Lesson Title: Representing Whole Numbers
Learning Focus
Before
During
Teacher: Ms. Prusha / ______
Date: TBD (approx. one hour in length) Students are presently very good at recognizing and writing whole numbers from 1-15 as numerals and as words. The goal of this lesson is to help students recognize that whole numbers can be represented in many different ways, and to allow them to practice these representations and share their ideas with their peers. Before the lesson: The teacher should have identified the curriculum expectation(s) (in this case, students will compose and decompose numbers up to 20 in a variety of ways) and will have selected a problem and solved the problem to ensure understanding, and to ensure that the problem is accessible for all students and supports differentiation. LESSON PLAN Activation (5-10 minutes): Students will have 5 minutes to continue working on their number booklets, which are used as an introduction to all math classes. In these books students practice representing numbers as drawings, using ten rods, using words, and using numerals. Students are familiar with this routine, and work to complete numbers to earn stars or stickers (classes are different). Following this independent work time, the teacher will lead a discussion with students about the number 5 – On a piece of chart paper, the teacher will have drawn a picture of five objects (for example, five stars), the numeral 5, and the word ‘five’. The teacher will ask the following question to the students: Which of these answers represents the number five? Students should conclude that all answers represent the number five. The teacher will lead a brief discussion about how, just like in the number booklets, a number can be represented in different ways. Explaining the Lesson Problem (5 minutes): At this point, the lesson problem is posed. The class will begin by reading the problem together: “Show the number 10 using as many different strategies as you can!”. The teacher will clarify student questions by addressing what information from the problem could be used by students (key words: different strategies, as many, 10). The teacher will explain that students have approx.. 15 minutes to complete the problem on a large sheet of chart paper, with a partner, either at a desk or at a comfortable spot in the room. Students may use any manipulatives, calculators, texts, or duotangs in the classroom
to create their answers. Working On It (15 minutes): Students then work with a partner (or alone in specific cases) to solve the problem. During this time the teacher will monitor work, taking notes of the strategies students are using. The teacher should not correct any student mistakes – mistakes are opportunities for learning!
After
Consolidation (15 - 20 minutes): Have students hang their completed work on the black board. Each group should hang their solutions, and use any and all available wall space. Give students five minutes to walk around and view their classmates’ answers. Facilitate discussions as students are viewing others’ work by asking questions such as “how does this show the number 10?” “how is this different than (another method)”, “where have you seen this representation in real life?”. Establish a whole class discussion following this circulation. Choose a central location like a carpet area. During this time have students explain and discuss their solutions to you and their classmates. Point out creative representations and strategies that were common. Practice: Before practice, have students record their strategies and any other strategies that they felt accurately represented the number 10 in their math journals for future reference. Homework practice: Instruct students to work at home to represent the number 9 using as many strategies as possible. Provide all students with a handout with the question - this will facilitate learning for ESL students .
