You are on page 1of 2

# TEACHER Ms.

Doyle
Subject/Class/Course Math
Date 13/02/2018 Tuesday
Topic ‘difference’

Objectives/Outcomes (Indicate GCO and SCO) (Indicate SCO in student friendly language)
GCO: (N7) Illustrate, concretely and pictorially, the meaning of place value for numerals to 100
SCO: (N7E) I will be able to illustrate using linking cubes (10 trains), 10 frame models, and 10 frames with
counters that a given numeral to 50 consists of a certain number of tens and a certain number of ones.

Introduction
Students will come in from recess and will sit at their spots silently reading their desk books until the whole
class has come into class.

Once the whole class has returned and is sitting silently in their seats they will be instructed to move over to
the carpet where the teacher will open the class with a number talk focusing on exploring the number of
the day (counting to 100 days of school).

Assessment
Formative:

Observation/ Conversation
- The teacher will have continuous movement around the classroom monitoring the students and making
observations (taking notes all the while) about how the students are doing and the language they are using.
Are they reading the room? Are they asking for help when needed? Do they problem solve independently?

Develop the Instruction
Once the students have all been brought over to the matt the number talk will begin. First the teacher will
introduce the number of the day (99) and will ask if the number is odd or even. Once the class has given the
answer the teacher will ask “if our number is 99, who can give me 8 more? Who can give me 8 less? How
did you get your answers?” The class will briefly discuss the responses and the questions will be repeated
for 15 more and 15 less. Finally, the teacher will say “If our number is 99, what would you need to do to get
to 99 from 120.” The students are used to this being reversed “if the number is 97 how would you get to it
from 55.” This will be their first time needed to subtract in order to reach the number in question. (15 mins
10:40-10:55)

Next the teacher will present the class with a “What does not belong” problem showing 4 sections each
with a different shape. The students will be tasked with finding at least one reason why each shape should
not belong. (15 mins 10:55- 11:10)
Once the class has been given a chance to explore the shapes on their what does not belong activity they
will be separated into pairs of two and sent dismissed to play whole/part bingo. Groups will be called up
one at a time and handed the supplies they will need before being sent to a math station to begin their
game. (20 mins 11:10-11:30)

Closure
After the timer goes off the students will be given an attention getter and instructed to put away all of their
supplies. The teacher will call the quietest groups to return their supplies and return to the matt for our
closing counting circle focusing on counting numbers 1-50 forward and back. (20 mins 11:30-11:50)

Once the counting circle is finished students will be dismissed, most silent students first, to get their lunch
and begin their break.

Materials, Technologies, Safety or Special Considerations
White board, whole/part bingo boards, ten trains, dice, counting circle treasure box, “what does not
belong” large page.