1. How can I plan my lessons using the Backwards Approach?Identify the outcomes to be learnedCut and paste your outcome(s) here.N1.9 Demonstrate an understanding of addition of numbers with answers to 20 and thecorresponding subtraction facts, concretely, pictorially, physically, and symbolically by: using familiar and mathematical language to describe additive and subtractive actions from their experience Communication creating and solving problems in context that involve addition and subtractionProblem solving modeling addition and subtraction using a variety of concrete and visual representations, and recording the process symbolically. Communication, representation, reasoning and proof, connections
2. N2.2 Demonstrate understanding of addition (limited to 1 and 2-digit numerals) with answers to100 and the corresponding subtraction by: representing strategies for adding and subtracting concretely, pictorially, and symbolicallyCommunication, representation, reasoning and proof, connections creating and solving problems involving addition and subtractionProblem solving/problem posing estimatingmental math and estimation, reasoning and proof using personal strategies for adding and subtracting with and without the support of manipulativesreasoning and proof, mental math and estimation analyzing the effect of adding or subtracting zeroreasoning and proof, analyzing the effect of the ordering of the quantities (addends, minuends, and subtrahends) inaddition and subtraction statements.reasoning and proof,
3. Now that I have listed my outcome:Determine how the learning will be observedWhat will the children do to know that the learning has occurred?What should children do to demonstrate the understanding of the mathematicalconcepts, skills, and big ideas?What assessment tools will be the most suitable to provide evidence of studentunderstanding?How can I document the children’s learning?Create your assessment tools before you create your lessontask.http://curriculum.nesd.ca/curriculum/grade-2/mathematics/outcomesI will create the assessment tool:Record conversationreasoning and proof,12 = 5+ ?( this would be differentiated in various levels)Susan said that you can solve this using subtraction; Lori disagrees and said it must be addition.Who is right and why?Plan the learning environment and instructionWhat learning opportunities and experiences should I provide to promote thelearning outcomes?What will the learning environment look like?What strategies do children use to access prior knowledge and continuallycommunicate and represent understanding?What teaching strategies and resources will I use?How can I differentiate the lesson to challenge all students at their learningability? How will I integrate technology, communication, mental math, reasoning,visualization, etc into this lesson? (7 Processes) Look at your outcomes to seewhich of the processes you should be including.
4. Plan your lesson here: What lesson format will you use?BEFORE-DURING-AFTER? Math PODS? ETC.Assess student learning and follow upWhat conclusions can be made from assessment information?How effective have instructional strategies been?What are the next steps for instruction?How will the gaps in the development of understanding be addressed?How will the children extend their learning?