Lesson Plan Documentation: Lesson Title: Exploring and ordering numbers Teacherâ&#x20AC;&#x2122;s Name/Room: Olivia Heidt RM 124 Class/Subject: Grade 3 Math Date/Time of Class: November 24,2011 10:00AM Period/Length of Class: Period 4 10:00-10:50 (50 minutes) Rationale/Purpose: Through exploration of number sense students will confidently be able to order and represent three digit numbers. Materials/Equipment: The Learning Carpet (TLC) (Gridded 100 square carpet http://www.thelearningcarpet.ca/about-the-learning-carpet.html), TLC Number Squares (0-100), Individual student whiteboards, Individual student whiteboard markers, Individual student whiteboard erasers, Large foam six sided dice, Student game recording sheet, Student exit pass forms with question on it. Curricular Resources/References: Alberta Curriculum Mathematics Kindergarten to grade 9 program of studies (http://www.education.alberta.ca/media/645598/kto9math_ind.pdf), Self-Assessment and goal setting â&#x20AC;&#x201C; By: K.Gregory, C.Cameron, A.Davies. (Exit pass outline)

Introduction: Anticipatory Set/Mental Set: Students will write a three-digit number on their individual student whiteboard. Whiteboards and markers will be on their table when they come in. When the teacher says go (Luke will be previously be given a number to reduce the anxiety of choosing a number in a short amount of time) the teacher will start the music, students will move around the classroom. When the music stops students will have been previously instructed to order themselves from least to greatest in there table groups. Teacher will be going around classroom to help assist any students that require help. Repeat this activity 3 times, students will write a different number each time. Bridging/Review: Students will go back to there tables. Each student will write a number on their individual whiteboard and compare with their elbow partner. Discuss with elbow whose is greater and why? Teacher will be going around the classroom consistently and giving students hints. Why is this number bigger? How do you determine this? Example: Place value chart Objective/Learning Outcomes: Students will compare and order numbers to 100 (C, CN, R, V) I can compare and order numbers to 1000. (Students previously explored the meaning of each vocabulary word listen in the outcome)

Time Frame: 5 minutes

5 minutes

Body of Lesson: Instructional Input/Modeling/Checking for Understanding (What the teacher will do) â&#x20AC;&#x201C; Instructional Strategy 1. Smart board lesson - Direct Instruction of bridging activity. 2. Smart board lesson - Modeling. For example Anna has the number 479 and Jackie has the number 433. Students will compare the two numbers explaining that the hundreds place both have a four but the tens place the seven is larger then the three. 3. Students will come up to the smart board and take the three digit numbers (that have previously been chosen by the teacher in creating the lesson) on the board and order them on a number line from least to greatest, recreating what was previously modeled for them in the direct teaching lesson. Checking for understanding Learning Activity/Guided Practice/Independent Practice (What the student will do) â&#x20AC;&#x201C; Product/Evidence of Learning 1. Students will gather around the learning carpet, and will be asked to sit cross legged, (10 students at a time place number, other students sitting quietly around the learning carpet watching) the learning carpet and will each be given two number cards with a two digit number on each of them. Pass out people will pass out the number cards (Greg and Emily). Students will create a 3-digit number out of their 2â&#x20AC;&#x201C;2 digit number cards. The teacher will have previously put a red line indicating a number line on the learning carpet horizontally. This is to insure success to all students, indicating where to place their numbers on the number line. Example: empty squares to place students square numbers. Also discuss why that number is bigger or smaller keeping in mind place value. Teacher will be working one on one with students as they place their numbers. Low cognitive student has last number for success which the teacher will give him (Luke). Behavior child placed beside teacher on carpet (Jack). All students that are sitting around the carpet watching are participating in mental evaluation of where numbers are going. - Guided Practice 2. Students will go onto number track and complete all three levels. Students will check with teacher and teacher will record in there anecdotal records to see where students are which level did the student complete. (http://www.crickweb.co.uk/ks2numeracy-properties-andordering.html). Teacher will have previously chose two students to hand out computers. Anna and Jason will go first on the learning carpet then start handing computers out. - Independent Practice

Time Frame:

15 minutes

8 minutes

8- 10 minutes

Conclusion: Closure: -Review/Summary: Students will roll the foam dice three time to make a 3-digit number. Recording each number they roll to make that number. They will write it down on the recording sheet that will be passed out by the pass out people (Greg and Emily). Once written down they will share with their elbow partner and compare their two numbers. Whose is bigger? Why is it bigger? Complete this two times each Teacher will be circulating around the room stopping at groups to make sure students are understanding the concepts. *Luke (low cognitive) will be sitting beside Anna whom is a stronger student; she will be able to help him through the task. * Watch Jack and make sure he is on task and working well with his elbow partner

Time Frame:

5 minutes

-Anchor/Early Finisher Activities â&#x20AC;&#x201C;As soon as students have shown the teacher completion of conclusion activity (dice game) the teacher will then distribute differentiated exit passes. The teacher will have these premade and will pass them out to the students. *Luke will have easier numbers to deal with *Anna, Jason and Kayla will be given harder numbers Formative Assessment /Summative Evaluation: Exit Passes and Anecdotal Records Adaptations/Modifications: Exit passes are leveled to ensure student success. Seating of the students will eliminate behavioral concerns. Please see accommodations throughout lesson plan. When students are done exit pass they will put their head down to signal they are done. If students are not done and time runs out the teacher will start with the exit passes at the start of next class as review and collect them.

4 minutes

Reflective Comments/Notes: (To be completed after lesson) *Luke suffers from severe anxiety especially when placed under time constraints. * Jack is a behavioral student (ADHD) * Anna, Jason and Kayla are gifted students â&#x20AC;&#x201C;Tend to finish quicker then others. Pair them up with weaker students. *Pass out helpers are Greg and Emily

Total: 50 Minutes

Recording sheet Name: ____________________ Roll the three dice to make a three-digit number. Write the number on the line. Compare with elbow partner whose is bigger and why? Complete two times! 1. Number: ________________ Whose is bigger? _____________________

2. Number: ________________ Whose is bigger? _____________________

Exit Pass (Average Stream) Name: __________________ Order these numbers from smallest to greatest 345, 546, 234,364 Circle the bigger number. Why is it bigger? 576 or 465 ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Exit Pass (Low Cognitive) Name: __________________ Order these numbers from smallest to greatest 134,435,254 Circle the bigger number. Why is it bigger? 250 or 350 ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Exit Pass (Gifted) Name: __________________ Order these numbers from smallest to greatest 476,246,468,367 Circle the bigger number. Why is it bigger? 476 or 468 ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Lesson Plan