FIELDS 3 AND 4 LESSON PLAN TEMPLATE

Tues., Nov. 22, One more, One less 1 and 2

Date 2022 Lesson Title Grade Level

30 minutes Math 6
Time in Lesson Subject[s] Lesson #

Developed by
Heidi Beck

SECTION 1. IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies

The General Question for this lesson is “How can quantity be communicated?” (grade 1) and “How can quantity contribute to a sense of number?” (grade 2)
[Mathematics, page 4].

The 1-2 Specific Outcome[s] for this lesson is/are [Mathematics, page ]:
1. Identify numbers that are one more, two more, one less, and two less than a given number.
2. More and less

Assessment

Which Specific Outcome[s] are you evaluating in this lesson?

- Understanding of more and less
- Identifying a number that is one more, one less

Which 1-3 formative assessments are you using to evaluate the Outcome[s] and how will you use them?
- Observations, used while students are writing on their white boards, to show less and more
- Observing students use terms like one less and one more
- A mental check list (does the student use base ten blocks to show one more, one less; can they write the number, are the numbers written in the right order –
is one less written before and one more written after?)

What evidence will you collect to show that the Outcome[s] have or have not been met?
- Evidence of work samples, watching their writing of numbers and what they do to have one less and one more

Personalization/Differentiation/Individualization
Resources How will you attend to the needs of ALL learners in this lesson?
What materials/resources/technology will be required?

Adapted from Wiggins, Grant & J. McTighe (1998)

- Base ten blocks I will personalize each student’s learning
- Small white boards - By picking numbers they need support with
- Whiteboard markers - Speaking to each student that needs specific support to clarify what they have learned
- Whiteboard erasers - Provide direct instruction when needed
- Math games
I will differentiate groups of students’ learning
- By practicing with 2 digit and 3 digit numbers
- Having more or less students in a group

I will individualize students’ learning

- By providing explicit answers to support ELL students
- By supporting students in writing numbers in the correct direction
- Scaffolding when necessary

SECTION 2 LESSON PLAN SEQUENCE

Introduction

The Essential Question based on the Specific Outcome for this lesson is:
- What is one more and one less?

I will activate prior knowledge by having students count by tens. This will also be the hook for this lesson, as students will count by tens to hundred (video). We will
also continue our counting the number of school days using sticks and groups of ten (this is a good warm up for thinking of one more).

I will connect this lesson with prior lessons by continuing to work with numbers and using base ten blocks to support learning about one less and one more.

Learning/Activity Sequence

How will you plan: How will your students:

To engage the students?
1. Tell the students what they will be learning
2. Tell the students why they are doing this [“it is in the
Curriculum” and “Because in your real world this looks like/is
used ….”]
3. Tell the students how they will know they have learned: “When
you can answer the Essential Question [EQ]” for this lesson
4. The W of KWL
Engage:
Student will be engaged in the lesson as each student will have their own white board
and base ten blocks to work with.
They will count their own blocks and write down what they counted.
Students will add one block and write that number down. Then they will go back to the
original amount and have one less and record that number. This will be repeated with
other numbers decided by the teacher.
This is important to learn because it will provide you with a better understanding of
Adapted from Wiggins, Grant & J. McTighe (1998)

5. Create a “hook” [a story/ a related current event etc./ a carry
over from a previous lesson]
The opportunities for the students to explore the lesson?
The opportunities for the students to elaborate on the lesson?
numbers, which is important as we start to learn other things in math. Math is important
for the real world because it helps us to understand money, construct buildings and
helps us cook and bake.
Explore:
- Students will practice one more, one less on starting at different numbers
- Grade 2 students will practice with 3-digit numbers
Elaborate:
- Consider what the number is after 19, 29 or 39.

The opportunities for the students to self-evaluate their learning Self-Evaluate:

through Formative Assessment strategies aligned with the Specific - See if their board matches their peers
Outcomes above? - Students will evaluate if they are right and double check where they were off
- Students will answer how many of each are needed.

Conclusion

How will you organize so that students can individually and collectively answer the EQ for this lesson?
- Each student gets their own white board to show their work and understanding. Students will be able to answer the question by considering what is one
less and one more for a number.
- Students will be able to collectively tell me what base ten blocks they need.

How will you organize so that students can show their learning through the L of KWL
- I will make sure to look at what each student has written on their white board
- I will also observe students as they count base ten blocks.

How will you celebrate the learning that has happened in this lesson?
- Using positive reinforcement
- Asking if they are ready for a challenge, working towards regrouping
- Ending the lesson with math games.

AFTER YOUR LESSON:

1. What went well in your lesson? What were the strengths of the lesson? What are the areas that need to be refined? What might you do differently next
time?
Each student having their own whiteboard and showing their learning. Being able to do something to support and show their learning. One area to refine
was to review the terms less and more before starting the lesson. Next time I would ask the students what more means and also what less means. Will
these numbers be bigger or smaller.

2. What are your next steps to further develop/ refine this lesson?
Adapted from Wiggins, Grant & J. McTighe (1998)
 To make this an independent or small group activity, where students show one less, one more independently. Ensure the teaching/review of less and more.

3. How will you continue to grow in your practice? What actions will you take?
I will continue to grow in my practice by learning more about how children learn. I will do this by asking professionals in the field, listening to podcasts and
finding reading material

4. How do you feel your students experienced this lesson?

I feel that the students enjoyed the lesson, as they sounded enthusiastic and all were observed participating. If a student decides not to participate it shows
that they are not interested. I also feel that some students found this lesson to be easy more of a review, while other students found it easy by watching
their peers.

5. How were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
Students were able to self-evaluate their understanding by observing their peers also create the same number. Seeing what someone else does can help a
student understand what is being practiced.

6. How did you employ formative assessment for/of/as learning?

Formative assessment was used as students were learning by watching what they were doing in the moment. Assessment of learning was employed by
observing and discussing later on what the students were able to do to show their understanding and learning. Assessment for learning was also employed
by taking notes of where the students are and where they should go next in their learning.

7. Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those requiring accommodations?
Yes, with both teachers supporting students all students were reached during this lesson. Some were also successful based on who they sat next to.

8. Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?
No.

Adapted from Wiggins, Grant & J. McTighe (1998)