edTPA Lesson Plan Template*

Subject: first grade Math

Central Focus: Learn how to add three-digits when given the

numbers in the word problem.

Essential Standard/Common Core Objective:

1.OA.2 Solve word problems that call for addition
of three whole numbers whose sum is less than or
Name: Tia Ferrari
equal to 20, e.g., by using objects, drawings, and
Date submitted: 12/9/15
Date taught: N/A
equations with a symbol for the unknown number to
represent the problem.
Daily Lesson Objective: By the end of the lesson students will be able to add and solve three-digit word problem
equations that equal less than or equal to 20.
21st Century Skills: Critical thinking and problem
Academic Language Demand (Language Function and
solving. As well as communication and
Vocabulary): N/A
collaboration
Prior Knowledge: How to pick out the numbers that are needed to solve the word problem and be able to add them
together.

Activity
1. Focus and Review
2. Statement of Objective
for Student

Description of Activities and Setting

Class we already know what addition is and how we add numbers together.
We also know how to find key parts in a word problem to find the answer so
today we are going to learn how to add three numbers together in word
problems.
Students will be able to create an equation by reading a word problem,
picking out key parts then answering the problem. Will use all three numbers
to create the equation.

3. Teacher Input

Lets look at an example first. (Kathy, Emily and Megan are sitting by
each other in class. They notice they all have building blocks that they
got out of a bucket that has 22 blocks. They want to know how many
they have together. If Kathy has 6 blocks, Megan is playing with 6
blocks and Emily built a house out of 5 blocks. How many do they have
TOGETHER?) OK class the very first thing we do is read the whole
word problem. Then we re-read it again find out what numbers we will
need to use and underline those numbers. So now we know that there
are three people in the problem but four numbers, so we need to read
carefully so that we pick the correct numbers. If we read it carefully we
will find out that we only need to use the numbers 6, 6 and 5 because
the number 22 is just telling us how many blocks are in the bucket and
thats not what we are looking for. We are looking for how many blocks
the three girls have together. You might underline how many blocks
Kathy, Megan and Emily have. The third time you read I want you to
circle any key words. Some of the key words I think to circle would be
AND and TOGETHER because those words stand out to me. So lets
do it together, lets underline the amount of blocks and the key words.
Now that we have all the important information we can set up the
equation to solve the problem. Since we circled the words ADD and
TOGETHER we know the problem is addition and we add the numbers
to find the sum.

Time

(I will write on the board): 6 + 6 + 5 =______ at this point I would turn

to my strategies chart to help us find a way to get the answer. Then I
will draw six circles to represent each block Kathy has than an addition
sign with six more circles after the sign to represent Megans blocks
and then 5 circles to show how many blocks Emily has followed by an
equal sign. Then to find the answer I will start on the left side of the
equation and start counting all the circles. Once I have found the
answer I will write it after the equal sign. So now I know all together
Kath, Megan and Emily have 17 blocks all together.

4. Guided Practice

5. Independent Practice

6. Assessment Methods of
all objectives/skills:

7. Closure

Now we will do a word problem on the worksheet I just gave you.

Problem #1: Tray, Sam and Clark are playing with their army men
figures. They want to know how many they have all TOGETHER if
Tray has 7 figures and Sam has 4 figures and then Clark has 5 figures.
So class now individually go through each step we just learned and
solve the problem.
At this point of the lesson I will be walking around the room to see who
struggles and needs addition guidance while also noticing who has
grasped the concept. I will also be answering individual questions if
they are needed. After the allotted time given to solve the problem I
will recollect the students attention to go over the word problem
together in the steps that were taught during teacher input.

On the same worksheet they are given five word problems to work
through. The students will be given 15 minutes to work on the
worksheet. Before I let them begin I will read each word problem as
they follow along to make sure they understand all the words and what
is being asked. When students start to finish they will flip their paper
over so that their neighbor cannot see their work. Once everyone is
done we will go over each problem and I will ask them to use their red
colored pencil to mark it right or wrong and if it is wrong then they
write the correct way down with the colored pencil.
CFU: I will ask one student to come up to the board and explain and
show the class and myself how they answered the problem and what
strategy they used to solve the problem.

To meet the objective, the students, need to make an 80% or higher on the
Worksheet that was given out during independent practice.

At the end of the lesson before letting the students pack up I will ask, What
did we learn in class today? Someone raise their hand and tell me what we did
and how we solved the problems.

8. Assessment Results of
all objectives/skills:

N/A

Targeted Students Modifications/Accommodations:

There are two ADD students in the classroom. To make
sure they are staying on task I had them sitting on
opposite sides of classroom so that they would not get
distracted by one another. However, both of them will
be sitting up front. Throughout the lesson I will be
stopping by at their desks to make sure they are staying
on task and if they are not I will quietly get their
attention back to the lesson. The tasks will be hands on
with group work during lesson learning and worksheet.

Student/Small Group Modifications/Accommodations:

Materials/Technology: Pencil, strategy chart and Worksheet for each student (will be given out during independent
practice time). I will use the smart board to pull up the problem and solve it on the board as well.
Reflection on lesson: N/A
*Modified slightly for use in ELED 3111, Smith, Fall 2015.