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)
(3 digits)
2. Apply Math strategies to solve
2. Apply Math strategies to solve
Learning subtraction problems to 18
subtraction problems to 18
Objectives a. Identify that when subtracting with
A. Identify that when subtracting with
2+ digits, it is important to start with
2+ digits, it is important to start with the
the ones column
ones column
3. Apply mental math strategies to solve
3. Apply mental math strategies to solve math
math problems up to 18 through
problems up to 18
identifying patterns

Stage 2: Assessment Evidence

Summative Formative
Observation through activities (modelling, mainly games) –
Assessment Assessment noting strengths and weaknesses

Stage 3: Learning Experience

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

Tech Load number line on Resources mini whiteboards, Laminated number lines, Manipulative
to Do whiteboard to Bring blocks

Time Sequence and Description Notes

Look a disappointed at
beginning, when telling
Introduction :
about timbits.
- Remind students will be working at stations today
Key Q: What strategy
did you use to solve the
Explain activity expectations:
problem?
10 min - “We will be doing Math workshop tomorrow for a couple days”
-observe different
- “There will be 2 game stations today. Then in 15 minutes we are
strategies to choose who
going to switch to the other game. When we move, we will move
to call on when solving
quickly and settle into spots” (No groups bigger than 3)
the problem (get a
Share what available resources they will have at their stations
couple different
strategies.) – Take notes
Mini Lesson 1: Borrowing with L,N,Je,Ja

1. Give students 2-3 problems to solve (Final one with borrowing)-

students solve on WB
2. Once students struggle with borrowing Qo r get wrong, ask if we
may need a new strategy to solve.
Keep an eye on the time
3. Introduce “go next door get 10 more”
here: the next activity is
4. Prove it works with concrete example (use funny manipulative)
more important.
5. Guided practice – do one Q as a group
6. Individual problems on WB until time is up.
15 min Key Q: How do I solve
math problems that
Transition: After 14 min, remind of transition expectations and have
require borrowing
students rotate to next station (remind students they are visitors at
neighbors desk)

Assessment/differentiation:
Have 2 Qs on board – If students finish 1st, can move on to the next

Game: Cards or Bingo

- Students use a deck of cards to create a subtraction game
- In pairs, students pull cards, identify the largest card and subtract the
lower number from the higher number. Once done, students compare
answers and identify the correct answer. “Only talking about math,
when playing math game.)
See Above
- Students repeat process
-
Assessment/differentiation:
- Different dice and gameboard for different students
- S & E work with EA
Make sure NL and possibly manipulatives are available
Worksheet
Transition: After 14 min, remind of transition expectations and have
Key Q: Can I solve
students rotate to next station (remind students they are visitors at
subtract and assess with
neighbors desk)
See Above a partner
Assessment/differentiation:
- S & E work with EA
- Make sure NL and possibly manipulatives are available
Topic Page 2
Course: Math Gr. 2/3 Date: Dec 3, 2020
Instructor: Tanner Lesh Time: 9:55-10:45 (50 min)

Mini lesson 2: Subtraction to 20 (KR, Q, V, S)

1. Whiteboards, NL, Manipulatives
2. Start with confidence booster Q (single digit, model as students
follow along)
3. Have students solve 2 individual problems then put together
(one in 10s c, one in 1s c), have them solve it – repeat if
necessary
4. Add 10s column, ask if they can solve individually
5. Work on individual problems guiding step by step for 1st 2-3
15 min Qs
6. Give individual problems until time is up

7. Students each select a seat with a bingo sheet in front and sit
with a partner.
8. Take turn rolling dice, identify larger number, subtract smaller
number from larger number, see if it is on sheet. Once get a
Bingo, see if you can get a blackout.
Assessment/differentiation:
-
Conclusion: Math Race
1. Call students back to own desks
5 min 2. Tell them we are going to do a Math race Do 3 or 4
3. Give fast fact on board and see who can solve it faster than teacher
4. Have students tidy space and get ready for next class

Expectations - Students quietly move stations when asked to move.

- Students move for all stations
Make sure to - When working on worksheets – may ask a group member quietly for help,
keep really good but only talking about math, skip a question if frustrating, try different
track of time strategies with available resources (ie. Number line, manipulatives, etc.)
- Worksheets – work quietly and hard for duration because it will be short
- Games: Keep at a whisper/inside voice. Talking should only be assignment
focused
- Will do 2 stations a day and the other 2 the next day
Work Station notes: 4 Stations rotate through 1-4 (2 worksheet stations)
Station 1: Mini Lessons
Today:
1. Group 2 (Borrowing)
2. Group 3 (2-digits)
Tomorrow
Group 1 Mini Lesson (1 digit)
- Practice solving using a number line or manipulatives
- Introduce Math patter Charts – Go through charts linearly, have students
identify patterns. Talk through patterns. To get FB from E, have students
write answers down on Whiteboard (Wednesday)
Group 4 : (3 digits)
- Same as 2 digits, just start with shorter 1 digit, get to 2 digit and, and go to 3
digits (See Minilesson 2)
Station 2: Worksheet A

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

Today:
1. Group 4
2. Group 2
Station 3: Game
Today:
1. Group 1
2. Group 4
Station 4: Worksheet B
Today:
1. Group 3
2. Group 1

Topic Page 4