Date: Monday November 20th Learning Opportunity: Math centres Provocation

*this provocation is suitable for all students within the class

Approximately 11:30-12:30 Day: 2

Frames of Learning (Highlight frames for which you are preparing)

Conceptual Understandings:
- We are learning that as we move up or down the counting sequences, the quantity increases or
decreases by the number we are counting by.
- We can use objects, pictures, symbols, and/or words to represent number and quantity

Overall Expectations (OE):

OE 15: demonstrate an understanding of numbers, using concrete materials to explore and investigate
counting, quantity, and number relationships

BC- Belonging and SRWB- Self Regulation and DLMB- Demonstrating PSI- Problem Solving
Contributing Well Being Literacy and Mathematics and Innovating
Behaviours
Noticing and Naming Learning: Making Learning Visible
Learning Goals: Success Criteria:
- Today I will investigate numbers in the - I can tell which of a set of numbers is the
counting sequence largest/smallest
- I can name the digits that make up multi-
digit numbers
Specific Expectations: Ways in which Children Might Demonstrate Their
Learning:
15.1: investigate (using a number line or hundreds SAY: “When I move forward on the hundreds chart
chart) the idea that a number’s position in the the numbers get larger. When I move backwards
counting sequence determines its magnitude they get smaller.”
DO: place manipulatives on two numbers, and
point out which number is larger.
REPRESENT: use one colour of manipulative to
represent numbers which are smaller than 4,
greater than 8, etc.
The Educators’ Intentional Interactions: Teacher Questions/Prompts
RESPOND: “I see that you are pointing at each number as you say them”
CHALLENGE: “Do you notice anything about the first number in each row of the hundreds chart? What
about the last number in each row?”
“They all end in 1’s.”, “They all end in 0’s”, “I don’t notice anything”
EXTEND: “Can you circle the numbers that I would count if I wanted to count the numbers in the chart
by 10’s?”
“Yes” “I don’t know”
Assessment Documentation:
- Criteria sheet with students names on it, PDF included in separate submission. Columns include:
can identify the larger of two numbers, can skip count by 10’s, can identify a pattern, can count
up to ____.
- Assessment “for” learning
Materials Required:
- Laminated hundreds chart, white board markers, manipulative blocks
Possible Next Steps for Learning:
- Have a hundreds chart that is missing some of the numbers; have students use a whiteboard
marker to fill in the missing numbers
- Skip counting by 5’s and 2’s

Minds On (Script if required)

Today I have my Hundreds Chart with me again. I have had so much fun working with boys and girls on it
so far. If you haven’t already come see me, I encourage you to do so, because there is so much that we
can learn from a Hundreds Chart.

If you don’t want to come check out the hundreds chart, you may go to the sand table, the play dough
table, play with Lego, play with the wooden blocks on the carpet, or practice printing numbers on the
whiteboards.