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T&L Instructional Plan Template

8/15/2014
(edTPA Aligned)
Overview
The information included in this document is to support faculty in teaching about and supporting students with
the T&L (and edTPA) Instructional Plan. While there are many variations of lesson plans, this format meets
departmental requirements and is aligned with the 2014 edTPA as well.

Background Information (When doing the actual edTPA, leave out identifiers)
Teacher Candidate: _Kelly Tannhauser___________
Date:________
Cooperating Teacher: _Kelly Pollestad___________
Grade:__2nd_______
School District: Pullman_____ School: Jefferson Elementart________
University Supervisor:
Bev Fox
Unit/Subject:
Math Lesson 1-7
Instructional Plan Title/Focus: Problem solving using objects

Section 1: Planning for Instruction and Assessment


a. Instructional Plan Purpose: Students use counters and other objects to model equations to help solve
and understand addition and subtraction problems.
b. Alignment to State Learning Standards:
CCSS.2.OA.1 Use addition and subtraction within 100 to solve one and two step problems
involving situations of adding to, taking from, putting together, taking apart, and comparing,
with unknowns in all positions e.g. by using drawings and equations with a symbol for the
unknown number to represent the problem.
c. Content Objectives:
SWBAT use math tools to model problems
SWBAT decipher between needing to add or subtract in problem
Language Objectives:
SWBAT explain math problems by using images, counters, and connecting cubes
SWBAT describe how they know a problem is addition or subtraction
d. Previous Learning Experiences:
Addition and subtraction sentences
e. Planning for Student Learning Needs (accommodations, student experiences, prior learning and
experiences):
Students will be familiar with simple addition and subtraction sentences. They will also already
be familiar with word problems and will be perfecting their understanding as to what makes up
an addition word problem and what makes up a subtraction sentence. Some students might need
more time and will be allowed that while other students can read or work on other things while
waiting. Students will have a chance to create their own word problems where they can
incorporate any experiences they have and make it into a math problem.
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f. Assessment Strategies (Informal and formal)


Content /Language Objectives
SWBAT decipher between needing to add
or subtract in a problem.

Assessment Strategies
Formative: After formal teaching and example problems
have been solved, students will proceed to fill out a
worksheets individually that requires them to solve the
same type of example problems but on their own.

SWBAT explain math problems by using


images, counters, and connecting cubes

Formative: Have students explain how they got the


answer by using manipulatives to do so.
Summative: Have students draw how they got their
answer to represent the counters they used or an image.
Formative: Have students play a game against their
elbow partner that involves them deciphering whether its
addition or subtraction.
Summative: Have students circle the key words on their
problems that give away whether its a addition or
subtraction problem

SWBAT describe how they know a


problem is addition or subtraction

g. Student Voice

K-12 students will be able to:

1. Explain student learning targets


and what is required to meet
them (including why they are
important to learn).

Student-based evidence to be
collected (things produced by
students: journals, exit slips, selfassessments, work samples,
projects, papers, etc.)
When students receive their math
work sheets (as they do every
math period each day) they will
write the simplified version of the
objective on the top of their math
sheet. If necessary they can and/or
draw the equivalent in image or
numeral form.

2. Monitor their own learning


progress toward the learning
targets using the tools provided
(checklists, rubrics, etc.).

Students can go through their


problems and star the ones they
believe are correct and feel they
really understand and circle the
ones they think might be wrong or
that they feel they are still
struggling with.

3. Explain how to access


resources and additional
support when needed (and
how/why those resources will
help them).

Exit slips

Description of how students


will reflect on their learning.

At beginning and end of


lesson bring the class
together and ask how they
could meet the targets
(Before) and how they
thought they met them (End)
Teacher can continuously
observe during lesson to
gage comprehension of
students.
Once work is self analyzed
and corrected by the teacher,
student can correct their
mistakes in a different color
or describe their
understanding or
misunderstanding of the
lesson in writing or verbally
to the teacher (if necessary)
Students will reflect how
they gaged their
understanding. This can
possibly range for everyone,
so asking them to give a
number 1-5 along with their
explanation is a consistent
way to gage how they feel
about their work each time.

Grouping of Students for Instruction


Students will work individually while the teacher is up front and will do the example problems together
as a class while teacher leads. Student will then do an activity in pairs before moving on to the
worksheet where students will continue to work individually, raising their hand for teacher to assist and
can ask elbow partner questions if able to.

Section 2: Instruction and Engaging Students in Learning


1. Introduction: (Pass out counters and worksheets) You have earned how to use connecting cubes to
model addition and subtraction. Today you will use counters to decide if you need to add or subtract to
solve a story problem.
Questions: Identify at five questions that will drive student learning. Be sure that higher-level thinking
questions are included and framed in open-ended ways that elicit students curiosity, critical thinking,
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problem-solving, and build on their prior experiences and knowledge. These questions should show that
you can scaffold students learning.
When you hear a math story, how do you know when you need to add?
How do you know when you need to subtract?
What types of words do you hear in an addition story?
What types of words do you hear in a subtraction story?
What should you do if the story sounds confusing after reading it the first time?
2. Learning Activities:
1. Materials will be passed out and introduced (as noted above on #1)
2. Attention getter will be the croaking wooden frog. This is a different sound that students might
not be familiar with that will grab their attention that wont be directed to one specific group
necessarily.
3. Teacher will ask questions and take volunteers for answers. When you hear a math story, how do
you know when you need to add? How do you know when you need to subtract? This is a great
time to see where students are in regards their prior knowledge and moving forward.
4. Please discuss with your elbow partner how you know if a problem is addition or subtraction.
This gives students who might be struggling and that might not understand a chance to hear what
the answer is without be called out in front of the class.
5. First story problem will be presented and students will follow along with my lead as I place
counters on the appropriate side of the work mat.
6. Students will be called to the front to help solve the rest of the story problem in front of the class.
7. Teacher will ask student, How did you know you were supposed to subtract?
8. Can I have some volunteers to create their own story problem involving some of their favorite
things? Teacher takes volunteers. Now share with your elbow partner your own person story
problem and have your partner solve yours.
9. Teacher will continue this way through two more examples. By the end of the three example
teacher can ask more questions to see where students are in regards of the learning targets.
10. Now you will work with your elbow partner to work on this activity. Pick an index card and tell
your partner a story problem using addition or subtraction to match the card. Dont show the
card. Your partner will use the counters on the work mat to act out the story. (Depending on time
this could also be something we do as a class if time limited)
11. We are now going to move on to the rest of our work sheet and work on it individually. If the
story problem gets confusing remember to break it apart. What does the first sentence tell you?
And then what comes next?
12. Students will continue on their own, if they need assistance they can raise their hand for teachers
assistance.
13. Worksheets will be overlooked and checked off when completed.
3. Closure: Explain how you are going to bring closure to the lesson.
1. Students will complete their worksheet and have it reviewed and checked off by the teacher
2. Why is it important to pay close attention to the wording of a math story?
3. What types of clues let us know what kind of math problem it is?
4. Independent Practice:
a. Possible Family Interaction (Identify at least one way in which you might involve students families
in this instructional plan.)
5. Instructional Materials, Resources, and Technology
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Document camera
Math worksheets
Connecting cubes
Number cards
Computer & projector

6. Acknowledgements: