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Name: David Mirabelli and Emily Matthews

Cohort: B

Lesson Plan
Lesson Title: Buying Presents!
December 9th, 2015

Grade: 3

Subject/Strand: Math/Number Sense and Numeration


Cookstown Central Public Time: 100 minutes

Date:

Unit: 4- addition and subtraction

Location:

Lesson Plan Description

(What are you teaching? How does it fit into the context of the unit? What are the big
ideas/essential/enduring understandings?)

In this lesson students will be improving on their number sense by working with 2 and 3 digits
numbers using money values. The focus will be on subtraction while using various strategies but
with greater attention paid to the algorithm.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations

(numbers from documents and details)

Solve problems involving the addition and subtraction of single- and multi-digit whole numbers,
using a variety of strategies, and demonstrate an understanding of multiplication and division.
Ontario Curricular Specific Expectations

(numbers from documents and details) selected & listed from the Ont.
Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3), have
expectations that match assessment

Operational sense- solve problems involving the addition and subtraction of two-digit numbers,
using a variety of mental strategies. Add and subtract three-digit numbers, using concrete
materials, student generated algorithms, and standard algorithms.
Learning Goals

Discuss with students: What will I be learning today? (clearly identify what students are expected to know
and be able to do, in language that students can readily understand.)

Today I will learn

How to subtract 2 or 3 digit numbers


How to follow the steps of the subtraction algorithm
ASSESSMENT and EVALUATION
Success Criteria

Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria
to assess students learning, as well as what evidence of learning students will provide to demonstrate their knowledge, skills and
thinking, in language that students can readily understand).

I can: subtract 2 and 3 digit numbers.


I can: use at least one strategy to solve subtraction problems (open number line, algorithm, base
ten blocks).
I can: show my work when solving a math problem.
Assessment How will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply):
Knowledge and Understanding;

Thinking;

Communication;

Application
Assessment For, As, Of Learning (Circle One)

(Describe way(s) you and/or your students will assess.)

Assessment Mode
Written, Oral, Performance
(Write, Say, Do)

Written

Assessment Strategy and Task


for Students- What are the students

Assessment Tool - Instrument used to


assess task and record learning e.g.,

doing to show their learning? e.g. turn and


talk, role play/individual, cooperative, etc.

rubric, checklist, observation sheet, turn/talk, role play


etc.

Cooperative (action) individual


(exit ticket)

Exit ticket- students are given a planner


with a series of questions that pertain to the
examples given in the minds on and action.

CONSIDERATIONS FOR PLANNING


Differentiation: Content, Process, Product, Environment, Assessment/Accommodations,
Modifications
Jordan, Dakota, Daniel, have math I.E.Ps and will be partnered with higher level learners.
Learning Skills/Work Habits Highlight/circle ones that are assessed: responsibility, organization, independent work,
collaboration,

initiative,

self-regulation

Vocabulary (for word wall and/or to develop schema)


Algorithm
Resources and Materials /Technology Integration

List ALL items necessary for delivery of the lesson. Include any
attachments of student worksheets used and teacher support material that will support communication of instruction. Include the use of
Information Technology (ICT) in your lesson plan where appropriate.

White board
Dry erase markers
Anchor chart (has the algorithm steps and poem)
Base ten blocks
Booklet/exit ticket
Question for Action portion of lesson (22 copies)

Learning Environment (grouping; transitions; physical set up)


The lesson will begin on the carpet and transition to the learning stations during the action. They will return
to the carpet for consolidation and then return to their desks to complete exit ticket.
Cross Curricular Links

N/A

Three Part Lesson


Identify what the students are expected to think about or do. Write the lesson description with
enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do:
What Students do:
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide
lesson.
Time: 10 minutes (Indicate time breakdown of instructional
elements)

Ms. Matthews will begin with a 3 digit


subtraction question without using money.
(using base ten blocks)
The teachers will ask the students for
assistance.
Boys and girls, which side to I begin on?
Mr. Mirabelli will ask a similar question.
(using an open number line)
The teachers then use the subtraction
algorithm to solve these questions.
Discuss what the children need to be
successful (success criteria)

Students will assist the teacher

Students are correcting the errors made by the


teachers.
Youre supposed to go next door and borrow ten
more!
We have to show all of our work.

The teacher introduces the action question


and then pairs the students.
Action question: Jessica is buying
presents for her two best friends. She only
needs two gifts and is choosing from: a box
of chocolates ($6.88), a book of poetry
($9.65), a pair of sunglasses ($7.32) and a
bracelet ($8.98). She has a $20 bill, how
much money will she have left?
Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning.
Time: 15 minutes (Indicate time breakdown of instructional
elements)

The teacher cycle through the class to


provide small amounts of assistance when
necessary.

Students transition their work stations and begin


working on the action question.

Consolidation & Connection (Reflect and Connect) (5-15 min.)


Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.
Time: 15 minutes (Indicate time breakdown of instructional
elements)

The teacher introduces the BANSHO. They


ask the students to find any improperly
placed sheets. (They are organized
according to strategy.) or possibly favourite
nos
The teachers introduce the exit ticket.
(planner/booklet) and transitions the
students back to their classes and work
stations.
Okay, if you are wearing blue please go
back to your desk.

Students return to the carpet and separate their


work according to the strategy chosen. (BANSHO )
This group used an open number line but they put
it in the algorithm section.
Students return to their work stations.

Extension Activities/Next Steps (where will this lesson lead to next)

Students will continue working on regrouping with subtraction. Our ATs have notified us that this is
a particular repetitive block of the curriculum that students require.
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:
The Teacher:

Action question:
Jessica is buying presents for her two best friends. She only needs
two gifts and is choosing from: a box of chocolates ($6.88), a book of
poetry ($9.65), a pair of sunglasses ($7.32) and a bracelet ($8.98).
She has a $20 bill, how much money will she have left?