Component One: Organizational Information

Teacher
Grade
Name(s)
Sarah Lumley Level(s) 4
Unit(s) /
Subject Brain warm up, finishing
Math Topic(s) /
Area(s) work from other days
Strand (s)
Start/Stop Position
Times + of Lesson
10:55-11:39am, 44 minutes
Lesson within
Duration Sequence:

Component Two: Description and Rationale

Description: “Small Number and the Old Totem Pole” video and questions, then finishing what has been
started in the catch-up folder. If all work is done, there is a game with dice.

As part of TQS 5, I want to try challenge myself to incorporate the FNMI perspective into math.
Rationale: The resources in this lesson were given to me through a university seminar. Then, finishing
previously unfinished work lessons the mental load.

Component Three: Learner Outcomes

General
Organizing Idea: Number: Quantity is measured with numbers that enable counting, labelling,
Learner comparing, and operating.
Outcomes(s)
(GLOs) Guiding Question: How can processes be established for addition and subtraction?
(or equivalent)

Learning Outcome: Students apply strategies for addition and subtraction within 1000.

Specific
Learner
Outcome(s)
(SLOs)
Skills and Procedures: Add and subtract natural numbers using standard algorithms.
(or equivalent)

Component Four: Learning Objective(s) and Assessment Evidence

Learning
Objective(s) Students will learn about totem poles in a math setting, as well as finish their previous work.

Component Five: Pre-Lesson Preparations

1
 Curriculum Resources Materials and Equipment
https://www.sfu.ca/~vjungic/SN-Guide/ Video and website
sec_SN07_Guide.html 3 digit math sheets
https://www.cbc.ca/kids/articles/14-totally-terrific-totem- Dice
pole-facts Paper clips as markers
https://vimeo.com/168120221

Teacher Tasks
Have the video and websites loaded up and ready to go
Print off worksheets and have dice and paper clips gathered and ready to go

Component Six: Body (introduction, activities, closure)

Introduction Time
Allotment
Attention
Today I am going to do things a bit differently. I am going to guide us through a 30
Grabber
brain warm up, and then we will work on finishing work from other days. seconds
Description
Finishing previously unfinished work takes the mental load off, and incorporating 30
and
FNMI content into all subjects provides a broad perspective. seconds
Rationale
Time
Activities Allotment
Learning https://www.sfu.ca/~vjungic/SN-Guide/sec_SN07_Guide.html
Activity #1 Small Number and the Old Totem Pole:
Focus on attention to detail – counting.

What comes to mind when you hear totem pole? Let’s talk little about them real
quick. https://www.cbc.ca/kids/articles/14-totally-terrific-totem-pole-facts

Now, I will show you a short video, and the purpose of this video is to have you
pay close attention and work on honing those skills. And just so we are all clear,
this relates as to math because after the video, I will ask you how many of things
there were.

Video: https://vimeo.com/168120221 30 minutes

Who thinks they were paying SUPER close attention to the details? Alright, let’s
find out.
How many animals were in the story?
How many of the animals in the story live in the water? How many live on land?
How many can fly?
How many animal legs were there in total? 20. How do you know?
What is the oldest animal in the video? Teacher concludes the class
discussion by saying: “We actually cannot be sure what is the oldest animal.
Sometimes in mathematics, same as in life, there are questions that we cannot
answer without additional information.”

Transition What did we think of that little video? I was kinda thinking that each Wednesday 1-2
we would so something similar to this. This is my way of incorporating Indigenous minutes

2
 things into math. Do your brains feel warmed up now? Awesome!
Learning In either your catchup folders or in your math folders, you have leftovers from the
Activity #2 build a snow man activity we did, as well as maybe the fruit salad activity we did.
The focus of these activities should be the math, so make sure all the math parts
are done before you do the more fun parts. If one or both of those are not done, Any time
get those out and finish them in the time remaining. remaining,
~15
If you are done both of those, I have a worksheet with dice you can do. (3-digit minutes
addition sheet) Work in partners for this because dice supply is limited. One
person does each roll, and then you each write the numbers down on your sheets.
Individually, you do the math, but then compare your answers.
Transition Time is up, so if you’re still working on things, put them back in your catch-up
folder. If you have dice and a game board, come put the dice on my desk, and put
the game board in your catch-up folder.

Component Seven: Teacher Reflection

What worked
well? Why?
 Identify highlights, successes, and positive developments experienced during the lesson
 Examine contributing factors/environmental conditions

 Identify low points, challenges, and struggles experienced during the lesson
What didn’t?
Why not?
 Examine contributing factors/environmental conditions

What would
you do
differently
 What did you learn about teaching and learning during this lesson that can help you be even
next time to more effective with your students during subsequent lessons?
further  Specific to your instructional practice, what would you do more of? Why?
promote  Specific to your instructional practice, what would you do less of? Why?
optimum
learning for all 
students?