UbD Lesson Planning Guide (PSI)



Lesson Plan

Grade/Subject: 2/3 Math Unit: Ordinal Numbers Lesson Duration: 45 minutes

|OUTCOMES FROM ALBERTA PROGRAM OF STUDIES |

|General Learning Outcome |

|Develop number sense. |

|Specific Learning Outcome |

|Students will describe order or relative position, using ordinal numbers. |

|LEARNING OBJECTIVES |

|Students will: |

|1. Indicate the position of an object in a sequence by using ordinal numbers up to the tenth. |

|2. Compare the relative position of an object in two different sequences. |

|ASSESSMENTS |

|Observations: |Key Questions: |

|- Determine who will be able to make a distinction and |- Who has ever heard of ordinal numbers? |

|understanding of ordinal numbers using various objects and |- How can we identify the position of each person? |

|situations. |- Kehei, remember when your group was trying to figure out the order of your |

|- Observe to see who seems to need assistance. |group members in the next activity which was guessing the amount of the |

|- Observe to see who is able to complete the math task and who is|handful of cubes? |

|not. |- What was the language that you used to determine the order that your group |

|- Observe what stations the students have complete, or left off |members would use to take turns in the activity? Do you remember? |

|from. Make a quick note if necessary. |- “Can anyone give me another example of a situation where you could use |

|- Observe the language being used. Who develops the ability to |ordinal numbers?” |

|describe numbers using the ordinal word? |- Is there anything that you feel confused about? |

| |- Is there anything that you would like me to know about this lesson?” |

|Written/Performance Assessments: |

|Formative assessment method. Paper and pencil activity. Oral directive using image (smiley face). |

|LEARNING RESOURCES CONSULTED |

|Resource #1: Grade 2 Mathematics: Support Document for Teachers |

|Resource #2: Ten Minute Activities Grades 1-3 |

|MATERIALS AND EQUIPMENT |

|* iPads |

|* Work Sheets (Insects in Order; Number Word Patterns 1st -10th; Ordinal Numbers) |

|* Colored Straws cut into ten different sizes. |

|* Popsicle Sticks labeled with ordinal and cardinal numbers up to the tenth (20) |

|* Assessment Record Sheet |

|* Oral Instructions Sheet for Assessment |

|* Math Folders |

|Expectations for Learning and Behaviour |

|- It is expected that the students will be able to demonstrate previous math skills learned and discussed. |

|- It is expected that the students will be able to recall a situation when they used ordinal numbers. |

|- It is expected that the students will be able to make a connection between ordinal and cardinal numbers. |

|- It is expected that the students will be able to work collaboratively in a group. |

|Advance Organizer/Agenda |

|- Set up the materials beforehand to ensure that the students are not waiting and everything is organized. Use the BUILD math strategy that the |

|class has been using. |

|- Have the iPads ready to go. Ensure that they are charged. |

|- Display the ordinal numbers poster at the carpet area. |

|- Photocopy enough sheets for both grade two classes. |

|PROCEDURE |

|Introduction (10 min.) | |

|Hook/Attention Grabber |

|Say: “Today we will be discussing ordinal numbers and practicing how to use ordinal numbers by describing relative or order of position.” |

|Assessment of Prior Knowledge |

|Ask: “By a show of hands, who has ever heard of ordinal numbers? |

|Do: “Ordinal numbers tell the position of something in a line, a row, or order. They are similar to cardinal numbers.” |

|Say: “Yesterday, during group activities, I observed Kehei’s group using ordinal numbers. Kehei, remember when your group was trying to figure |

|out the order of your group members in the next activity which was guessing the amount of the handful of cubes?” (Allow 5 to 7 seconds to |

|answer). |

|Ask: “What was the language that you used to determine the order that your group members would use to take turns in the activity? Do you |

|remember? (Allow 5 to 7 seconds for an answer). |

|Do: Provide an answer if group cannot recall the information you are asking for. |

|Say: “Yesterday, Kehei; Nailaini; Brayden, and Braxton were using ordinal numbers to determine the order that each group member would be in the |

|next activity. They said things such as, “I am going first, and you are going second.” Without even realizing it we use ordinal numbers every |

|day. During line-up or calendar.” |

|Ask: “Can anyone give me another example of a situation where you could use ordinal numbers?” |

|Do: Provide the students with some examples. |

|Example: During a race, when we arrive at school, or when we are choosing what order our group members will be during activities. |

|Transition to Body |

|Do: Provide instructions and details of all five activities and where they are set up. |

|Say: “Now we will break off into the same groups that we had yesterday. Who remembers who is was in their groups yesterday? I would like Kehei’s|

|group to go to iPads to play the roller coaster game; Olivia’s group will go to the carpet to do the popsicle stick activity; Bella’s group will|

|go to the straws activity by Mrs. Lenz’s desk; Maryam’s group will go to the front row of desks to do worksheets; and Mia’s group will go to the|

|horseshoe to cut and paste.” |

| |

|Procedure The rotating activities will be set up as four sections. Each group, of three or four children, will rotate between each activity |

|after having spent five minutes at each section. Groups will stay the same as they were in the previous math lesson. Groups who do not finish |

|rotations will continue tomorrow when the lesson is complete. |

|Learning Activity #1: Rotations Activities |

|The activities will be based on the acronym BUILD. Each activity will rotate every ten minutes. |

|B- (at the carpet) students will match the ordinal and cardinal numbered popsicle sticks. |

|U- (by desk) students will arrange the order of the different sized straws-smallest to largest- and identify the ordinal position. |

|I- (iPads) roller coaster game located on Mrs. Lenz homepage. |

|L- (front row of desks) students will do worksheets: ordinal numbers and number word patterns 1st-10th. |

|D- (horseshoe) students will cut and paste the worksheet: insects in order |

|Do: Rotate through each activity to assess and observe the students level of understanding and participation. |

|Do: Make observations and record them in the anecdotal record sheet later on. |

|Transition to Conclusion (will be used for both conclusions for Wednesday and Thursday) |

|Do: Call and Response – I,2,3 all eyes on me; 1,2, eyes on you. |

|Say: “It is time to clean up. Please ensure that all the materials are cleaned up and put away properly. |

|(Referring to Thursday only) If you did not get the chance to go to any of the activities, we will be finishing up tomorrow.” |

| |

|Learning Activity #2: Assessing Previous Knowledge - Line Up Activity (10 min.) |

|(Thursdays Introduction to math activity). |

|Do: Have ten student volunteer to line up from shortest to tallest. Ask the audience to assist their fellow classmates. |

|Say: “Together we are going to practice ordinal numbers by saying the position of the smallest person as first all the way up to tenth person |

|who should also be the tallest and last person. Repeat by going backwards as tallest as tenth, smallest as first.” |

| |

|Assessments/Differentiation (As a follow-up.) |

|Formative assessment method. Paper and pencil activity. Oral directive using image (smiley face). |

|- Students who need directions read to them will be able to show me what they learned from the activity. |

|- Students who are auditory and visual learners will be able to participate in the activity by hearing and doing. Assist students who need help.|

| |

|- Provide proper wait time between each direction given. |

|Closure (5 min.) | |

|Consolidation/Assessment of Learning |

|Say: “As a group we are going to review ordinal numbers up to the tenth.” |

|Do: Recite ordinal number first to the tenth. |

|Feedback from Students |

|Say: “Thumbs up, thumbs down if you feel like you are able to recite the ordinal numbers from the first to the tenth.” |

| |

|Feedback to Students |

|Ask: “Is there anything that you feel confused about? Or is there anything that you would like me to know about this lesson?” |

|Say: “I am so impressed how well everyone is doing during group work. Working with others is an important skill to have. Great job Grade two.” |

|Transition to Next Lesson |

|Say: “Mrs. Smith-Myles’ grade two class will get ready to go back to class. We will see you tomorrow and finish off the rotation activities.” |

|Do: Bid Mrs. Smith-Myles’ class goodbye. |

|Reflection |

|Today’s math lesson went better than I had expected it to. The students were engaged and listening attentively. I had not remembered the names |

|of the other grade two class, and it threw me off just a bit. To be respectful, I ask the students their names before I got an answer to |

|questions I was asking. The students had a good idea of what ordinal numbers were after I had introduced the concept. We came up with examples |

|of how we would use ordinal numbers, some students gave the examples of how they would use ordinal numbers to identify the positon of a person |

|or thing within the classroom. It was nice that all the students were attentive and paying attention, they were also willing to engage in the |

|conversation that I had been prompting. I had their attention and did not lose them, which was a big success in itself. My activities took a bit|

|of time setting up, and I lost track of time. Mrs. L helped me set up, otherwise I would have been way behind. Also, I did not realize that the |

|groups are organized according to colours within the BUILD strategy and it helps with rotations for the teacher and the students. It became a |

|little hectic to rotate groups and I had to remember who went where. The students were very helpful, so if I had forgotten which station they |

|were at or had not been to the students were good at remembering. There are so many other variables to consider when planning, such as how to |

|move groups from station to station and how best to explain directions. Even after I explained how to do the worksheets, most students were |

|still confused. It was nice to have the math stations, as it allowed me to move to each group and check in with them. I made some observations |

|about who was able to participate and who was having trouble. There were other adults on the room, so it made me more nervous. On the second |

|day, there were parent volunteers. I was so worried about making a mistake in front of them that I was beginning to tremble inside. Once I |

|calmed myself down and focused on the students, I was able to relax. On the second day I opened up the lesson with a line-up activity. The |

|students had to line up their classmates from smallest to tallest in ordinal number. They had a great time doing this, and all were |

|participating. Once the group was arranged in correct order we reviewed the ordinal position from the first to the tenth, and backwards. I was |

|glad that I volunteered to do math, it helped me set aside some of the fear that I had about teaching math and in the end made me a bit more |

|confident. I appreciate the fact that there are other adults in the room who are there to assist with the students. One thing that is important |

|to note would be the fact that the straw activity and the popsicle stick game were too easy for students who need to have their learning taken |

|to the next level, but for other students the activities were just fine. I need to consider how to challenge those strong students outside of |

|their zone of proximal development in order to keep them engaged and motivated. |

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