Resubmitting with changes discussed today after visit

Scripting, success criteria, differentiation, and groups

Name: Chris Taylor Cohort: C1
Lesson Plan
Lesson Title: Number Talk – Mini lesson continued Grade: 3 Date: 12/7/2017
Subject/Strand: Mathematics Unit: Number sense Location: Classroom Times 11:45-12:05
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?)
Today I am teaching a number talk to give the students alternative strategies to add numbers to 10. This is a continuation of the
number talk that took place yesterday spiraling this math concept into the patterning unit.

Big Idea - Number sense and numeration operational sense

STEP 1 : 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 and Achievement Chart Categories
(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
 solve problems involving the addition and subtraction of two-digit numbers, using a variety of mental strategies (e.g., to add
37 + 26, add the tens, add the ones, then combine the tens and ones, like this: 30 + 20 = 50, 7 + 6 = 13, 50 + 13 = 63);
(application) (communication)
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: a strategy to add multiple numbers together successfully while working with my peers.
STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [X] FOR [ ] AS [ ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
I can: create friendly numbers by adding two numbers together (ex. 5+5=10, 4+6=10)
I can: work collaboratively with my peers by listening to them
I can: work collaboratively with my peers by talking calmly to my peers
Assessment Mode- Assessment Strategy and Task for Students- Assessment Tool –
Oral – Students will orally convey Students will orally explain their thinking in Anecdotal notes – Mr. Taylor will write
their understanding of the strategy solving the math problems and will also work down who is achieving the success criteria
being taught in class for creating ten. collaboratively to solve the math problems on and achievement chart criteria.
each desk.
Written - students will write down
strategies to help them complete the
math problem given at each table.
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning: - Mrs. Collins has completed number talks in September
I.E.P. program implications: Accommodations, Modifications

Differentiation:
Environment – Allowing the students who need it the ability to use the blue squish circles and fidget cloths

Process – The groups will split the class into abilities group 1 – will stay at the carpet with Mr. Taylor learning to group two numbers to
10, group 2 – students will be working at a table practicing the strategy, and group #3 – completing their own equations and
completing Mr. Taylor’s challenge question
Content – Group 1 these students are working on the basic concept of the strategy what two numbers make 10 and using a t-chart as
a reference. Group 2 these students will continue to practice the concept by working on given math problems. After they have
completed the task they may create their own equations for peers to complete using the make 10 strategies. Group 3 – This group will
be completing their challenge of adding 2 or 3digit numbers using the make 10 strategies. Afterwards they will make equations for
their peers to complete.
Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [ ] independent work, [X] collaboration, [ ] initiative, [ ] self-regulation
Students will be working together
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)

Resources and Materials /Technology Integration:

-Chart paper
- Markers
- pencils
- scrap paper
- Guide to effective instruction in mathematics
- Number talks author Sherry Parish
Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
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: 5 minutes

The students have just come in from recess and are taking their
seat at the carpet.

Class yesterday we did a number talk about what? “It was all about taking numbers that add up to 10 first. Then you
can add up all the 10’s!”

Why is this strategy important for us in math? “This strategy is to help us add lots of numbers up quickly and
easy”

Yes, but what were we adding the numbers too? “We were grouping the numbers up to 10”
Interesting isn’t there a special name for 10? “its called a familiar number”
Why do you think they call 10 a familiar number? “its easy to count by 10’s”
Right, because its way easier to count by 10’s to get to 100 then
counting by ones. Up on the board Mr. Taylor has a question
similar to the questions we were doing yesterday I want you to
turn to an elbow partner to work out this problem using the
strategy of making 10!

Mr. Taylor will now give the students a question Students will work through this problem in an elbow partner and
4+6+5+6+5+4+8+7+3+2+5= the students will work with elbow when they have the answer they will give thumbs up
partner and give a thumbs up when they are ready.

“We used the make 10 strategies so we took 4+6 = 10, 5+5=10,

6+4=10, 7+3=10, 8+2= 10, and then we had 5 left over. Now we
I can see that most of you have a thumbs up Student A and B added up all our 10’s which was 5 and it adds up to 50 and then we
can you come up and show the class your thinking and how you had a 5 left over to make it 55.”
solved it. Students will model their thinking directly onto the white board
for class to see their thinking.

“multiplication its when you take a number and then times it”
First do we agree with our peers thinking? I heard you say
something interesting that you had 5 10’s which makes 50…
Who knows what this is called? “Mrs. Collins taught us to skip count so you can just line them up
and count by 10’s 5 times.”
Is there another way to put all those 10’s together?

I have one more question before we split into our groups. The
next question is a challenge for you grade 3’s lets look at it and
we are using the same strategy. Students will work independently to work out the problem.

Mr. Taylor will reveal the question on the board 50 + 50 + 60 +

40 = the students will give a thumb up when they have
completed there thinking. Mr. Taylor will wait for at least 75
percent of the class to have a thumbs up. “I used the same strategy by making 10’s but now I just added a
zero”
Student A what was your answer and explain what you did?
“Well I grouped the 5+5 = 10 and the 6+4 = 10 I put them together
to make 20 but I knew that I had to add a zero to make it 200!”
“great can you come up and show us your thinking?”

Do we agree with student A Students will give the motion that

they agree with the answer.

Excellent we are going to continue with our group but lets

review our…

Learning goal
- Today I will learn: a strategy to add multiple numbers
together successfully while working with my peers.
Success Criteria
I can: create friendly numbers by adding two numbers together
(ex. 5+5=10, 4+6=10)
I can: work collaboratively with my peers by listening to them
I can: work collaboratively with my peers by talking calmly to my
peers
Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: 10 minutes
Today we will be splitting up into three groups but still working
with our group members to complete Mr. Taylors tasks.

First I want to explain group 2 and 3 tasks. Group 2 – just like “listening to my classmates”
yesterday I want to you to work together to complete the task?
Now what does working together look like? “talking to my classmates to tell them what I am thinking”

Exactly, I should see both of those strategies while you are at

your table groupings. Like I was saying group 2 you have some
practice questions on your table similar to yesterday. Your job is “we are using the strategy of making 10 and showing our work!”
to work together to complete the questions and wait how are
you completing the questions?

When you have finished the questions you may move onto the
next challenge using scrap paper I would like you to create your
very own questions and then after with an elbow partner have “the making 10 strategies and showing your work.”
each other complete your created sheets by using?

Group 3 your instructions are similar you are to complete my

questions first and then you will create your own and have a
classmate complete it!

I am going to begin calling out the group names when you hear “we are completing the questions and creating questions using the
your name please stand up and head to your table. Before I do making 10 strategies.”
lets remind ourselves of what we are doing.

Excellent right now let’s get started

Mr. Taylor will now read the names of the students and what
table they will join. In group 2 the questions will be for more
practice in the making 10 strategies. Group 3 will have more
challenging 2 and 3-digit numbers to add and use the strategy.
Group 1 will stay at the carpet to work with Mr. Taylor

Group 1 I would like everyone to grab a piece of scrap paper and

a pencil from the basket. Today we are going to be making a
helpful chart that will show us all the different ways we can
make 10. So first lets make a t-chart on our pieces of paper
Mr. Taylor will model a t-chart on the board

Now that w have our T-chart lets write the number 9 down on “1”
this side of the column what number or how much more do we
need to make 10?”

Great I would like us to fill in this chart and I want you write 8, 7,
6, 5, 4, 3, 2, 1 just like Mr. Taylor did on his chart on the board.
Give Students a few moments to complete this task

Now that we have completed that I want you to finish the other “10”
side of the chart. Someone remind me what number are we
trying to make?

Excellent I would like you to do this now

The students work independently to complete their T-chart
“Mr. Taylor I see a pattern in my chart it goes down one side and
What do we see? up on the other side!”

This chart is a tool for everyone to begin to see the pattern of

numbers that makes up 10. You will all be able to glue this in
your math book after our activity! This chart is to help you add
numbers to 10 with much more ease.

Before we glue them in I want you to work together to solve the “we are using the making 10 strategy and we are going to work
questions I have on the white board together. Now remember together to show our work!”
what is Mr. Taylor asking you to do?
Excellent I would like you to get started and remember to use
your charts if you need some help remembering some numbers
that add up to 10!
Claps sequence class finish up your math thinking and please
bring your chart paper to the carpet.

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

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: 5 Minutes

I would like one group member to come up with their chart

papers.
Mr. Taylor will post the chart paper on the white board using
magnets

Before we examine our peers, work lets quickly review our…

Learning goal
- Today I will learn: a strategy to add multiple numbers
together successfully while working with my peers.
Success Criteria
I can: create friendly numbers by adding two numbers together
(ex. 5+5=10, 4+6=10)
I can: work collaboratively with my peers by listening to them
I can: work collaboratively with my peers by talking calmly to my
peers

Lets take a moment class to just look at the work we have done
did we meet our success criteria give me a thumbs up if we Students will give thumb up if we have met success criteria
have?

How do you know? “We know because we used the strategy to solve and made
familiar numbers to solve the problems”

Very impressive grade 3’s now let’s go through group 1’s “with our charts we made 10’s by combining two numbers
thinking can I have group 1 come up and guide us through what together. Once we had all of our 10’s we just counted by 10’s to
they did. come up with 40.”

Great I enjoyed seeing that group 1 used a tool to help them

solve their problems.

Group 2 come on up and explain your thinking “we practiced the strategy and solved the questions by making
groups of 10 and adding up the 10’s!”

Group 3 your last come on up “we practiced the strategy and solved the questions by making
groups of 10 and adding up the 10’s!”

Excellent grade 3’s what I want to ask you now is there
something in your everyday life that you could use this strategy
to help you?
“I could use it when I am counting how many people are in the
class by grouping the class into familiar numbers”
“when I am trying to figure out how many popsicle sticks I will
need for my passion project I can group them together.”
 “in math when I have a hard time adding the t-chart in the
patterning question I can use the making 10 strategy”
I am very impressed grade 3’s now ill turn it over to Mrs. Collins
for the rest of our math block.

Mrs. Collins will now teach her lesson on patterns

Extension Activities/Next Steps (where will this lesson lead to next)
- This strategy has been hard for the students giving more opportunities for number talks in the future
Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson. Questions should
vary over the week and specific plans.
Learner Empowerment
1. How did students show understanding of expectations?
2. How did my lesson transform students from “passive
listeners” to “active participants”?
3. Was my behavior management technique effective?
Why?
4. Were students able to transition to the next activity
successfully?
5. How does the lesson provide a meta-cognitive
opportunity for students to address their own learning?

Instructional Strategy
1. Was my motivational technique (hook) effective? Why?
2. What will I do to improve questions? Was a balance
between teacher and student talk evident?
3. How did the task provide a Rich Performance
opportunity or other way of actively demonstrating
knowledge?
4. How did I provide modeling, guided &/or independent
practice?
5. Was my behavior management technique effective?
Why?
6. Were students able to transition to the next activity
successfully?

Professional Educator
1. What factors may have influenced the success of this
lesson? Did I note and respond to these elements
appropriately?
2. How might I improve the effectiveness of my teaching
for my next lesson?
3. What additional proactive management step(s) should
be considered for subsequent lessons? Why?
4. What did I learn from this lesson about my own
effectiveness as a teacher (strengths and areas for
future improvement of communication, planning,
differentiation, implementation and classroom
organization, management, assessment)?
5. How is my growth as a professional being
demonstrated?