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Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Guide Math Number Line

Date

November 13, 2014

Subject/Gra
de Level

Grade

Time
Duratio
n

60 mins (two 30-min


parts)

Unit

Addition

Teacher

Nathan Lefsrud

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General
Learning
Outcomes:
Specific
Learning
Outcomes:

Develop number sense


Demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1-, 2and 3-digit numerals), concretely, pictorially and symbolically, by:
using personal strategies for adding and subtracting with and without the support of manipulatives
creating and solving problems in context that involve addition and subtraction of numbers.
[C, CN, ME, PS, R, V]
Demonstrate an understanding of addition of numbers with answers to 10 000 and their corresponding
subtractions (limited to 3- and 4-digit numerals) by:
using personal strategies for adding and subtracting
estimating sums and differences
solving problems involving

LEARNING OBJECTIVES
Students will:
1. Practice the new number line strategy in order to give them more options on how to add
numbers best on their own

ASSESSMENTS
Observations:

Key Questions:
Products/Performan
ces:

Observe students as theyre being led through the problems. Make sure
that attention stays on the problem and teacher and gauge their
understanding of the method through feedback and their responses to
questioning

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT


White board, markers, students math books

PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge

Have math problems prepared


Introduction
Who can tell me about the new adding strategy that Miss C
showed last math class? Want to hear:
about number lines
how we start at the large number and add the smaller one
start by adding the largest decimal place and work to the
right (hundreds, then tens, then ones)
Under each arch, we write what were adding (the one
decimal place)
Where the arch touches the number line again, we write the
new sum

Time

~2
mins

Expectations for
Learning and
Behaviour
Transition to Body
Body
Adapted from a template created by Dr. K. Roscoe

Time

Learning Activity
#1

Lesson Plan Template ED 3501 (Version C)


This is only the guided math portion of the entire math lesson. Miss
C has the class split into either 3 or 4 groups of students who rotate
through math stations on a 15-minute timer, and today I (Nathan
Lefsrud) will be doing the guided math portion.
There are three stages of math learners that Miss C has split her
class into at various levels of ability. I have prepared three math
problems that I can use as examples for each level:
1) 34+15, 41+33, 29+88
2) 101+38, 234+1181, 2579+1343
3) 452+3890, 2024+6689, 8903+11731
Each set of problems gets a little harder as you progress, taking into
account adding to higher decimal places and creating sums within a
decimal place that exceed ten (having to add to the higher decimal
place as well).
At the start of math or at the turn of the buzzer, I will announce the
names of the students whose turn it is to come to guided math. I will
have a chair in front of the white board at the carpet and the
students will have their addition books and yellow math books on
the carpet with them.
I will lead the students through the problems keeping in mind the
rules that were stated in Assessment of Prior Knowledge, which they
should also have in their addition books now. For each step, I will
guide the students through them, helping them to keep the rules in
mind and prompting them to tell me what comes next, rather than
the other way around. Also emphasize the importance of showing
their work.
1) Start with the larger number on a point on the left of the
number line.
2) Draw an arch to the right on the number line and draw
another dot.
3) Under the arch, write the sum of the largest decimal place
that still needs to be added.
4) At the next dot, write the sum of the number at the last dot
and the number being added in the arch.
5) Continue until the full sum has been found.
6) Repeat for all questions in the series.
If some students really get the concept and dont need the guided
help, then they may go do math by themselves at the teachers
permission.
After students are done with guided math, then they have the
problems on the board for their learning level that they need to go
work on in addition to their daily math and mad minutes. The
problems get copied into their yellow math books. Make sure to
emphasize that we want to see their work so that we know they
understand how to use the number line adding method.
We probably wont get through all three problems at each group, but
having too many ensures that the students are maximizing their
instructional time rather than missing out on any.

Teacher Notes:
Assessments/
Differentiation

~13
mins
(four
times
)

Differentiation: different levels of problems for different levels of


students in math

Learning Activity
#2
Teacher Notes:
Assessments/
Differentiation

Learning Activity
#3
Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)


Teacher Notes:
Assessments/
Differentiation

Closure
Consolidation of
Learning:
Feedback From
Students:
Feedback To
Students

Time

Marking of the students yellow books to show their understanding


of the method
Spend additional time with students who are clearly having difficulty
understand the concept to raise their confidence to do the problems
on their own

Transition To Next
Lesson
Sponge
Activity/Activities
Reflections from the
lesson

Adapted from a template created by Dr. K. Roscoe