1. How can I plan my lessons using the Backwards Approach?
Identify the outcomes to be learned
Cut and paste your outcome(s) here.
NK.3 Relate a numeral, 0 to 10, to its respective quantity.
a) Construct or draw a set of objects corresponding to a given numeral.
b) Identify the number of objects in a set.
c) Hold up the appropriate number of fingers for a given numeral.
d) Match numerals with pictorial representations.
NK.4 Represent the partitioning of whole numbers (1 to 10) concretely and
pictorially.
a) Show a whole number in two parts, using fingers, counters or other objects and
name the number of objects in each part.
b) Show a whole number in two parts, using pictures, and name the number of
objects in each part.
N1.9 Demonstrate an understanding of addition of numbers with answers to 20 and
the corresponding subtraction facts, concretely, pictorially, physically, and
symbolically by:
a) Using familiar and mathematical language to describe additive and subtractive
actions from their experience
b) Creating and solving problems in context that involve addition and subtraction
c) Modeling addition and subtraction using a variety of concrete and visual
representations, and recording the process symbolically.

2. Now that I have listed my outcome:
Determine how the learning will be observed
What will the children do to know that the learning has occurred?
What should children do to demonstrate the understanding of the mathematical
concepts, skills, and big ideas?
What assessment tools will be the most suitable to provide evidence of student
understanding?
How can I document the children‟s learning?
Create your assessment tools before you create your lesson task.
Tool #1
Tool #2 used for K-1 Highlighted denotes Kindergarten Only
Models thinking using Uses counting Is able to represent Is able to record
Name a ten frame strategies to find
missing part (counting
using two part math
mat
number sentences+-
forward or backward)

3. Name: Makes one number in Knows that the Uses appropriate
Comments different ways rearrangement math language
doesn‟t change the
number

4. Models thinking using Uses counting Is able to represent Is able to record
Name a ten frame strategies to find
missing part (counting
using two part math
mat
number sentences+-
forward or backward)

5. Plan the learning environment and instruction
What learning opportunities and experiences should I provide to promote the
learning outcomes?
What will the learning environment look like?
What strategies do children use to access prior knowledge and continually
communicate and represent understanding?
What teaching strategies and resources will I use?
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) Look at your outcomes to see
which of the processes you should be including.
Plan your lesson here: What lesson format will you use?
BEFORE-DURING-AFTER? Math PODS? ETC.
Before
Listening activity (at tables)
Take a small metal pail and some rocks. Have students close their eyes and listen as
you drop rocks into a pail (one at a time). Have students show using their fingers,
how many drops they heard. It is very difficult for students to just listen, rather
than count aloud as rocks are dropped. Have students show using their fingers each
time a rock is dropped. Ask “How many?” once a desired amount of rocks have been
dropped.
Display rocks on a ten-frame to show how many were dropped into the pail.
Repeat a few times.
Have students move to a different area in the classroom (story corner)
Introduce pictures of Alice the Camel and have them to describe what they see.

6. How could we talk about numbers in this picture?
How are numbers represented in this picture?
“I have some pictures of Alice the Camel. On each camel is a numeral that
corresponds to the # of humps. Let‟s read the numbers together.” You may want to
use numbers 0-5 or 5-10 or 0-10.
“I am going to pass out the number cards and I want you to work together and put
yourselves in order from 0-10 (or whatever you are working with).” “The rest of us
will be an audience and watch and listen. We will check their work when they are
done.”
Pass out number cards.
Watch and listen as students work on ordering themselves. Once they are done, or
think that they are done, have the audience give thumbs up or down if they think it
is in the correct order.
If it is not, have the audience use math language, to tell their friends where to
stand in order to be in the correct sequence.
This is important to model and have students use language such as before, after
and in-between.
Repeat this process.

7. Have students return back to their tables sitting next to a partner. They will need
a pencil or any other tool to record their work.
Before you read the problem to students show them the two part math mat. “Why
do you think it is called a two part math mat?” Explain to them that they will have a
camel (Alice) and some counters/ beads to represent humps.
Also, show students their recording booklet.
Introduce the problem to students.
Alice the Camel has ten humps all together.
Some are filled with fat and some are empty.
Show Alice‟s humps in as many ways as you can.
Alice the Camel has five humps all together.
Some are filled with fat and some are empty.
Show Alice‟s humps in as many ways as you can.
Each student will have their own recording booklet, but they will share on a two-
part-math mat, Alice Number line with the 5 or 10 humps with their partner.
This is when you step back (so to speak) and let your students‟ problem solve on
their own. Listen and watch, take observational notes. Have questions ready on your
clipboard that you may ask as you are observing students. See questions under
observational recording sheet.
After
Show and share time
Have students return to the story corner with only their recording booklet.
Sit in a circle and have a two part mat and counters/ Alice available for student
demonstration if needed.
Who would like to share one way Alice wore her 10 humps?
Record on chart paper (teacher) or Smart board
0 10 0+10=10
1 9 1+9=10
2 8 2+8=10

8. You can also model the addition sentence. You do not need to explain this at this
time. Some students may see a connection. Let them be the ones to „see‟ the
connection and explain what they know (if they are ready).
Assess student learning and follow up
What 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?
You could do a journal activity and have them choose their own number to represent on Alice.
They need to show their number in two parts and will have to explain to the teacher about their
journal as teacher scribes (kindergarten) what they say, naming the number in each of the two
parts