Learning Plan: ELEMENTARY

Student Teacher: Giulia Gentile Co-operating Teacher: Melissa Tomasino

Date: 10-05-22 Time: 1 hour School: Terry Fox Elementary School

Title of lesson Math Centers Grade level Cycle 1, Grade 1

Subject Mathematics Topic Bigger, smaller, and equal numbers
Relevance Learning about bigger, smaller, and equal numbers from a young age is important for students in order
for them to be able to recognize it in their everyday lives. For instance, when looking at two images that
represent different numbers, students should be able to identify which one is bigger/smaller. By having
this knowledge, students would be able to better comprehend their everyday situations and experiences.

Materials/Resources
Required Teacher:
- Station 1: Smart board and fishbowl game
- Station 2: Counters and handouts
- Station 3: Jenga blocks, dry-erase dice, colorful cue cards with questions
- Station 4: A single deck of cards
- Station 5: Uno cards
- Station 6: Clothes pins and handouts
- Station 7: Connecting blocks and handouts

QEP Subject Area Competency 2: To reason using mathematical concepts and processes
Competencies
Throughout the lesson and stations, students will become familiar with everyday language related to
mathematics. When working at their stations, students will be given materials that pique their interest
and curiosity, and encourage them to use mathematical vocabulary and processes to explore and
complete. In doing so, students become familiar with mathematical language, construct the meaning of
mathematical concepts and processes, and establish links between them. Students will also be
introduced to new mathematical terms (bigger, smaller, equal) that they will be able to use when
replying to questions asked by the teacher to further their knowledge.

Learning Objectives The goal of the lesson is for students to understand the terms bigger, smaller, and equal and to be able
to use them in their everyday lives and experiences. This lesson serves as a foundation for the next
mathematical unit: greater than and less than. By having understood the meaning of bigger and smaller,
students will be better equipped to use the symbols that they will be introduced to in the upcoming
classes.

Essential Question(s) - Why is this topic important in our everyday lives?

- What is the meaning of bigger, smaller, and equal?

Introduction: (15-20 minutes) Student will know:

Step 1:
Invite the students to sit on the floor. Refresh the students’
memory of what they learned about yesterday during our
introduction lesson on bigger, smaller, and equal numbers.
Use the posters that were shown to them yesterday as a
visual aid to review the three terms.
*The teacher will then hang these posters on the white
board for students to refer to them during their station work.
- Students will know the terms: bigger, smaller, and equal.
- Students will know how to work collaboratively in pairs.
Students will understand:
- Students will understand that bigger/smaller does not refer
to size, but rather quantity.
- Students will understand that equal is synonym for ‘same.’
- Students will understand how to recognize and read the
words smaller, bigger, and equal simply by looking at the
first letter of each word.

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Step 2:
Walk around the classroom and visit one station at a time to
explain the instructions of each activity. Keep students
engaged by asking questions.
Step 3:
Check in with the students to see if they have any questions.
Place them in pairs. Assign each team to a station.
Development: (40 minutes)
Students will do:
- Students will use the materials respectfully.
- Students will reply to questions asked by the teacher.
- Students will work with their peers and share materials.
- Students will recognize the words bigger than, smaller
than, and equal to, on the handouts.
- Students will communicate effectively with their peers.
- Students will identify the bigger, smaller, and equal
numbers at several stations.

Each student will work with their partner at their designated

station. The teacher will roam around the classroom and
visit each group to assist and guide them, if need be.

The pair will spend roughly 4 minutes at each station. They

will have about 30 seconds to clean up their station before
being assigned to the next.

Cross Curricular Competencies:

To use creativity (#4):

Students will exercise their creativity during their station work
where they will be asked to identify a bigger/smaller number. Their
answer may differ from their partner’s answer.

To cooperate with others (#8):

Through this learning, students will exercise their cooperative skills
by working in groups and pairs. They will also cooperate with
others by sharing materials.

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To communicate appropriately (#9):
Students will develop their communication skills by being active
listeners, communicating effectively by asking and answering
questions, and sharing and explaining their ideas.

Broad Areas of Learning:

Citizenship/Community Life
Through collaborating with their peers, students will develop their
sense of citizenship and community life. Students will also begin to
recognize how mathematical terms relate to their everyday lives
and environment.

Universal Design for Learning/Differentiation:

Universal Design for Learning:

The handouts and material for the math stations will be provided by
the teacher. This will ensure that each child has equal access since
they will be provided with the necessary materials without having
to bring anything in from home.

Differentiation:
This activity takes into consideration different students’ learning
styles. The activities found at each station allow for the students to
make meaningful connections to the terms they were introduced to
the previous class.

The use of counters, images, and blocks at various stations will

benefit visual learners as they will be able to better visualize how
certain numbers are bigger, smaller, or equal to others. In addition,
it will accommodate kinesthetic learners since they will be able to
physically count using the aforementioned material. While
completing the activities at their stations, the posters will be stuck
on the white board for students to refer to it, if need be.

Dedicating the first minutes of the lesson to review new vocabulary

will benefit the students who had more difficulty retaining and
understanding the previous class. The use of sticks (for
participation) will encourage students who are less likely to
participate (due to shyness) to contribute to discussions.

Students will be placed in groups of two and will have the

opportunity to converse and collaborate with their peers. This may
benefit students who have difficulties grasping instructions as they
can receive some guidance/help from their peers.

On the handouts, I bolded and underlined the first letter of the

words bigger, smaller, and equal in order to help the students be
better able to decode the words.

I will also provide differentiation by including handouts that differ

in level of difficulty. For example, at station 6 (pins), some of the
handouts require more pins than others. I have placed the handouts
in order from least complex to most complex.

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Closure: (2 minutes) FORMATIVE - Assessment FOR learning:

The students will tidy up their workstation and put their
materials in neat piles. The teacher will circulate around the
classroom and collect the materials.
The introduction of the lesson (review and instructions) serves as a
way for the teacher to assess his/her students’ understanding from
the previous class. For example, if some students are showing signs
of difficulty when asked questions during the introduction period,
the teacher will then be able to know who to keep an eye on or visit
more regularly during the station work. The math activities during
the second half of the lesson will encourage students to be eager to
explore bigger, smaller, and equal numbers since they will work in
pairs.

FORMATIVE - Assessment AS learning:

The teacher will provide ample opportunities to help students

develop and become comfortable with critical analysis of their own
learning. For instance, students will be asked to reflect and
challenge their thinking when asked guiding questions by the
teacher. The teacher will assess students’ understanding through
their responses to questions as she circulates around the classroom.

SUMMATIVE - Assessment OF learning:

The teacher will observe the children, visit every pair, join in their
conversation, and take note if a child is showing signs of difficulty.
The teacher will listen to students as they explain and represent
their scientific thinking.

For example:
T: "Which are we working on here?"
S: “We are placing pins on the numbers that are smaller than 7.’”
T: "Can you explain why you put a pin on the number 5?”
[Student explains to the teacher that the number 5 is smaller than 7.
The teacher will take notes and observe the students' reactions and
participation.]

To show and document children’s development and what they have

learned, the teacher will take photos of their participation. She will
then post them onto ClassDojo to show the parents what the
students have been learning.
Reflection:

- Did I offer an engaging lesson that involved all the children? Did I provide enough differentiation?
- Was I clear when delivering instructions for participation?
- Were my questions appropriate and successful?
- Were the materials used appropriately to conduct the lesson?
- Were the students well prepared enough to identify the bigger, smaller, and equal numbers?
- Were the students well prepared enough to understand the meaning of the terms bigger, smaller, and equal?

In the future, to improve the intended learning, I could do the similar station work with the next mathematical topic, greater or less
than, in order to promote the transfer of knowledge. By altering the questions and doing similar activities, students will be able to
understand that the words bigger and greater than are the same and that smaller and less than are the same.
Professional Competencies:

#2: Master the language of communication.

I will pace my oral instructions in an appropriate fashion as well as articulate new vocabulary clearly. I will use a variety of
language expressions (visual, spatial, aural, and gestural) to support the development of the students’ receptive language skills.
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#3: Plan teaching and learning situations.
I have developed an age-appropriate math lesson taking into account the learners in my class. During the lesson, I will use language
that the students would recognize and modify instruction to fit students’ individual needs. The activities found at each station that
follow the instructions have been thought-out and planned prior to the lesson (ex: instruction is planned, material and supplies are
prepared and accessible to all students, etc.).

#4: Implement teaching and learning situations.

I have ensured that this lesson included participatory approaches so that children are involved and interested. I have made it a point
to ask questions before, during, and after the lesson to promote the transfer of learning.

#5: Evaluate learning.

Throughout my lesson, I will be observing and listening to students’ discussions with their peers by circulating around the
classroom to assess comprehension and participation.

#8: Support students' love of learning.

I have incorporated the students’ interests when planning the activities at each station (Ex: Jenga) to support their love of learning.