2, Students will rotate to their next centre.
centre 2 will go to 3, centre 3 will go to 4, centre 4 will go to
1.”

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: ______5 mins______ (Indicate time breakdown of instructional elements)

“Hands on top” “that means stop”

“we are going to tidy up the centre that you are at and join me Students will begin to tidy up where they are at and have a seat at
at the carpet please” the carpet.

(de-brief about the centres)

“how did everyone feel about the centres?” Students will raise their hands if they have something to share.
“what did you like about them, what did you dislike?”
“were there any challenges, was something to easy?”

I will ask as many students as I can.

“so tomorrow we will continue these centres so what ever two

centre you didn’t do you will do tomorrow”

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

Next, we will begin two-digit addition and subtraction using hundreds charts and base ten blocks.

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?