Lesson Plan - Mathematics

Date Curriculum Areas Grade Level

Number Sense & Numeration 3/4

Curriculum Expectations
Overall Expectations:
(3/4) solve problems involving the addition and subtraction of single digit and multiple digit
whole numbers using a variety of strategies
(3/4) read, represent, compare and order whole numbers to 1000 using concrete materials
Specific Expectations:
(3/4) QUANTITY RELATIONSHIPS
(3/4) OPERATIONAL SENSE

Learning Goals:
Students will use different strategies to solve math equations in small groups.
Students will use their prior learning to explain numbers in different ways through words/pictures

Success Criteria:
I will work cooperatively in my group to complete the task given to me.
I will write each number in a different way.
I will draw each number in base ten-block format.
I will have 3 strategies written on my page that my group and I came up with.
I will pick one person from my group to share our findings with the class.
I will come up with a question with the rest of my group that I can ask another group in my class.

Recording Devices: Accommodations: Modifications (Changes to expectations)

 Work Buddy
Bucket 1: Simpler equation, 2 digit by 1
 Increase
 Observation/Anecdotals digit. Guided during working period.
 Decrease
 Rubric
 Mini-lesson
 Checklist Bucket 2: Subtraction equation with both 2
 Conferences
digit and 3 digit numbers. Two questions
 Study Plan
Sample Assessments they need to complete as a group.
 Extension

 presentations Bucket 6: Harder equation 3 digit by 3 digit,

 conferences expect higher level thinking (grade 4s)

 demonstration
 tests
 graphic organizers
 self assessment
 peer assessment
 portfolios


 Materials/Notes:
Anchor chart for number talk
Anchor chart with steps they need to take as a group.
Chart Paper with equation for each group

Lesson Plan Continued

Time MINDS ON (Beginning):
How am I going to introduce the topic and motivate students to want to learn what I am teaching? (This goes beyond
reviewing what they already know)
1. Number Talk: 483 + 229 = 712
 Reminder: behaviour during (quiet, respectful) strategies (counting on, stacking, friendly
numbers)

Activity (Middle) (Input, Modeling, Sharing Assessment Criteria Check for Understanding, Guided or
Independent Activity) Please include key questions you will ask your students.
1. Students will be split up into small groups to solve math word questions.
 Groups are as follows:

Bucket 1 Bucket 2 Bucket 3 Bucket 4 Bucket 5 Bucket 6
Avery P Zoe Maddy Izak Charlotte Connor
Jackson Matthew Owen Caylee Annabelle Neveah
Cadee Ainslie Evey Avery C. Lucas Gracie
Brynn Marlo Kyle Myles Hailey
 Questions are as follows:
Bucket 1 Vicky the Vampire brought 53 chocolate
bars to the Halloween Party and George
the Ghost brought 7. How many
chocolate bars were there in total?
Bucket 2 Freddy Frankenstein brought 345
pumpkin cookies, but Bob the bat ate 54
before the Halloween party started! How
many did Freddy have left?

Wilma the Witch brought 562 jack-o-

lanterns to the party, but Mark the
Mummy accidently sat on 146 of them!
How many did Wilma have left?
Bucket 3 Daren the Devil brought 245 ladyfingers
and Pat the Pumpkin brought 94 to the
Halloween party. How many did they
have in total?
Bucket 4 Catherine the Cat brought 476 apples
and Danny the Dragon brought 145 to the
 Halloween party. How many did they
have together?
Bucket 5 Penelope the Princess brought 482
crown cakes to the Halloween party and
Zack the Zombie brought 56. How many
did they have all together?
Bucket 6 Michael the Monster brought 672 ghost
and Steve the Skeleton brought 146 to
the Halloween party. How many did they
have all together?
 Students are expected to write each number a different way. (E.x. 124 = 1 hundred,
2 tens and 4 ones)
 Draw each number, as they would look with base ten blocks.
 Write down 3 strategies they used to solve the problem (refer to anchor chart) .
 Pick one person in their group to share their equation with the rest of the class
during consolidation.
 As a group, come up with a question they could ask during our consolidation period.
o Have these instructions covered for when students are near completing the
task.
 Reminder: what group work should look like (respect, offer ideas, plan, participate,
stay focused)

Consolidation (End)
How will I conclude the lesson and engage my students in making final connections in their learning? (This could
involve student sharing or a class discussion about what they learned etc.).
1. Have each student who was picked talk about his or her equation. How they
represented their numbers, and what strategies they used.
 Open up for other students to ask questions about their equations. (Why they
choose that strategy, what they found difficult/easy)

Teacher Reflections
How will my planning for tomorrow’s lesson reflect what I learned about my students and my teaching today?
 At the conclusion of this lesson, I felt that the students enjoyed collaborating
and working on their math together. It was beneficial to see how well they
work together in organized groupings.
 The lesson plan is easily adaptable for a visit in the future.