edTPA Lesson Planner

Grade: __1st___
60 minutes

Content Area: Math

Group Size: 22 Lesson Length:

Planning for the Lesson

A: Standards
i. Key Content Standard:
1.0A.1
Use addition and subtraction within 20 to solve word problems involving
situations of adding to, taking from, putting together, taking apart, and
comparing with unknowns in all positions.
1.0A.5
Relate counting to addition and subtraction
1.0A.6
Add and subtract within 20 demonstrating fluency for addition and
subtraction within 10.
1.0A.8
Determine the unknown whole number in an addition or subtraction
equation relating three whole numbers.
B. Objectives
i.

Learning Objective/Goal: The students will (DO __) to (LEARN ___).

Students will solve addition problems with two unknown addends.
Students will continue to learn how to solve addition problems and
subtraction problems with unknowns in various positions.
ii.
Language Objective (transfer this from "Incorporating Academic
Language"):
Students will explain how to find the unknown number(s) in addition and
subtraction problems using sentences like: la respuesta es___porque___.
Students will also compare the different problem (equation) types using
sentences like: son diferentes porque___.
C. Assessments:
i. Informal assessment strategies you will use during class (What evidence
will you see and/or hear and how will you note it?)
Monitor students as they work to solve addition problems with 2
unknown addends. Check to see what strategies students are making
use of. During small group time monitor students as they solve and share
their responses. Check to see what types of strategies students are
using.
ii.
Written assessment you will use to determine, for each individual
student, to what extent they have met your learning objectives. (What
evidence will you collect?)
During small group every group pf 4 students will work on a word
problem (subtraction or addition). Students will individually solve their
problems and then share their answers and strategy as a group.
Students will also complete a worksheet with various types of word

problems (addition with an unknown total, unknown addends, two

unknown addends, and subtraction). Students must show their work.
D. Lesson Resources/Materials (e.g., handouts, manipulatives, text
pages, special supplies):
Whiteboards, dry erase markers, erasers, Math Mountain mats, counters,
worksheet (assessment), class dojo, chart paper, and markers.

Instructional Sequence - Engaging Students in the Learning

Process

Introduction (_5__ min.): Describe how you will 1) make connections to prior
knowledge, tap into their experiences and interests or use a hook, AND 2) let
students know what the objective of the lesson is.

Introduce the student friendly objective: Voy a resolver problemas de suma y resta
con nmeros desconocidos.
o Students echo and share read the objective. Student pair share the
objective.
o Choose 3 students to share with the whole group (use class dojo or equity
sticks)
Practice with familiar problems such as: ___+___=8
o Have students think about different possible answers.
o Remind students that when you have an equation where the total is the only
known number then the unknown numbers are the pairs of the total.
Reword the equation into a question: Cules son los pares de 8?
Students think pair share a possible response. Provide written
sentence frame: Una respuesta es___ porque___. Choose 3-5 students
with different answers.
Relate the pairs to Math Mountains.
Inform students that they will continue to work with unknown numbers in addition
and subtraction problems.

Body of the Lesson (__40____ minutes): Describe step-by-step what the

teacher and the students will be doing during the lesson.

Instruct students to retrieve their materials (whiteboards, markers, erasers, Math

mtns, & counters).
o Remind students of the rules of the materials (materials on the floor until
instructed to use).
Give students the following word problem (problem is written on the board):
o Vincenzo tiene 11 dulces. Cuntos dulces puede colocar en una bolsa azul
y en una bolsa roja? (Echo read or share read the problema)
o Rephrase the word problem: Si Vincenzo tiene 11 dulces, y l quiere poner
algunos dulces en una bolsa azul y algunos otros en una bolsa roja.
Cuantos puede poner en la bolsa azul y cuntos puede poner en la bolsa
roja?
Ask students to think of the corresponding equation. Students think
pair share.
Provide written sentence frame: La ecuacin es ___ porque_____.

Instruct students to solve the problem using any strategy, finding 2

possible answers. Monitor students as they work. Choose 3 students
to share their responses.
o Ask students to compare this problem to the problems from the previous 2
days.
En que se diferencia este problema de otros problemas que hemos
resuelto en estos 3 das?
Students think pair share. Provide written sentence frame: Este
problema es diferente porque____. (Monitor students as they
discuss.)
Choose 1-2 students to share with the class.
Give students the following math mountain:

133

Instruct students to think of the corresponding equation. Students think pair

share. Provide written sentence frame: La ecuacin es__ porque___.
o Choose a student to provide the equation.
o Instruct students to solve the problem using any strategy, students must
show 2 different possible answers. (Monitor students as they work)
o Choose 3 students with different answers to share with the class.
Instruct students to tidy up their materials and put them away and come back to
the carpet.
When students return explain to them that they will be working in small groups to
solve some word problems, the problems may be addition or subtraction w/
unknowns in various places.
Explain to them that each table will have a different problem. The reader will read
the problem and then everyone will solve the problem using any strategy theyd
prefer. When all members of the group are finished solving the problems, each
member will take a turn explaining their answer and their strategy. If a member
does not have the correct answer, it is the job of the group to help the member.
Show students what respectful listening is. Students may use the sentence frame:
La respuesta es___ porque_____.
Here are the word problems.
o 2 groups will have an unknown total problem: Julissa tiene 9 dulces. Luego
recibe 6 ms. Cuntos dulces tiene ahora?
o 2 groups will have a subtraction problem: Olivia dibujo 14 gatitos. Luego ella
la regala 6 de esos gatitos a una amiga. Cuntos gatitos le quedan?
o 2 groups will have an unknown partner problem: Layla tiene algunos puntos
de class dojo en clase de ingls y 5 puntos en clase de espaol. Cuntos
puntos tiene en clase de ingls?
o Echo or share read all the problems.
As students work in groups monitor them to verify that theyre respectfully
working in the group and discussing their answers and strategies and choose 3
students to share with the class.
When all groups are finished, call them back to the carpet. Choose 3 students from
3 different groups to share their answer and strategy with the class.
o

Closure (___15___minutes): Describe how you will prompt the students to

summarize the lesson and restate the learning objective.

Introduce the worksheet. Echo or share read the word problems. Explain to
students that they must show their work. For problem 4 explain to students that
the context requires that the pairs of 14 must be bigger than 0 since the word
problem says that there are some in each group.
Dismiss students to work individually. Monitor students as they work, taking note
of what types of strategies students are using.
Small group with mentor teacher for 3 students (read the problems together and
take each problem one at a time for extra support).

Incorporating Academic Language

1. Describe the rich learning task(s) related to the content learning objective.
Students will work individually on a worksheet with various word problems of
various types. Students must show their work. This worksheet will provide an
assessment for the entire learning segment.
2. Language Function: How will students be communicating in relation to the
content in the learning task(s)? Identify the specific function (purpose or
genre) you want to systematically address in your lesson plan that will scaffold
students to stronger disciplinary discourse. The language function will always
be a verb.

Students will explain their answers and strategies. Students will compare the
different types of problems.

3. Language Demands: Looking at the specific function (purpose or genre) your

students will be using, what are the language demands that you will
systematically address in this lesson?
Vocabulary:
Key to this lesson: nmero desconocido, total desconocido, par
desconocido, pares desconocidos, resta (-), suma (+), es igual a (=).
Syntax1: Una respuesta es___ porque___. La ecuacin es ___ porque____.
Este problema es diferente porque___.
Discourse2: Students will have opportunitites to think pair share during the
math talk. Students will also engage in mathematical discourse during small
group discussion.
4. Language Objective: What is/are the language objective(s) for your
lesson? (The students will (FUNCTION) (LANGUAGE RELATED TO CONTENT)
(SYNTAX AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using
transition words such as similarly, different from or by contrast. Note: be sure
to copy and paste this into the top of the lesson planner.

1Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.
2 Discourse includes the structures of written and oral language, as well as how member of the
discipline talk, write, and participate in knowledge construction.

Students will explain how to find the unknown number(s) in addition and
subtraction problems using sentences like: la respuesta es___porque___.
Students will also compare the different problem (equation) types using
sentences like: son diferentes porque___.
5. Language Support: What instructional strategies will you use during your
lesson to teach the specific language skill and provide support and
opportunities for guided and independent practice?
Instruction
Sentence frames
Think pair share.
Echo or share read.
Math mountain mats
and counters.

Guided Practice
Sentence frames.
Think pair share.
Echo or share read.
Math mountain mats
and counters.

Independent Practice
Math mountains mats
and counters.