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    Math Wed

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    api-696816110
    Students watched a video about totem poles that incorporated First Nations perspectives into a math lesson. They then finished unfinished math work from previous lessons, such as building a snowman or fruit salad activities. If finished early, students played a dice game involving 3-digit addition. The teacher reflected on incorporating Indigenous content regularly and ensuring math is the focus of activity-based lessons.

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    Math Wed

    Uploaded by

    api-696816110
    38 views3 pages
    Students watched a video about totem poles that incorporated First Nations perspectives into a math lesson. They then finished unfinished math work from previous lessons, such as building a snowman or fruit salad activities. If finished early, students played a dice game involving 3-digit addition. The teacher reflected on incorporating Indigenous content regularly and ensuring math is the focus of activity-based lessons.

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    math wed

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    Students watched a video about totem poles that incorporated First Nations perspectives into a math lesson. They then finished unfinished math work from previous lessons, such as building a snowman or fruit salad activities. If finished early, students played a dice game involving 3-digit addition. The teacher reflected on incorporating Indigenous content regularly and ensuring math is the focus of activity-based lessons.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    38 views3 pages

    Math Wed

    Uploaded by

    api-696816110
    Students watched a video about totem poles that incorporated First Nations perspectives into a math lesson. They then finished unfinished math work from previous lessons, such as building a snowman or fruit salad activities. If finished early, students played a dice game involving 3-digit addition. The teacher reflected on incorporating Indigenous content regularly and ensuring math is the focus of activity-based lessons.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Component One: Organizational Information

    Teacher
    Grade
    Name(s)
    Sarah Lumley Level(s) 4
    Unit(s) /
    Subject Brain warm up, finishing
    Math Topic(s) /
    Area(s) work from other days
    Strand (s)
    Start/Stop Position
    Times + of Lesson
    10:55-11:39am, 44 minutes
    Lesson within
    Duration Sequence:

    Component Two: Description and Rationale

    Description: “Small Number and the Old Totem Pole” video and questions, then finishing what has been
    started in the catch-up folder. If all work is done, there is a game with dice.

    As part of TQS 5, I want to try challenge myself to incorporate the FNMI perspective into math.
    Rationale: The resources in this lesson were given to me through a university seminar. Then, finishing
    previously unfinished work lessons the mental load.

    Component Three: Learner Outcomes

    General
    Organizing Idea: Number: Quantity is measured with numbers that enable counting, labelling,
    Learner comparing, and operating.
    Outcomes(s)
    (GLOs) Guiding Question: How can processes be established for addition and subtraction?
    (or equivalent)

    Learning Outcome: Students apply strategies for addition and subtraction within 1000.

    Specific
    Learner
    Outcome(s)
    (SLOs)
    Skills and Procedures: Add and subtract natural numbers using standard algorithms.
    (or equivalent)

    Component Four: Learning Objective(s) and Assessment Evidence


    Learning
    Objective(s) Students will learn about totem poles in a math setting, as well as finish their previous work.

    Component Five: Pre-Lesson Preparations


    1
    Curriculum Resources Materials and Equipment
    https://www.sfu.ca/~vjungic/SN-Guide/ Video and website
    sec_SN07_Guide.html 3 digit math sheets
    https://www.cbc.ca/kids/articles/14-totally-terrific-totem- Dice
    pole-facts Paper clips as markers
    https://vimeo.com/168120221

    Teacher Tasks
    Have the video and websites loaded up and ready to go
    Print off worksheets and have dice and paper clips gathered and ready to go

    Component Six: Body (introduction, activities, closure)


    Introduction Time
    Allotment
    Attention
    Today I am going to do things a bit differently. I am going to guide us through a 30
    Grabber
    brain warm up, and then we will work on finishing work from other days. seconds
    Description
    Finishing previously unfinished work takes the mental load off, and incorporating 30
    and
    FNMI content into all subjects provides a broad perspective. seconds
    Rationale
    Time
    Activities Allotment
    Learning https://www.sfu.ca/~vjungic/SN-Guide/sec_SN07_Guide.html
    Activity #1 Small Number and the Old Totem Pole:
    Focus on attention to detail – counting.

    What comes to mind when you hear totem pole? Let’s talk little about them real
    quick. https://www.cbc.ca/kids/articles/14-totally-terrific-totem-pole-facts

    Now, I will show you a short video, and the purpose of this video is to have you
    pay close attention and work on honing those skills. And just so we are all clear,
    this relates as to math because after the video, I will ask you how many of things
    there were.

    Video: https://vimeo.com/168120221 30 minutes

    Who thinks they were paying SUPER close attention to the details? Alright, let’s
    find out.
    How many animals were in the story?
    How many of the animals in the story live in the water? How many live on land?
    How many can fly?
    How many animal legs were there in total? 20. How do you know?
    What is the oldest animal in the video? Teacher concludes the class
    discussion by saying: “We actually cannot be sure what is the oldest animal.
    Sometimes in mathematics, same as in life, there are questions that we cannot
    answer without additional information.”

    Transition What did we think of that little video? I was kinda thinking that each Wednesday 1-2
    we would so something similar to this. This is my way of incorporating Indigenous minutes

    2
    things into math. Do your brains feel warmed up now? Awesome!
    Learning In either your catchup folders or in your math folders, you have leftovers from the
    Activity #2 build a snow man activity we did, as well as maybe the fruit salad activity we did.
    The focus of these activities should be the math, so make sure all the math parts
    are done before you do the more fun parts. If one or both of those are not done, Any time
    get those out and finish them in the time remaining. remaining,
    ~15
    If you are done both of those, I have a worksheet with dice you can do. (3-digit minutes
    addition sheet) Work in partners for this because dice supply is limited. One
    person does each roll, and then you each write the numbers down on your sheets.
    Individually, you do the math, but then compare your answers.
    Transition Time is up, so if you’re still working on things, put them back in your catch-up
    folder. If you have dice and a game board, come put the dice on my desk, and put
    the game board in your catch-up folder.

    Component Seven: Teacher Reflection

    What worked
    well? Why?
     Identify highlights, successes, and positive developments experienced during the lesson
     Examine contributing factors/environmental conditions

     Identify low points, challenges, and struggles experienced during the lesson
    What didn’t?
    Why not?
     Examine contributing factors/environmental conditions

    What would
    you do
    differently
     What did you learn about teaching and learning during this lesson that can help you be even
    next time to more effective with your students during subsequent lessons?
    further  Specific to your instructional practice, what would you do more of? Why?
    promote  Specific to your instructional practice, what would you do less of? Why?
    optimum
    learning for all 
    students?

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