Course: Math Gr.

2/3 Date: Dec 3, 2020

Instructor: Tanner Lesh Time: 9:55-10:45 (50 min)

Stage 1: Desired Results

Grade 2
GLO(s):
Develop number sense. (16)
SLO(s):
9. Demonstrate an understanding of addition
(limited to 1- and 2-digit numerals) with
answers to 100 and the corresponding subtraction
by:
• using personal strategies for adding and
subtracting with and without the support of
manipulatives
• creating and solving problems that involve
Learning addition and subtraction
Outcome(s) • using the commutative property of addition (the
order in which numbers are added does not affect
the sum)
• using the associative property of addition
(grouping a set of numbers in different ways does
not affect the sum)
• explaining that the order in which numbers
are subtracted may affect the difference.
10. Apply mental mathematics strategies for
basic addition facts and related subtraction
facts to 18.
Grade 3
GLO(s):
Develop number sense (20)
SLO(s):
9. Demonstrate an understanding of addition and
subtraction of numbers with answers to 1000
(limited to 1-, 2- and 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.
10. Apply mental mathematics strategies and a
number properties in order to understand and
recall basic addition facts and related subtraction
facts to 18.

Students will:
Students will:
1. Apply personal strategies to solve
1. Apply personal strategies to solve
subtraction problems without regrouping
subtraction problems without regrouping
(2 digits)
(2 digits)
Learning 2. Apply Math strategies to solve
2. Apply Math strategies to solve
Objectives subtraction problems to 18
subtraction problems to 18
A. Identify that when subtracting with
a. Identify that when subtracting with
2+ digits, it is important to start with the
2+ digits, it is important to start with
ones column
the ones column

Stage 2: Assessment Evidence

Individual worksheets.
Summative Formative
Observation through activities (Intro, part 1, mini lesson) –
Assessment Assessment noting strengths and weaknesses

Stage 3: Learning Experience: Timbit Themed lesson

Tech Load number line on Resources Box of 20 Timbits, Worksheet, mini whiteboards,
to Do whiteboard to Bring Laminated number lines

Topic Page 1
Course: Math Gr. 2/3 Date: Dec 3, 2020
Instructor: Tanner Lesh Time: 9:55-10:45 (50 min)

Time Sequence and Description Notes

Introduction : Timbits partner problem
1. Bring Box of Timbits to front of the class (students will ask about it)
2. Present a problem: “I was bringing in these Timbits but I dropped
the box in the parking lot and a whole bunch spilled out! Now there
are only 7 left in the box! how many are in the parking
lot?”
3. “With a partner, students are going to have to solve the problem on Look a disappointed at
the whiteboard - ask them to show their work. Give 3 min on timer beginning, when telling
to solve before they share(O joins N, X joins G) about timbits.
4. Answer/strategy discussion: Ask class for answer, then start to get Key Q: What strategy
student strategies on how they solved it (observe strategy diff. did you use to solve the
students used and share with class on the board to show others, the problem?
10-15 min
possible strategies) – could be regular subtraction, number line, -observe different
addition, etc. strategies to choose who
5. Let all students know they just did subtraction by finding out how to call on when solving
many they have left (sound excited) the problem (get a
6. Let students know we are going to be doing subtraction in math couple different
again and some students are ready for 2-digits strategies.) – Take notes
- Let students know they will get Timbits at end of class

Transition to 2 digit modelling: solve different Timbit problem again, share

on board (18-14=2 Class plus teachers) – (Can make joke that others got
Covid and didn’t come to school)

Part 1: Modelling equations to guided practice (LO 2)

- Remember some of us are starting 2 digits today.
- Create equation on board (demonstrate diff. between 10s and 1s
column) Which do we start with?
- Solve using number line and other strategies students found useful.
(ie. Turning to addition 12+__=16)
- Students work on solving on WB (tell them to do their best) – Once
done, have a student come up and show how they solved on board Key Q: How do I solve a
- Have students pull out whiteboards and follow along when solving problem with 2 digits?
10 min equations
- Hand students bingo
Transition: Let students know, I will be working in back with others on mini cards before class starts
lesson. If struggling, remind of strategies (skip Q, try best, peer help)

Assessment/differentiation:
Focus is on getting students not in minilessons prepared to answer 2 digit Qs
Students who finish early can create their own equations on WB
Check on J (was not able to assess yesterday bc not in class)

20 min Practice: Mini lesson (use number line and practice a ton of problems while Key Q: How can I use a
doing WS (LO 1/2) number line to solve
- Specific students meet in the back and go over simple math equation?
1. Introduce # line up to 10
2. create simple equation and model how to subtract on number line Need to keep very basic
and write answer on the whiteboard questions to help
3. Guided practice – give another simple equation and have students students keep up
follow along on their own number line
4. Give equation and students and have them solve them, helping as Wll not likely reach 2
needed. digits this class
Topic Page 2
Course: Math Gr. 2/3 Date: Dec 3, 2020
Instructor: Tanner Lesh Time: 9:55-10:45 (50 min)

5. If students ready, have them work independently on front page of

work booklet (if we get here)
- If a student understands well, allow them to join rest of class and work
independently

Assessment/differentiation:
E can work with EA, getting extra help, only has to do straight motions
instead of swooping when counting w/ number line

Individual practice: Worksheet (LO 1/2) Key Q: Can I apply my

- Let student know they can work on the first page of their booklets personal strategies to
- Once students done first page, raise their hands and check their solve 2 digit number
During activity
answers before they continue problems?
above
Assessment/differentiation:
Who were we going to
- Higher students will be able to complete more
do a minilesson with?

Assessment/differentiation:

Conclusion: Timbits transaction

1. Call students to desk and give some students some play money to a
couple of students.
2. Solve math problem together. “Bought 20 Timbits, and am sharing
with all of you, how many do I have left?”
3. Individually call students with money to buy Timbits to buy a
10 min Timbit off teacher, changing the price of Timbit each time (ie. “Your Do 3 or 4 (probably 4)
Timbit costs $25 (student gives $30), How much change should I
give ….?” – can try to give wrong amount so students correct, Have
students create problem. Or
4. Give each student a “receipt” to pay for their Timbit – Students
solve individual Math problems based on level and trade it for a
Timbit. (While students wait, they can eat their Timbit.

Topic Page 3