Math Lesson Plan

Grade level: 4

Lesson Topic: Adding and Subtracting (numbers up to 10 000)

Universal Design for

Learning
Representation

1.2: Offer alternatives

for auditory
information
The teacher will start with
an introduction to the
lesson, but will also allow
for class discussion and
peer teaching.

Outcomes
GCO: 4.1.3 Demonstrate an understanding
of addition of numbers with answers to 10
000 and their corresponding subtractions
SCO: 4.1.3.1 using personal strategies for
adding and subtracting
Student friendly terms: Adding and
subtracting 3 to 5 digit numbers.

Objective(s) for this lesson: I will use and

share personal strategies for adding 3 to 5
digit numbers.

1.3 Offer alternatives

for visual information
Students will see the
problem on the
whiteboard and then have
the freedom to be
creative in representing
the problem in their own
way on chart paper. They
will then also see the
visuals others have
prepared on their chart
paper.
3.1 Activate or supply
background knowledge
During the APK students
will go over adding and
subtracting small number
and build up towards
larger numbers.
3.2 Highlight patterns,
critical features, big
ideas, and
relationships
Students will see a
variety of ways one
question can be
answered, but still being

Required Materials,
Tools and Technology

-Chart paper
-Chalk/white board
-Chalk/markers
-Manipulatives (base-ten
blocks, number lines,
ten/hundred frames and
counters)
-Addition and Subtraction
questions

Introduction
Warm up by going over place values up
to 10 000s place and by doing some 2
and 3 digit addition and subtraction as a
group. (on the board)
10 minutes

During/Learning Activities

Special Concerns

Banso activity:
-Write an equation like (74 305 + 52 200 =)
On the board. In groups of two, have
students work out the problem on chart
paper. Remind them to show all their work.
Offer them colored markers and
manipulatives to use.
-Give them about 10 or 15 minutes as
necessary. Meanwhile, circulate through the
class to get an idea of what strategies are
being used and prompt students who are
stuck or not showing their work.
-Identify the groups that used more

When creating groups for

the Banso activity, try not
to pair two excelling
students or two struggling
students.

Differentiation

-Have Bonus questions

able to arrive at the same

answer. Throughout the
various presentations by
their peers they may also
find patterns among the
variety ways of answering
the question.

Action and Expression

4.1 Vary the methods

for response and
navigation
Student will be able to
respond in creative ways
by being given the
freedom to choose their
own method of answering
the question on their
chart paper. They will also
learn new ways by seeing
how others answered the
question. Individually
they will also be give time
to respond by journalling.
6.1 Guide appropriate
goal setting
The goal of the lesson will
be clearly presented
during the APK in a basic
way and then the activity
will build on top of of the
APK.
6.2: Support planning
and strategy
development
The teacher will be
walking around the
classroom in case the
students have any
questions. The teacher
will provide the tools
necessary for the
students to answer the
problem in their own

conceptual strategies and have them (one

group at a time) post their work on the
board and give a brief explanation. Allow
the class to, very respectfully, comment on
the strategy and expand on it. As the
students offer their corrections, take notes
on the board (or allow them to if they have
new ideas). 15 min
-Now repeat this process with the groups
that used a more procedural approach
(longhand methods etc.)15 min

Closure:
In closing draw students attention to each
of the unique strategies used and
emphasise that math problems can be
solved in more ways than we can imagine.
Have each student write a brief journal
entry answering the question: Would you
use the same strategy to solve the problem
again? Why or why not? Did you learn a
strategy from your classmates that you
think works better?

prepared for students who

are being under
challenged.
-Allow students to work
anywhere in the
classroom and move
around if necessary.
-Provide a range of
manipulatives so that
students can choose what
is most helpful to them.
-This class will be highly
logical (problem solving)
interpersonal (working in
pairs and sharing with the
class), visual (writing out
thought processes using
symbols, drawings and
manipulatives, and
kinesthetic (using
manipulatives and getting
up out of seats to work in
pairs). Students will also
have the opportunity to
work alone at the end of
class when they write
their reflective journal
(intrapersonal and
linguistic).

Assessment (formative/summative)
Formative Assessment based on student
solutions and responses during group
discussion.
-Were they able to answer the questions
correctly?
-Did they use personal, creative strategies
that display number sense?
-Were they able to correct and comment on
each others work?

In-Class Support
If the class has a TA, they
may need to do modified
work with an exceptional
student.

Self/Peer Assessment through team work

and class evaluation of solutions.
Cross-curricular
Summative Assessment based on journal

creative way.

entries.

Connections

6.4: Enhance capacity

for monitoring
progress

-Were they able to derive from the lesson a

personal best strategy that they will use
in the future to solve similar problems? Do
they display an awareness of the range of
strategies available? Do they display an
awareness of their own level of proficiency
in adding and subtracting 3 to 5 digit
numbers?

Cross-curricular
connections to English
through Journal writing
and oral presentation of
work (writing, speaking,
and listening).

Students will work in

small groups, so that no
one from the group is left
out of the activity. Groups
will be small enough to
for the teacher to monitor
that all students are
staying on task.

Engagement

7.1: Optimize
individual choice and
autonomy
Students will work in
small groups for the
activity, which gives each
student a chance to have
a say in how the activity
is approached.
7.3: Minimize threats
and distractions
Groups will be small, so
all students will be
engaged in the activity,
so no one will be left
doing nothing. This way
students will not distract
one another.
8.3: Foster
collaboration and
community
Students will have to
work together to answer
the question by listening
to each other's ideas.
Then they will have to
work together to present
their answer.

Reflection
I feel confident in this
lesson. The timetable is
slightly unpredictable but
the method will be
beneficial to the students
understanding and I believe
they will have fun with it.
The lesson provides a good
range of differentiation and
is focussed very closely on
one specific outcome which
I will be adequately able to
asses through my
observation of the class and
their written work.

9.3: Develop selfassessment and

reflection
Students will be given
time to journal at the end
of class to reflect on the
content their learned, but
also reflect on new ways
they learned the could
answer a question.