1

Mathematics Unit

Title of Unit Number Sense/Multiplication and Division Grade Level 2/3

Subject Math Time Frame January-February: 21

Classes (60-90 minute
lessons)
Developed by Danielle Murray

Overview of Unit & Rationale

In this unit, students will be introduced to the concepts of multiplication and division, while continuing their
development with number sense. There are two different grades in the classroom so it will be important to
differentiate any activities involving multiplication and division, as it is not a key component in the grade 2 curriculum.
Being mindful of the Montessori method of education, it will be important to provide students with choices and
opportunities to explore different mathematical activities. The focus of this unit is for students to gain an
understanding of different strategies involving multiplication and division, such as equal grouping, repeated addition,
arrays, and skip counting. It will also be designed to foster Grade 2 students' number sense and continue building their
understanding of addition, subtraction, and quantities up to 100. Through various class discussions, activities, and the
use of math manipulatives, students will learn ways to multiply, divide, and continue developing their number sense.
These strategies are important as they will be built upon throughout their educational experience and daily life. This
unit will build off of students' understanding of skip counting and addition that they have previously worked on.

Statement of Inquiry/Essential Question(s)

How are multiplication and division related?
How is multiplication related to addition?
How is division related to subtraction?

How can we use multiplication/division to help us figure out this problem?

What math problems would be best to use multiplication/division?
Why do you think multiplication/division is important?
Why do you think it is important to learn addition/subtraction?
How do you use math in your everyday life?
What strategies did you use to solve that problem?
Is there another way to solve the problem?
What have you tried?
Alberta Program of Study: Learning Outcomes

Grade 2:
GLO: Develop number sense
SLO:
2. Demonstrate if a number (up to 100) is even or odd. [C, CN, PS, R]
3. Describe order or relative position, using ordinal numbers (up to tenth). [C, CN, R]
4. Represent and describe numbers to 100, concretely, pictorially and symbolically. [C, CN, V]
5. Compare and order numbers up to 100. [C, CN, ME, R, V]
6. Estimate quantities to 100, using referents. [C, ME, PS, R]
7. Illustrate, concretely and pictorially, the meaning of place value for numerals to 100. [C, CN, R, V]
9. Demonstrate an understanding of addition (limited to 1- and 2-digit numerals) with answers to 100 and the corresponding
subtraction by:
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• using personal strategies for adding and subtracting with and without the support of manipulatives
• creating and solving problems that involve addition and subtraction

Grade 3:
GLO: Develop number sense
SLO:
2. Represent and describe numbers to 1000, concretely, pictorially and symbolically. [C, CN, V]
3. Compare and order numbers to 1000. [C, CN, R, V]
9. Demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1-, 2- and 3-digit
numerals), concretely, pictorially and symbolically, by:
• using personal strategies for adding and subtracting with and without the support of manipulatives
• creating and solving problems in context that involve addition and subtraction of numbers. [C, CN, ME, PS, R, V]
11. Demonstrate an understanding of multiplication to 5 × 5 by:
• representing and explaining multiplication using equal grouping and arrays
• creating and solving problems in context that involve multiplication
• modelling multiplication using concrete and visual representations, and recording the process symbolically
[C, CN, PS, R]
12. Demonstrate an understanding of division (limited to division related to multiplication facts up to 5 × 5) by:
• representing and explaining division using equal sharing and equal grouping
• creating and solving problems in context that involve equal sharing and equal grouping
• modelling equal sharing and equal grouping using concrete and visual representations, and recording the process symbolically
• relating division to repeated subtraction
• relating division to multiplication. [C, CN, PS, R]

Knowledge Skills
Students will know…. Students will be able to…
● Previously: ● Distinguish between the concepts of
-the basic concept of skip count multiplication and division
● Different strategies of how to multiply and divide ● Represent numbers to 100/1000 concretely,
● the relationship between odd and even numbers pictorially and symbolically
in respect to multiplication and division ● Compare and order numbers 100/1000
● Different strategies to represent place values ● Develop their own personal strategies for solving
● terms used in the concepts of multiplication and addition/subtraction/multiplication/division
division problems
● Demonstrate the relationship between division
and subtraction
● Demonstrate the relationship between addition
and multiplication
● Create their own equations in context to addition
and subtraction
Assessment Evidence
● Students can identify odd and even numbers (100/1000)
● Students can describe numbers up to 100/1000
● Students can represent numbers up to 100/1000
● Students can demonstrate personal strategies for addition problems
● Students can demonstrate personal strategies for subtraction problems
● Students can demonstrate personal strategies for multiplication problems
● Students can demonstrate personal strategies for division problems
● Students can create math problems involving addition/subtraction/multiplication/division
● Students can model equal grouping in the process of division and multiplication
● Students can record their process of solving various equations
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Learning Assessment
Outcomes Title Observation Checklist Math Self- Performance Performance
Workbooks Assessment Tasks: Task:

Type Formative Formative and Formative and Formative Summative Summative

(Formative/Summative) Summative Summative
Weighting N/A 30% 30% N/A 20% (Jan) 20% (Feb)
Grade 2:

SLO:
2. Demonstrate if a number (up to 100) is even or X X X
odd. [C, CN, PS, R]

3. Describe order or relative position, using ordinal X X X

numbers (up to tenth). [C, CN, R]
4. Represent and describe numbers to 100, X X X
concretely, pictorially and symbolically. [C, CN, V]
5. Compare and order numbers up to 100. [C, CN, X X X X
ME, R, V]

6. Estimate quantities to 100, using referents. [C, X X X X

ME, PS, R]
7. Illustrate, concretely and pictorially, the X X X
meaning of place value for numerals to 100. [C,
CN, R, V]

9. Demonstrate an understanding of addition

(limited to 1- and 2-digit numerals) with answers
to 100 and the corresponding subtraction by:
• using personal strategies for adding and
subtracting with and without the support of X X X X
manipulatives
• creating and solving problems that involve X X X X
addition and subtraction
Grade 3:

SLO:
2. Represent and describe numbers to 1000, X X X X X
concretely, pictorially and symbolically. [C, CN, V]

3. Compare and order numbers to 1000. [C, CN, R,

V] X X X
9. Demonstrate an understanding of addition and
subtraction of numbers with answers to 1000
(limited to 1-, 2- and 3-digit numerals), concretely,
pictorially and symbolically, by:
• using personal strategies for adding and X X X X
subtracting with and without the support of
manipulatives
• creating and solving problems in context that X X X X
involve addition and subtraction of numbers. [C,
CN, ME, PS, R, V]
11. Demonstrate an understanding of
multiplication to 5 × 5 by:
• representing and explaining multiplication using X X X X
equal grouping and arrays
• creating and solving problems in context that X X X X
involve multiplication
• modelling multiplication using concrete and X X X
visual representations, and recording the process
 4

symbolically multiplication. [C, CN, PS, R]

12. Demonstrate an understanding of division
(limited to division related to multiplication facts
up to 5 × 5) by:
• representing and explaining division using equal X X X X
sharing and equal grouping
• creating and solving problems in context that X X X
involve equal sharing and equal grouping
• modelling equal sharing and equal grouping X X X X
using concrete and visual representations, and
recording the process symbolically
• relating division to repeated subtraction X X X X

• relating division to multiplication. [C, CN, PS, R] X X X

Assessment Tool Brief Description

Observations Students will be observed in each class period. During these observations, the
teacher will be looking for signs of understanding and engagement. The
teacher will use the anecdotal notes taken from observations to see if there is
any patterns of students learning that support findings on other assessment
measures. It also enables the teacher to make any adjust or implement various
strategies to ensure all students needs are being met.

Checklist A checklist will be used during this unit to gather information and provide
evidence of what students have mastered or working on developing.
Math Workbooks Students will use workbooks to document mathematical problems. This will
allow the teacher to see evidence of the student’s growth over time.
Self-Assessment/Goal Setting Self-assessment and goal setting will provide an opportunity student to reflect
on their own learning process. It will also provide the teacher with evidence of
students learning throughout the unit.
Performance Tasks Performance tasks enable students to demonstrate their knowledge of what
they learned throughout the unit. Students will be given two different
performance tasks (one in January and one in February) where they will work
in small groups to solve a specific task. How students work through each task
will provide information on the degree to which students have mastered
specific outcomes.

Lesson # 1 Introduction
of 21
Number Sense/Multiplication and Division
Outcome(s) GLO: Develop number sense
SLO: 9 • using personal strategies for adding and subtracting with and without the support of manipulatives

Assessment Overview: This first half of the lesson has been structured as a means to introduce myself and start to build
Evidence(s) relationships with students. The second half of the lesson is to review math concepts they have been introduced to
before the winter break and to assess their previous knowledge.
Instructional Strategies: Direct instruction, interactive instruction, experiential learning (centers, games)
Assessment: Formative, teacher observation of student engagement and understanding will take place throughout
this lesson
Resources:
Materials: Clue supplies, All About Me sheets, counters, pencil, paper, whiteboards, whiteboard markers
Learning -Introductions and Expectations
 5

Activity(s) -Would you rather- this will be used as a way to engage students while learning about them.
-Clue Classroom Addition – this will be a team building activity where we work as a class to solve the clues. It will be
based on getting to know each other's activities with some academic review.
-All About Me - students will complete an All About Me sheet that will be used throughout the month. I will read a
couple off each day and students have to guess who they think it is. This will be an opportunity for me to get to know
the students and a way for students to see how well they know their classmates.
-Math Mystery (review of what they have previously learned)

Lesson # 2 Number Sense/Multiplication and Division

of 21
Outcome(s) GLO: Develop number sense
SLO: 9
• using personal strategies for adding and subtracting with and without the support of manipulatives
• creating and solving problems that involve addition and subtraction

Assessment Overview: With the Montessori method being rooted in student-centered learning, I thought this would provide a
Evidence(s) space for students to explore concepts they have previously learned. This lesson is designed to provide students with
four different choices of math activities that they can either work individually or with a partner. It will be important to
go over expectations before this activity. Though the Montessori method encourages one work to promote sharing
and patients, there will be more than one set of cards (I have/who has) though not enough for everyone to use one.
Instructional Strategies: Direct instruction, interactive instruction, experiential learning (centers, games)
Assessment: Formative, teacher observation of student engagement and understanding will take place throughout
this lesson
Resources: Mathology book: Ways to Count
Materials: whiteboard, whiteboard markers, storybook, I have/who has cards, dice, colour by numbers
Learning Daily Math Fact:
Activity(s) Ways to count story
Math Menu:
-Go over expectations for a math menu and how it works
-Time tables hanging bead chain
-I Have/Who has cards
-Addition – see how far you can get
-Math equations (colour by numbers)

Lesson # 3 Number Sense/Multiplication and Division

of 21
Outcome(s) GLO: Develop number sense
SLO: 9 • using personal strategies for adding and subtracting with and without the support of manipulatives
---
SLO: 11 • representing and explaining multiplication using equal grouping and arrays
Assessment Overview: This lesson has been designed to introduce students to the concept of multiplication. Two strategies, equal
Evidence(s) groups and repeated addition, will be discussed during this lesson. We will also practice problems on mini-white
boards before students go work on their own problems.
Instructional Strategies: Direct instruction, interactive instruction, experiential learning (centers, games)
Assessment: Formative, teacher observation of student engagement and understanding will take place throughout
this lesson. Students will self-assess how they felt about the multiplication strategies and their workbooks will also be
utilized during this lesson.
Resources:
Materials: Whiteboards, whiteboard markers, multiplication equations
Learning Math Fact:
Activity(s) -What is the mystery number?
-Students will develop question building and problem-solving skills to figure out the mystery number.
Math:
-Introduction to multiplication strategies: Repeated addition and Equal Groups
-What is multiplication?
 6

-What do you already know about multiplication?

-Mini-whiteboard practice (counters)
-Students get up and move multiplication
-Math workbooks -students will have a choice to work in partners or individually

Lesson # 4 Number Sense/Multiplication and Division

of 21
Outcome(s) GLO: Develop number sense
SLO: 9 • using personal strategies for adding and subtracting with and without the support of manipulatives
Assessment Overview: Math centers will take place during this lesson. Students will be in small groups and work through five
Evidence(s) different centers. There will be a multiplication center for students to develop their skills. For Grade 2 students they
can use the multiplication center as a way to build the addition skills. Each center will have a means of differentiation,
such as different levels of mathematical equations, manipulatives, and peer interactions for students to work
together.
Instructional Strategies: Direct instruction, interactive instruction, experiential learning (centers, games)
Assessment: Formative, teacher observation of student engagement and understanding will take place throughout
this lesson. A checklist and workbooks will be utilized through this lesson.
Resources:
Materials: Dot and Dice picture, dice, jenga, bead chain, number cards, work books, pencil
Learning Math Fact:
Activity(s) Dot and Dice
What strategies can we use to figure out how many dots there are without counting the dots individually?
Math Centers:
-Multiplication or repeated addition Dice
-Math Jenga
-Hanging Bead chain (4-6)
-Number Sense
-Addition- how far can you get

Lesson # 5 Number Sense/Multiplication and Division

of 21
Outcome(s) GLO: Develop number sense
SLO: 9
• creating and solving problems that involve addition and subtraction
SLO: 12
• modelling equal sharing and equal grouping using concrete and visual representations
Assessment Overview: This lesson will be short due to an assembly starting at 9:00am. We will work on a math fact.
Evidence(s) Instructional Strategies: Direct instruction, interactive instruction
Assessment: Formative, teacher observation of student engagement and understanding will take place throughout
this lesson. Goal setting will take place during this lesson.
Resources:
Materials: chips, workbooks, pencils
Learning Math Fact:
Activity(s) Sharing Chips (Activity pg 78)
There are 36 crackers to be shared equally for snack. (building understanding of equal groups)
Goal Setting
What is one thing you want to improve on in math? (Provide examples)
What are some things you can do to improve _____ (Provide examples)

Lesson # 6 Number Sense/Multiplication and Division

of 21
Outcome(s) GLO: Develop number sense
SLO: 4. Represent and describe numbers to 100, concretely, pictorially and symbolically. [
SLO: 9
• using personal strategies for adding and subtracting with and without the support of manipulatives
----
 7

SLO: 3. Compare and order numbers to 1000

SLO: 11
• representing and explaining multiplication using equal grouping and arrays
• modelling multiplication using concrete and visual representations, and recording the process symbolically
Assessment
Evidence(s) Overview: This math lesson uses centers to provide students with opportunities to engage with materials in multiple
ways. Students will work on multiplication, addition, and numbers from 1-100/1000. Each center will be designed for
differentiation, such as different mathematical equations, math manipulatives or the use of numbers from 1-100 or 1-
1000, to encourage learning at all different levels.
Instructional Strategies: Direct instruction, interactive instruction, experiential learning (centers, games)
Assessment: Formative, teacher observation of student engagement and understanding will take place throughout
this lesson. A checklist and workbooks will also be utilized during this lesson.
Resources:
Materials: Image, multiplication cards, 100-1000 board, I have/who has cards, number sense sheets, math battleship
(x2)
Learning Math Fact:
Activity(s) See, Think, Wonder image
What do you notice?
Is this picture about math? Why or why not?
What questions do you have about this picture?
Math Centers:
1.Multiplication or repeated addition
2. 100 boards or 100-1000 board
3.I Have/Who Has game
4. Number Sense
5. Math Battleship

Lesson # 7 Number Sense/Multiplication and Division

of 21
Outcome(s) GLO: Develop number sense
SLO: 5. Compare and order numbers up to 100.
SLO: 6. Estimate quantities to 100, using referents.
SLO: 9 • using personal strategies for adding and subtracting with and without the support of manipulatives
--
SLO 3. Compare and order numbers to 1000.
SLO: 9 • using personal strategies for adding and subtracting with and without the support of manipulatives
SLO 11 • representing and explaining multiplication using equal grouping and arrays
Assessment Overview: This math lesson uses centers to provide students with opportunities to engage with materials in multiple
Evidence(s) ways. Students will work on multiplication, addition, skip counting and building numbers and comparing which one is
greater than or less than. Each center will be designed for differentiation, such as different mathematical equations,
math manipulatives, to encourage learning at all different levels.
Instructional Strategies: Direct instruction, experiential learning (centers, games)
Assessment: Observation, Workbooks, Checklist
Resources:
Materials: Greater than/less than sheets, cards, hanging beads, multiplication equations, bingo sheets/counters
Learning Math Fact:
Activity(s) How Many Windows? This is an image of a building with various windows.
How many windows do you think there are? (Estimation – write it on their white boards)
What are some strategies we can use to figure out how many windows there actually are?
Math Centers:
1. bingo
2. Multiplication or repeated addition
3. Hanging Bead Chain
4. Cards
5.Building Numbers: Greater than, Less Than
 8

Lesson # 8 Number Sense/Multiplication and Division

of 21
Outcome(s) GLO: Develop number sense
SLO: 9 • creating and solving problems that involve addition and subtraction
SLO 11 • creating and solving problems in context that involve multiplication
Assessment Overview: The first part of this lesson is designed as a whole class activity where students will work to identify the
Evidence(s) target number that has been selected. Select a target number and as a class we will count. When the target number
is hit (such as the number 3 so any number with three in it) then the student sits down. Or we can do this with skip
counting; for example, we use the number 2 so when the second student says 2 they need to sit down and the
student that says four sits down and so forth until. In the second part of the lesson, students will be introduced to the
strategy of intersections as a way to solve multiplication problems. We will work on this concept together before
students practice it themselves.
Instructional Strategies: Direct instruction, interactive instruction, experiential learning (centers, games)
Assessment: Observation
Resources:
Materials: Whiteboards, whiteboard markers, pencils, workbooks
Learning Math Fact:
Activity(s) Counting Up
Math:
Multiplication strategy: Intersections
Multiplication practice with cards and mini whiteboards. They can play in pairs or individually

Lesson # 9 Number Sense/Multiplication and Division

of 21
Outcome(s) GLO: Develop number sense
SLO: 2. Demonstrate if a number (up to 100) is even or odd.
SLO 5. Compare and order numbers up to 100.
SLO: 9 • creating and solving problems that involve addition and subtraction
-------
SLO 3. Compare and order numbers to 1000
SLO 9: • creating and solving problems in context that involve addition and subtraction of numbers.
SLO 11: • representing and explaining multiplication using equal grouping and arrays

Assessment Overview: In this lesson, centers will be used to provide students with opportunities to engage with materials in
Evidence(s) multiple ways. Students will work on multiplication, addition, number lines, and number sense (10 more, 10 less, 100
more, 100 less). Each center will be designed for differentiation, such as different mathematical equations, math
manipulatives, to encourage learning at all different levels
Instructional Strategies: Direct instruction, experiential learning (centers, games)
Assessment: Formative, teacher observation of student engagement and understanding will take place throughout
this lesson. Checklists and workbooks will also be utilized during this time.
Resources:
Materials: Number sense sheets, workbooks, pencils, number line sheets, whole punches, multiplication equations,
paper, counters, cups, dice
Learning Math Facts
Activity(s) The Number is/What Number is pg 60
-this is a clue game where we have to get the math riddle before moving on to the next clue.
Math: 
1. Workbook: creating equations
2. Number line
3. Punch holes for multiplication
4. Counters and Cups
5. Number Sense (10 more, 10 less, 100 more, 100 less)

Lesson # 10 Number Sense/Multiplication and Division

of 21
 9

Outcome(s) GLO: Develop number sense

SLO: 3. Describe order or relative position, using ordinal numbers (up to tenth).
SLO 5. Compare and order numbers up to 100.
SLO: 9 • creating and solving problems that involve addition and subtraction
-------
SLO 3. Compare and order numbers to 1000
SLO 9: • creating and solving problems in context that involve addition and subtraction of numbers.
SLO 11: • representing and explaining multiplication using equal grouping and arrays
Assessment Overview: In this lesson, centers will be used to provide students with opportunities to engage with materials in
Evidence(s) multiple ways. Students will work on multiplication, subtraction, addition, skip counting, and identifying the word and
symbol of numbers. Each center will be designed for differentiation, such as different mathematical equations, math
manipulatives, to encourage learning at all different levels
Instructional Strategies: Direct instruction, experiential learning (centers, games)
Assessment: Checklist, workbooks, self assessment
Resources:
Materials: Workbooks: equations, math memory game, Bingo (multiplication, subtraction and addition cards), 100-
1000 board, dominos
Learning Math Facts:
Activity(s) Mystery Number 
Math:
1. Workbook
2. Math Memory
3. Bingo
4. 100/1000 board
5. Dominos

Lesson # 11 Number Sense/Multiplication and Division

of 21
Outcome(s) GLO: Develop number sense
SLO: 2. Demonstrate if a number (up to 100) is even or odd.
SLO: 3. Describe order or relative position, using ordinal numbers (up to tenth).
SLO 5. Compare and order numbers up to 100.
SLO: 9 • using personal strategies for adding and subtracting with and without the support of manipulatives
-------
SLO 3. Compare and order numbers to 1000
SLO 9: • using personal strategies for adding and subtracting with and without the support of manipulatives
SLO 11: • representing and explaining multiplication using equal grouping and arrays
SLO 11: • modelling multiplication using concrete and visual representations, and recording the process symbolically
Assessment Overview: Students will be introduced to the performance task where they will work in small groups to problem
Evidence(s) solve key features of a gathering at Hogwarts (theme can change depending on student’s interests). For example,
they will need to figure out how many chairs to put at each table, how many dishes should be prepared, and so forth.
Each group will develop their own design and ideas for this project. They will utilize skills they built throughout the
unit so far, such as multiplication/repeated addition, greater than or less than values.
Instructional Strategies: Direct instruction, experiential learning.
Assessment: This task will be a summative assessment, peer-assessment/self-assessment
Resources:
Materials:
Learning Math Fact:
Activity(s) Ways to make 50
Math:
Goal Review
Performance task introduced

Lesson # 12 Number Sense/Multiplication and Division

of 21
 10

Outcome(s) GLO: Develop number sense

SLO: 2. Demonstrate if a number (up to 100) is even or odd.
SLO: 3. Describe order or relative position, using ordinal numbers (up to tenth).
SLO 5. Compare and order numbers up to 100.
SLO: 9 • using personal strategies for adding and subtracting with and without the support of manipulatives
-------
SLO 3. Compare and order numbers to 1000
SLO 9: • using personal strategies for adding and subtracting with and without the support of manipulatives
SLO 11: • representing and explaining multiplication using equal grouping and arrays
SLO 11: • modelling multiplication using concrete and visual representations, and recording the process symbolically
Assessment Overview: This lesson has been designed to
Evidence(s) Instructional Strategies: Direct instruction, interactive instruction, experiential learning (centers, games)
Assessment: Summative
Resources:
Materials: math colour by numbers
Learning Math Fact:
Activity(s) Subitizing activity
Math:
Students will work on their performance task 
-Depending on students needs they will share their task with the class today or tomorrow
-Peer and Self assessment
Early finishers: Math colour by numbers

Lesson # 13 Number Sense/Multiplication and Division

of 21
Outcome(s) GLO: Develop number sense
SLO: 3. Describe order or relative position, using ordinal numbers (up to tenth).
SLO 5. Compare and order numbers up to 100.
SLO: 9 • using personal strategies for adding and subtracting with and without the support of manipulatives
-------
SLO 9: • using personal strategies for adding and subtracting with and without the support of manipulatives
SLO 11: • representing and explaining multiplication using equal grouping and arrays
SLO 11: • modelling multiplication using concrete and visual representations, and recording the process symbolically
Assessment Overview: This lesson has been designed to
Evidence(s) Instructional Strategies: Direct instruction, interactive instruction, experiential learning (centers, games)
Assessment: observation, checklist, workbooks
Resources:
Materials: Jenga blocks, cards, memory, cup, subtraction cards
Learning Math Story: How Numbers Work
Activity(s)
Math Centers:
1. Math Jenga
2. Math Memory
3. Cards
4. Math Number Puzzle
5. Empty the Cup - Subtraction

Lesson # 14 Number Sense/Multiplication and Division

of 21
Outcome(s) GLO: Develop number sense
SLO: 9• using personal strategies for adding and subtracting with and without the support of manipulatives
SLO 12:
• representing and explaining division using equal sharing and equal grouping
• relating division to repeated subtraction
 11

• relating division to multiplication.

Assessment Overview: This lesson has been designed to

Evidence(s) Instructional Strategies: Direct instruction, interactive instruction, experiential learning (centers, games)
Assessment: observation
Resources:
Materials: Book, workbooks
Learning Think, See, Wonder Image
Activity(s) Math Menus:
Introduction to Division
-Odd and Even
How is division similar to multiplication?
Division Book: e.g. Divide and Ride by Murphy
The Doorbell Rang by Hutchins
The Multiplying Menace Divides by Calvert
A Remainder of One by Pinczes
Bean Thirteen by McElligott

Lesson # 15 Number Sense/Multiplication and Division

of 21
Outcome(s) GLO: Develop number sense
SLO: 9• using personal strategies for adding and subtracting with and without the support of manipulatives
SLO 12:
• representing and explaining division using equal sharing and equal grouping
• modelling equal sharing and equal grouping using concrete and visual representations, and recording the process
Assessment Overview: This lesson has been designed to
Evidence(s) Instructional Strategies: Direct instruction, interactive instruction, experiential learning (centers, games)
Assessment: observation, checklist, workbooks
Resources:
Materials: division equations, chips, dice, greate and less than cards, gold beads
Learning Math Facts:
Activity(s) Word Problem pg 112

Math Centers:
1. Sharing is caring -Division game
2. Gold beads
3. Greater than/Less than card game
4. Roll and Cover
5. Division practice with chips

Lesson # 16 Number Sense/Multiplication and Division

of 21
Outcome(s) GLO: Develop number sense
SLO: 9• using personal strategies for adding and subtracting with and without the support of manipulatives
SLO 9 • creating and solving problems in context that involve addition and subtraction of numbers.
SLO 12:
• representing and explaining division using equal sharing and equal grouping
• modelling equal sharing and equal grouping using concrete and visual representations, and recording the process
Assessment Overview: This lesson has been designed to
Evidence(s) Instructional Strategies: Direct instruction, interactive instruction, experiential learning (centers, games)
Assessment: observation, workbooks, self assessment
Resources:
Materials: Jenga, memory, cards, math puzzle, cups, subtraction equations
Learning Math Facts:
Activity(s) Make Sense pg 125
Math Centers:
 12

1. Math Jenga
2. Math Memory
3. Cards
4. Math Number Puzzle
5. Empty the Cup - Subtraction

Lesson # 17 Number Sense/Multiplication and Division

of 21
Outcome(s) GLO: Develop number sense
SLO: 9• using personal strategies for adding and subtracting with and without the support of manipulatives
SLO 12.
• representing and explaining division using equal sharing and equal grouping
• modelling equal sharing and equal grouping using concrete and visual representations, and recording the process
symbolically
• relating division to repeated subtraction

Assessment Overview: This lesson has been designed to

Evidence(s) Instructional Strategies: Direct instruction, interactive instruction, experiential learning (centers, games)
Assessment: observation, workbooks
Resources:
Materials: Book, workbooks, colour by numbers
Learning Math Facts:
Activity(s) Mystery Number
Division Book: e.g. Divide and Ride by Murphy
The Doorbell Rang by Hutchins
The Multiplying Menace Divides by Calvert
A Remainder of One by Pinczes
Bean Thirteen by McElligott
Math Menu:
1. Create/Practice equations
2. Colour by Numbers Math

Lesson # 18 Number Sense/Multiplication and Division

of 21
Outcome(s) GLO: Develop number sense
SLO: 9• using personal strategies for adding and subtracting with and without the support of manipulatives
SLO 12.
• representing and explaining division using equal sharing and equal grouping
• modelling equal sharing and equal grouping using concrete and visual representations, and recording the process
symbolically
• relating division to repeated subtraction
Assessment Overview: This lesson has been designed to
Evidence(s) Instructional Strategies: Direct instruction, interactive instruction, experiential learning (centers, games)
Assessment: Checklist, observation
Resources:
Materials: cards, bingo, chips, jenga, division equations, counters, dice
Learning Math Facts:
Activity(s) How Many?
Math Centers:
1. Sharing is caring -Division game
2. Math Jenga
3. Bingo
4. Roll and Cover
5. Subtracting
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Lesson # 19 Number Sense/Multiplication and Division

of 21
Outcome(s) GLO: Develop number sense
SLO: 9• using personal strategies for adding and subtracting with and without the support of manipulatives
SLO 12.
• creating and solving problems in context that involve equal sharing and equal grouping
• relating division to repeated subtraction
Assessment Overview: This lesson has been designed to
Evidence(s) Instructional Strategies: Direct instruction, interactive instruction, experiential learning (centers, games)
Assessment: Observation
Resources:
Materials: division equations, chips, dice, place value cards, tic tac toe
Learning Math Facts:
Activity(s) Math Story: Hockey Homework
Math Centers:
1. Division Tic Tac Toe
2. Place Values
3. Spin and cover
4. Addition and Subtraction
5. Division practice with chips

Lesson # 20 Number Sense/Multiplication and Division

of 21
Outcome(s)
Assessment Overview: This lesson has been designed to
Evidence(s) Instructional Strategies: Direct instruction, interactive instruction, experiential learning (centers, games)
Assessment: Workbooks
Resources:
Materials: workbooks, cards, dice
Learning Estimation: Pink Shirts
Activity(s) Math Menu:
Creating and Practice Equations
-Cards
-Dice

Lesson # 21 Number Sense/Multiplication and Division

of 21
Outcome(s) GLO: Develop number sense
SLO: 9• using personal strategies for adding and subtracting with and without the support of manipulatives
SLO 12.
• representing and explaining division using equal sharing and equal grouping
• modelling equal sharing and equal grouping using concrete and visual representations, and recording the process
symbolically
• relating division to repeated subtraction
Assessment Overview: This lesson has been designed to
Evidence(s) Instructional Strategies: Direct instruction, interactive instruction, experiential learning (centers, games)
Assessment: Performance task
Resources:
Materials: workbooks, chips
Learning Math Facts:
Activity(s) Mystery Number
Math:
Performance Task

Lesson __
 14

Purpose and Objectives

Grade Level 2/3 Subject Math Duration
Date
Lesson Focus The focus of this lesson is for students to ___ while still exploring ___ concepts. Students will …
Learning Outcome(s) From the Alberta Program of Studies:

Learning SWBAT explore the concepts of ___

Objective(s) SWBAT discuss…..

Guiding Questions/
Vocabulary
Resources/Materials

Assessment Evidence
Formative Assessment This will take place through teacher observation of student participation throughout the lesson.
Observations will be recorded through anecdotal notes.
Summative Assessment No summative assessment is directly linked to this lesson.

Learning Experience(s)
Timing Content/Description Differentiation

LESSON PLAN

Grade: Lesson Title: Lesson Duration:

Overview of lesson. Write a clear and concise overview that indicates the following: What the lesson is, the purpose/goal of the lesson
 15

what students will do/learn and how the lesson will conclude. *Instructional video in January 14th class give an example of a strong
overview and in contrast an overview that is incomplete.

Alberta Program of Study: Goals and Objectives. Carefully select GLE and SLE that pertain to your lesson. Choose selectively and think
carefully about what is achievable for students to learn by the end of the lesson. Importantly this is connected clearly with the
information in your Unit Map.

GLO /GLE SLO/SLE

Learning Objectives. Translate the SLE's into learning objectives. Using Stem, directing verb and what is to be learned language. Use
Blooms Taxonomy directing words. *Instructional video in January 14th Class folder reviews this clearly

Students will…

Lesson Guiding Questions: Use Bloom's Taxonomy, directing verbs in the areas of: knowledge, skills and attitudes. Be clear on what
type of knowledge/skill/attitudes students are developing and expected to do. This informs the types of questions you develop. Guiding
questions must support this and provoke student thinking and help them understand what they are learning, why they are learning,
what they have already learned, what they still need to learn etc..

Annotated Learning Resources List These must be relevant and age appropriate and from a reliable source. If it is on online resource
provide an active link. If it a book, cite the book and author. Provide 1-2 sentences (annotated) to indicate what the resource is and
how it support your lesson/ student learning? *you may have more or less than three resources. It depends on your lesson. If you are
providing material on First Nations, Métis or Inuit, it must be an authorized source, from an Indigenous author or Indigenous
community. Beth Cormier in the Curriculum Lab has many resources to help you. If you are not sure connect with her.
Resource #1:
Resource #2:
Resource #3:

Material and Equipment: List: Art supplies, manipulatives, smartboard, online white board etc…What you will use AND, therefore what
you will organize ahead of time prior to your lesson

Lesson Procedures

Introduction (__min.): Description of Hook/Attention Grabber; Expectations for Learning and Behavior; Transition to Body.
Indicate the timing for each section. This can be written in point form

Body (__min.): This is the largest part of your lesson. Write clearly and concisely. Writing must be descriptive and clearly organized.
Specify activities and transitions in lesson. Indicate timing of each section. Identify teaching strategies, include any questions that
you will use, organization of class etc. How and when are you using formative assessment in your lesson? Indicate differentiation
 16

within the body of your lesson.

Steps and Procedures: Lessons are divided into portions. In the lesson body Formative Assessments Type/Name:
there should be a least two activities and one transition. You may have 3 Where Assessment Occurs/Purpose of assessment
activities and 2 transitions. An activity can be reading - transition - partner
dialogue (as an example). * Style of writing in the lesson plan is descriptive
and concise (NOT POINT FORM). As well, you are not narrating, rather you
are describing the activity, the learning, critical information to carry out the
lesson. Any questions you have developed to use during the learning, to
facilitate discussion for instance, are to be written directly into the lesson
plan in the area where it occurs.

Activity #1: Name of Activity [Type of instruction] (Time)

Transition: describe

Differentiation: Indicate in brief sentences areas of

differentiation.

Activity #2: Name of Activity [Type of instruction] Time

Transition: describe

Consolidating ( ) mins In this part of your planning you are providing time for ensuring that students learned and understood
what was intended in the lesson. If they haven't you will need to revisit your lesson plan or re-teach (if necessary). Here you
could provide an exit slip or walk through a guided whole group and/or small group discussion. This part of the lesson can act
also as a transition from lesson body into cleanup and getting ready for the next class. Don't forget to time this and to indicate
very clearly how you will facilitate consolidation and closure. Provide clear steps and indicate process.

Clean up ( ) mins *Remember, particularly in studio processes, clean up must be well orchestrated. It is not a matter of saying "time
for clean-up" and expect that your students will know what to do. You may assign students to certain tasks to accomplish clean up in a
timely and efficient manner. Outline your detailed plans here:
Be very clear of your timing. Typically student move slower than you'd like them during clean up.

Reflection (after the lesson respond to these questions in brief. It is important that this reflective process is done after each lesson.
These become points of extended reflection and conversation in post conference with TA and UC)

How the students responded to the lesson as planned and taught:

Specific strengths of the lesson plan and delivery:
Specific weaknesses in the lesson plan and delivery:
What must be addressed to improve this plan?
How I have grown from this teaching experience:
 17

Other Notes