1) The document provides guidance on using the backwards approach to lesson planning, which involves first identifying the learning outcomes and then planning assessments, instruction, and the learning environment.
2) It gives an example of a math lesson on addition and subtraction using a hundreds chart, including an entrance slip, game activity, and discussion questions to assess learning.
3) Suggestions are made to address gaps in students' understanding of subtracting 8 by relating it to subtracting 10 and adding the difference.
![How can I plan my lessons using the Backwards Approach?<br />Identify the outcomes to be learned<br />N2.2 Demonstrate understanding of addition (limited to 1 and 2-digit numerals) with answers to 100 and the corresponding subtraction by:<br />• representing strategies for adding and subtracting concretely, pictorially, and symbolically<br />• creating and solving problems involving addition and subtraction<br />• estimating<br />• using personal strategies for adding and subtracting with and without the support of manipulatives<br />• analyzing the effect of adding or subtracting zero<br />• analyzing the effect of the ordering of the quantities (addends, minuends, and subtrahends) in addition and subtraction statements.<br />[C, CN, ME, PS, R, V]<br />,[object Object],Determine how the learning will be observed<br />What will the children do to know that the learning has occurred?<br />What should children do to demonstrate the understanding of the mathematical concepts, skills, and big ideas?<br />What assessment tools will be the most suitable to provide evidence of student understanding?<br />How can I document the children’s learning?<br />Create your assessment tools before you create your lesson task.<br />These are some indicators taken from the curriculum.<br />For today’s lesson observational notes will be taken. We can also have students explain how to record the process by the use of a flip video or document camera during show and share time.<br />The process of modeling concretely, pictorially and symbolically will be ongoing over the next few weeks.<br />Model concretely, pictorially, or physically situations that c. involve the addition or subtraction of 1 and 2-digit numbers (with answers to 100) and explain how to record the process shown in the model symbolically.<br />Generalize and apply strategies for adding and subtracting 1 d. and 2-digit numbers (with answers to 100).<br />Select and explain a mental mathematics strategy that g. can be used to determine a sum of up to 18 (or related difference):<br />Grade 2<br />Mental Math blog: http://usingmentalmath.blogspot.com/<br /> http://www.amblesideprimary.com/ambleweb/mentalmaths/countersquare.html<br />online hundreds board<br />http://www.ixl.com/math/practice/grade-2-hundreds-chart<br />Teaching Strategies<br />The main focus is to assist students to visualize the patterns in the hundreds chart, which will improve their ability to calculate mentally. While initially students may need to see a chart, ultimately they will visualize the patterns and solve problems without reference to the chart.<br />http://www.education.vic.gov.au/studentlearning/teachingresources/maths/mathscontinuum/number/N15001P.htm#a1<br />Observational Notes during Hundreds Board Crash Game<br />NameConcretelyPictoriallySymbolically<br />Plan the learning environment and instruction<br />What learning opportunities and experiences should I provide to promote the learning outcomes?<br />What will the learning environment look like?<br />What strategies do children use to access prior knowledge and continually communicate and represent understanding?<br />What teaching strategies and resources will I use?<br />How can I differentiate the lesson to challenge all students at their learning ability? How will I integrate technology, communication, mental math, reasoning, visualization, etc into this lesson? (7 Processes) <br />Look at your outcomes to see which of the processes you should be including.<br />Plan your lesson here: What lesson format will you use?<br /> BEFORE-DURING-AFTER? Math PODS? ETC.<br />[C, CN, ME, PS, R, V]<br />communication, connections, mental math and estimation, problem solving, reasoning, visualization<br />Exploring Addition on a Hundreds Chart<br />Before Stage<br />Show students a hundreds chart.<br />Pose the question:<br />Entrance slip will be used as an evaluation.<br />“Describe one way you could use the hundreds chart to find the sum of 12 and 8.”<br />This will be used as a benchmark for what they already know about the use of the hundreds chart and addition.<br />Give only a few minutes for the entrance slip, and then have a few students share their answers.<br />You may want students to come up to the hundreds board and demonstrate their understandings. Teacher models the symbolic representation on the board.<br /> (Ex.10+8+2=20)<br />Tell the students that today they will explore addition and subtraction on the hundreds board by playing an arrow game.<br />Show the students the types of arrows and what they mean.<br />Guided Instruction:Have students place the colored counter on _17__number. Draw the symbol arrow one down.What number are we on now? 27.What operation did you do? What would be the addition sentence for that?Do a few more with the students introducing up and left/right arrows.<br />During: <br />With a partner they will play a hundreds board CRASH CAR game.<br />You and your partner each need:Hundreds boardA highlighter different color than your partnersCRASH CARSWipe board or Recording SheetCalculators can be introduced on day 2Directions:Oldest goes first.Draw one “car” from the pile.Read the numeral out loud. Continue to say out loud what you are doing and thinking with your arrows.Example: I pick up a car that has the # 16I would say, ”start at 16 and go down or add 10..26 I end at 26.”I write on my wipe board 16+10=26Then use your highlighter to cover the #26.Now it is your partners turn.Repeat the above process.8 If anyone draws a CRASH car they lose a turn.<br />After or Show and Share:<br />What did you like about this game? What was difficult? Easy?<br />What strategies did you use to find your number? What operations did you use?<br />Assess student learning and follow up<br />What conclusions can be made from assessment information?<br />How effective have instructional strategies been?<br />What are the next steps for instruction?<br />How will the gaps in the development of understanding be addressed?<br />How will the children extend their learning?<br />You had mentioned that adding 8 was not difficult for your students, but subtracting 8 was.<br />If they become proficient using the hundreds board to add ten and can visualize then they will be able to subtract 8 by subtracting 10 and adding 2.<br />EX. 26-8=?<br />I think… <br />26-10=16+2=18<br />26-8=18 proof… 18+8=26<br />89+8=?<br />I think…<br />84-10=74+2=76 76+8= 70+ 6+8<br /> 70+ 14<br /> 84<br />Let’s explore this concept of subtracting 8 next lesson.<br />Notes:<br />](https://image.slidesharecdn.com/grade2additionandsubtraction-110330125321-phpapp01/85/Grade-2-addition-and-subtraction-lesson-1-320.jpg)
