LESSON PLAN

DATE: October 18, 2012. TIME OF DAY: Afternoon DURATION: 75 - 90 minutes

SCHOOL: Orchard Elementary School CYCLE and YEAR: Cycle 2 Year 2 LESSON: Numeration Review

FOCUS of LESSON: In this lesson, students will assess and review the students knowledge of numeration and have them begin to connect the concepts learned in the previous lessons of this Mathematics unit.

OBJECTIVES

The objective of this Mathematics lesson is for students to begin to understand and apply knowledge of numeration. Students will compare, order and represent numbers, as they are now beginning to understand the relationships between numbers based on previous lessons. Students will also apply such a theory to the use of money. The main aim of the lesson is for students to begin to build an understanding of the connections between all previous numeration lessons in order to apply them to problem solving tasks.

MATERIALS

A SmartBoard Review handout Team name signs ______________________________________________________ Place Value o Thousands, hundreds, tens, ones o Cubes, flats, rods, units Base 10 Patterns Standard form Expanded form Less than/greater than Dollars, cents, dollar sign, decimal, bills, coins, toonies, loonies, quarters, dimes, nickels, pennies ______________________________________________________

VOCABULARY

MELS COMPETENCIES

Mathematics
Competency #1: To solve a situational problem related to mathematics To apply different strategies to work out a solution To share information related to the solution Competency #2: To reason using mathematical concepts and processes To mobilize mathematical concepts and processes appropriate to the given situation Competency #3: To communicate by using mathematical language To become familiar with mathematical vocabulary To make connections between mathematical language everyday language ______________________________________________ Competency #1: To use information

and

TIME

LESSON Introduction To begin, I will explain that we will be having a Math test in a short time and in order to prepare we will have a review session today. I will next ask students to explain what we have been doing in Math lately. o I will expect them to list terms/buzz words as well as concepts covered. We will discuss terms as a class and build off of each others definitions.

35 minutes

The recent topics covered include: 1) Place value o Using Base10 blocks to model 4-digit numbers Vocabulary: Base10, thousands/cubes, hundreds/flats, tens/rods, ones/units, place value, digit 2) Expanded form o Read and print numbers from 0 to 10 000 o Read and print number words to one thousand Vocabulary: standard form, expanded form 3) Comparing and Ordering Numbers o Represent the place value of numbers to 10 000 o Compare and order whole numbers to 10 000 Vocabulary: less than, greater than, < and > symbols 4) Exploring 10 000 o Read and write 4-digit numbers from models and drawings 5) Multiplying by 10, 100, and 1000 o Recognize that 10 ones blocks = 1 tens block (rod) o Recognize that 10 tens blocks = 1 hundreds block (flat) o Recognize that 10 hundreds blocks = 1 thousands block (cube) 6) Rounding to the Nearest 10, 100, 1000 o Compare and order whole numbers to 10 000 7) Communicate About Ordering Numbers o Compare and order numbers to 10 000 o Represent and explain number concepts and procedure 8) Counting Money Collections o Read and write money to $50 using the dollar sign and decimal format

TIME

LESSON Estimate, count, and record in a collection of coins and bills the value up to $50 and demonstrate the relationship between all coins and bills up to $100 Vocabulary: dollars, cents, dollar sign, decimal, bills, toonie, loonie, quarter, dime, nickel, penny o

35 minutes

Development Next, the class will be divided into teams of three or four depending based on the amount of students in their assigned seating arrangements. I will distribute the review worksheet and each team will be assigned a number to complete as team. o Upon completion, the students will come up to the board and act as mini-teachers and will complete the equation as a group. They will be responsible for responding to students questions to the best of their capabilities. In order to monitor the students progress and assess their participation, the participation will be gaged by the work done in front of the class as a group, as well as the worksheets, which are individual assignments.

10 minutes

Closure Building off of what was taught by each group or the miniteachers, we will complete a math word problem based on multiple aspects covered earlier. o This activity will reinforce the students comprehension that all Math is interconnected and this must be remembered and applied when solving Mathematical equations. Finally, students will be asked to complete the remaining questions as homework as it will be a review for the upcoming test. The following class, we will correct the work in the same manner.

Whats next? (Extension) The continuation of this activity is the upcoming Math test. If this exercise goes as well as planned, this type of lesson may be repeated for others of the same nature.

Adaptations As the development of this lesson involves students working in groups and therefore allows students to build off of each others strengths. Socially shy students will feel less pressure and anxiety to

TIME

LESSON answer the questions and perform as they are working in a team and the entire team is responsible for the answer and the explanation.