Class: Math Date: November 20th, 2018

Title: Two-Digit Addition: Breaking Numbers Apart - Review (& intro of second sub-strategy)

Objective of Lesson (in own words):

Students will review the Breaking Apart strategy for double-digit addition. Students will practice similar
math problems to previous lesson (Monday’s). Students will be introduced to the second sub-strategy. At
the end of this lesson students will know two sub-strategies that they can use for the double-digit
“Breaking Apart” strategy.

Learner Outcomes (Program of Studies) Plan for Differentiation / Inclusion

General Outcome: Apply a variety of addition  Multiple entry points: verbal explanation,
and subtraction strategies on whole numbers to visual demonstration, hands-on learning.
100, and use these operations in solving  Ask a range of L, M, & H math questions.
problems.  Target group taken to do lower level math
Specific Outcome: by Mrs. Tipper
13. Use manipulatives, diagrams and symbols to  Leveled group work
demonstrate and describe the processes of
addition and subtraction of numbers to 100.
14. Apply and explain multiple strategies to
determine sums and differences on 2-digit
numbers, with and without regrouping.

1. Academic Success
2. Personal Development
3. Citizenship

Prerequisite Knowledge, Skills, Strategies Preliminary Matters (Announcements, etc.)

and Attitudes
 Have a list of which students need extra
 Previous strategy (base ten blocks) support.
 Previous double-digit addition skills  Have list of questions prepared that you are
 Numbers up to 100 going to ask the students for both the math
 Monday’s lesson talk and the activity (have different
 Set expectations questions prepared for each group level
 Can math talk together
 No drawing pictures on the
chart paper

Time What the teacher What the Resources Assessment

does. student does.
Introduction 20 - Continue on new - Sitting on - Fully - Anecdotal notes
(MATH TALK) mins math strategy carpet charged (taken by other
- Briefly mention listening. laptop teacher who’s not
(Link to previous the sub-strategy - High flyer - Smartboard instructing); notes
learning, introduction
of new concepts)
from Monday to students sit by - App for include which
remind them how teachers both teacher students contribute
Lead by Emily. to do it. RIGHT and students to discussion
- Introduce second AWAY. to draw on properly,
sub-strategy: - Participate in laptop and cooperation,
Review from
explain and demo the discussion smartboard volunteer’s action
previous lesson
- Do as many and contribute when solving the
and intro of
examples as time to math problem, which
second sub-
allows with questions. students are not
topic.
students coming participating, etc.
up.
- Remind them at
the end of the
math talk that they
now have two
strategies for
breaking apart

Activity 25 - Mrs. Tipper will - Students will - chart paper - Anecdotal notes
Sequence mins take low-level sit on carpet (2 per group) taken by teacher
(MATH math students to and listen to - smelly while students are
LESSON) the quiet room instructions. markers completing their
Kathryn- Review - students will - List of math problems.
Team-taught by new strategy work in small questions for - Observations when
both Kathryn learned in Math groups to different roaming the class
and Emily. talk. complete the groups
(Kathryn do Kathryn - Do a equations
review and few practice - work
demonstration; questions as a individually
Emily do class. but on the same
explanation of Kathryn - chart paper
activity) Explanation of - once they
activity. have answered
May involve Emily - divide one question
Presentation, class into groups they will show
Explanation, Guided
Practice, Independent based on their the teacher
Practice math level/ what they have
ability. done to find the
OR - have a list of answer.
equations for each
Approaching,
Encountering, group to complete
Noticing (once they have
Internalizing completed a
Applying, question they can
Refining
Personalizing, check it off the
Transforming, list)
Assessing Both - teachers
will circulate
between groups to
answer questions
and make note of
who is successful.

Closing 5 Emily- call - Students will - One group - Take anecdotal

mins students back to return to the of students’ notes of students’
the carpet - carpet for finished work finished work, and
choose one group closing student participation
to grab their chart discussion and cooperation
paper and stand in - One group during class
front of the class (which we discussion
and walkthrough choose) will - Take note of group
the steps they took bring their that stands up to
to complete the finished work show their work.
equations. to the carpet
- - Students will
observe their
peers and listen
to their
explanation of
work
 Reflection

 Reworked this lesson after last lesson to allow for some movement in activity to keep
students interested and engaged
 I think this worked really well
 It was a little chaotic with the free time activity
 Next time I would give more direct instruction and specific outlines as to what the
students will be doing to allow more structure in the activity
 Students seem to really enjoy working in their groups to complete this
 Working with stronger students – some are not ready for regrouping, some understood
this – more instruction will be needed on this

Adapted from Alberta Education, Canada, 2008