Name:__________________________________ Cohort: ____________

Lesson Plan
Lesson Title: Morning Math Grade: 8 Date: December 4- December 8

Subject: Math (Transitions) Strand: Transitions Location: Classroom 107 Time: 30 minutes daily

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)
Students are assigned 4 questions each to help strengthen their math skills. These questions are completed
individually with one-on-one support as needed. These questions are then taken up by the teacher and the process of
solving each question is broken down. Students are encouraged to share answers and discuss the process they used to
reach their answers.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)

Grade 4 Number sense and numeration: solve problems involving the addition, subtraction, multiplication, and division
of single- and
-multi-digit whole numbers, and involving the addition and subtraction of decimal numbers
to tenths and money amounts, using a variety of strategies
Grade 4 Geometry and Spatial sense
-identify quadrilaterals and three-dimensional figures and classify them by their geometric
properties, and compare various angles to benchmarks
– estimate, measure (i.e., using an analogue clock), and represent time intervals to the nearest minute;(Grade 4
Measurement)

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
Grade 4 Number sense and numeration
-read and print in words whole numbers to one thousand, using meaningful contexts (e.g., books, highway distance
signs);
– round four-digit whole numbers to the nearest ten, hundred, and thousand, in problems arising from real-life
situations
-identify and compare different types of quadrilaterals (i.e., rectangle, square, trapezoid,parallelogram, rhombus) and
sort and classify them by their geometric properties (e.g., sides of equal length; parallel sides;
symmetry; number of right angles);

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 multiply single digit numbers
 How to evaluate Answer reading and comprehension math questions
 How to record large numbers in their expanded
 How to break down a multiplication question into two smaller parts
 How to use a pie chart to evaluate data
 How to study and continue patterns
 How to evaluate a number using a base ten model

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 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 student’s 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: multiply single digit numbers

 I can: evaluate Answer reading and comprehension math questions
 I can: to record large numbers in their expanded
 I can: break down a multiplication question into two smaller parts
 I can: to use a pie chart to evaluate data
 I can: study and continue patterns
 I can: evaluate a number using a base ten model
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 (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool

Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.

Assessment For Learning Performance Previous questions Evaluation of answers

Assessment As Learning Oral Question sheet Discussion, observation
Assessment Of Learning Performance, written, oral Answer and discuss questions Evaluate student answers and
justifications in their discussion.
CONSIDERATIONS FOR PLANNING
Prior Learning: Due to the nature of the transitions course all the material covered in this lesson has been taught
before. The material has been modified to fit the academic level of the students. As a result, all the material covered
in this lesson could fall under the category of prior knowledge. This lesson is designed to reinforce previous concepts
that may not have been retained in previous years.
Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications
This course has already been modified to meet student needs. Additional modification may include Significant one on
one time, assistance reading and writing and consistent positive reinforcement to stay on task. The questions will be
taken up at the end to encourage student participation and to further their understanding through collaboration.

Learning Skills/Work Habits

Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

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

Subtraction, Multiplication, expanded form, base ten model,
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.
 Question Booklet



Learning Environment (grouping; transitions; physical set up)

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Students will be seated at their regular desks for the duration of the lesson. Students will not be given access to their
personal laptops until they have completed their daily questions.
Cross Curricular Links

Lesson – Delivery Format

Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
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: 20-25 minutes Answer questions the assigned questions. Ask for
Walk around and provide assistance as required. Deal assistance if required.
with classroom management issues as they occur. Gauge
student understanding through observation and
discussion. Keep students on task.

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

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: 5 Minutes Share answers, correctown questions, evaluate mistakes,
Take up the assigned questions. Thoroughly explain how ask questions to improve understanding.
each answer was found. Engage in a discussion with the
class for each question.

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

This lesson will reinforce basic math skills that will be expanded in later lessons.

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:

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013