Name ____________________Benjamin Olson_____________________

TPA-Referenced Lesson Plan Template

Date ____2/24/16______ Grade
___2________ Time _____1:00 PM_____
Lesson Title
MN/CC State Standard(s)
Central Focus
Learning Target

Academic Language (AL)

a.
b.
c.

Domain-specific vocabulary
Any needed sentence
structures
Language demands: Planned
points where students will use
AL

Needed
Modifications/Supports
a.

Planned points for specific

students

Lesson Part

Add and Subtract within 1000

2.NBT.7, 2.NBT.2, 2.NBT.6, 2.NBT.1
Categorizing base ten cubes, longs, and flats by regrouping and
solving addition and subtraction equations within 1000 using the
vertical method.
Students will add and subtract within 1000 using base ten
blocks to solve
Students will skip count multiple numerals
Students will complete various number sentences
Students will write a numeral represented by base ten blocks
Students will mentally add and subtract 100 to various
numerals
The language demands include the following terms:
Base ten blocks
Hundreds
Tens, Ones, Cubes, Longs, Flats, Distribute, Add, Subtract Skip
counting, Mentally
Sentence structures will be essential for refreshing student
knowledge of vocabulary terms for the lesson.
Lets refresh our knowledge of base ten addition. A cube is worth
how much?
Student A says: 1
Teacher says: Correct, how many cubes are in a long? Whisper to
your neighbor.
(Teacher will call on a pair of students to share)
Teacher says: Can anyone remind the class how many cubes are in
a flat? How much is a flat worth?
Student B says: 100, it is worth 100 cubes
Teacher says: Correct
Students will need to use this academic language while working with
other students and myself to solve the equations we will work on.
For the students on Individualized Educational Plans:
Students on IEPs will have extra time to complete the task. For
students who are struggling to complete the assignment, I will set up
an area for enrichment and support so students can master the
standards. The area will include:
Base ten blocks
The teacher, to prompt student development
For students who are more advanced in mathematics:
Students will be pushed to complete the assignment with one
hundred percent accuracy. Students will be given an extension
activity based on skip counting various numerals. Papers will be
available once they have proven mastery of the learning target by
solving each equation on their initial worksheet with one hundred
percent accuracy.
Activity Description
Activity Description

Part 1: Initiating
Instruction
a.
b.

Preview
Review of prerequisite
knowledge/skills

Assess 1.1
Check for Understanding

Teacher does:
To begin the lesson, students will
be invited to join the teacher in
front of the classroom facing the
classroom Smartboard. The
teacher will direct students to
bring with them their
whiteboards. The teacher will
administer the worksheet and
begin the lesson.
The teacher will pull up the
Smartboard lesson, which mirrors
the students worksheets.
Teacher will ask students what
they know about base ten blocks.
The teacher will remind students
to use their manipulatives and
regroup where needed and to
draw the problem, solve both by
counting and vertically, and write
the answer out.
The teacher will move on to the
next section of the worksheet
(skip counting) and review the
directions. Furthermore the
teacher will check for student
strategies for how students
analyze skip-counting patterns.
The teacher will have students
read the directions to an elbow
partner for the next section. The
directions are: write the number
represented by the base ten
blocks.
The teacher will remind students
to use their manipulatives and
regroup where needed. The final
piece to the worksheet involves
adding and subtracting one
hundred from various numerals.
Students will be reminded to
compose their work by looking
first at the hundreds numeral.
The teacher will check for
understanding by asking
students to prove they are ready
to work on their own by choosing
students of various mathematical
abilities to solve two equations
on the Smartboard worksheet.
Students will be challenged to

Students do:
Students will join the teacher
with their whiteboards at the
carpet near the Smartboard.

Students will respond with prior

knowledge about base-ten
blocks.

Students will whisper read the

directions to their neighbors.

Students will work independently

to identify the best method of
solving, then solving and
correctly stating the answer.

Part 2: Teacher
Input/Inquiry
a.
b.
c.
d.

Introduction of learning target

Explanation/procedures
Teacher demonstration
Teacher think aloud

extend and explain their

reasoning. Stating the correct
answer and identifying areas of
growth and weakness is the job
of the teacher during the check
for understanding.
The teacher will remind students
of the learning targets discussed
during the initial instruction.
The teacher will demonstrate the
correct way to solve equations in
each of the five learning target
areas of the worksheet. The
teacher will use manipulatives
and demand student voice within
each example. Students will
need to analyze each method,
infer which method they like to
use, and produce the correct
answer during this time. The
teacher will demonstrate
methods and produce correct
answers to equations with
student support. When the
teacher begins the solving
process with the students, he will
make sure to remind students
that we must carry the ones
cubes into the tens area and the
tens longs into the hundreds
area. And vise-versa.
The teacher will solve the
equation 254+138 by using
manipulatives and carrying the
ten ones into the tens area,
turning the ten ones into one
long. The teacher will count up
the hundreds, tens, and ones
places and produce the correct
answer with manipulatives,
blocks, and solving vertically.
The four remaining learning
targets involve previously
mastered content. Therefore the
examples will be done with
student voice and light amounts
of teacher support. We will solve
the equations together to prove
mastery.

Students will be held accountable

for their learning by working with
the teacher to solve the equation
presented.

Students of all mathematical

ability will help the teacher
produce the correct answer.

Students will participate in

solving the equation by giving
input and examples to help the
teacher move through the
problem. The students will
demonstrate a already mastered
skill of vertical addition. Students
will solve the equation vertically.
Students will solve the equations
presented. Students of various
levels of mathematical abilities
will be called upon for the
teacher to check for
understanding amongst the
class.

Assess 1.2
Check for Understanding

Part 3: Guided
Support/Practice
a.
b.
c.

Paired/collaborative work
Individual work & partner
check
Teacher(s) roam & assist

Assess 1.3
Check for Understanding

Part 4: Closure
a.

Restate learning target

Part 5: Assessment
Overview
a.

Template for class overview of

data for each lesson Could
be as simple as a class roster
with marks in three levels of
proficiency Strong, Moderate,
Developing

The teacher will ask students to

Students will work independently
solve one equation using base
to solve the equation 464-139.
ten blocks independently.
Students will be reminded to
Students will be given ample
regroup. Students will share
time. Once students have
their answer with their neighbor.
completed the equation they are
to turn and talk to a neighbor to
check their work. Once every
Students will choose an elbow
student has solved the equation,
partner to complete the
students will be dismissed to
assignment with.
complete the paper with their
elbow partners.
The teacher will dismiss students Students will work through the
to work with their partner. The
remainder of the worksheet
teacher will remind students that collaboratively with their partner.
once they finish, they are to
check in with myself to prove
that the worksheet has no errors.
If the worksheet is completed
correctly, the teacher will not
briefly reteach. If the worksheet
is completed with errors, the
Students will present a
teacher will reteach the areas
completed paper. Students will
that need fixing. Once students
receive re-teaching if needed.
have presented a completed and
correct paper, they will receive
the extension worksheet to
Students will begin working on
complete independently. The
their extension worksheet.
teacher will be walking around
the classroom to support
students who may be struggling
with concepts.
The teacher will check for
Students will present their
understanding by prompting
completed work and prove they
individuals to prove their answers have correct answers by
are correct by allowing students
identifying the method they have
to identifying to the teacher their used.
methods and solutions.
The learning targets will be
Students will place their
restated. The teacher will ask for worksheets in the collection box
any needed clarification on the
for feedback.
learning targets.
The teacher will assess progress many ways. Students will show
understanding by:
Describing methods and proving solutions
Construct solving strategies and methods used
Completing the checking for understanding prompts
Locate any errors in their work
Completing their worksheet with at lease ninety percent
accuracy

Defining solutions

Name ____________________Benjamin Olson_____________________

TPA-Referenced Lesson Plan Template
Date ____2/25/16______ Grade
___2________ Time _____1:00 PM_____
Lesson Title
MN/CC State Standard(s)
Central Focus
Learning Target

Academic Language (AL)

d.
e.
f.

Domain-specific vocabulary
Any needed sentence
structures
Language demands: Planned

Add and Subtract within 1000

2.NBT.7, 2.NBT.2, 2.NBT.6, 2.NBT.1
Categorize base ten cubes, longs, and flats by regrouping and
solving addition and subtraction equations within 1000 using the
vertical method.
Students will begin to add and subtract within 1000 using base
ten blocks to solve the equations.
Students will solve equations vertically
Students will complete various number sentences
Students will be able to write a numeral represented by base
ten blocks
Students will mentally add and subtract 100 to various
numerals
The language demands include the following terms:
Base ten blocks
Hundreds
Tens, Ones, Hundreds, Cubes, Longs, Flats, Distribute, Add, Subtract,

points where students will use

AL

Needed
Modifications/Supports
b.

Planned points for specific

students

Lesson Part
Part 1: Initiating
Instruction
c.
d.

Preview
Review of prerequisite
knowledge/skills

Assess 1.1
Check for Understanding

Skip counting, and Mentally add/subtract are the vocabulary needs

for students. Students will be prompted to use academic language
while working through equations. The teacher will ask students to
define the vocabulary terms and brainstorm their meanings
specifically in math. Students will need to use this academic
language while working with other students and the teacher to solve
the equations we will work on.
For the students on Individualized Educational Plans:
Students on IEPs will have extra time to complete the task. To
differentiate instruction, the teacher will ask students a variety of
questions during their explanations. The teacher will select students
who are high, medium, and low performing math students to solve
the equations during whole group instructional time. For students
who are struggling to complete the assignment, I will set up an area
for enrichment and support so students can master the standards.
The area will include:
Base ten blocks
The teacher, to prompt student development
For students who are more advanced in mathematics:
Students will be pushed to complete the assignment with one
hundred percent accuracy. Students will be given an extension
activity based on skip counting various numerals. Papers will be
available once they have proven mastery of the learning target by
solving each equation on their initial worksheet with one hundred
percent accuracy.
Activity Description
Activity Description
Teacher does:
Students do:
The teacher will preview the
Students will complete the prelesson by asking students to
assessment to prove what they
complete a pre-assessment
already have mastered.
based on the learning targets for
the lesson. The teacher will
collect these and look over the
pre-assessment before beginning
the lesson. The teacher will have Students will read directions with
a better understanding of the
the teacher.
concepts that students grasp,
and the concepts students do not
grasp. When the initial lesson
begins, the teacher will display
the worksheet on the Smartboard
and read the directions to each
section. The teacher will use the
data previously collected to
determine if students need to be
retaught the review portions of
the worksheet.
The teacher will ask students to
Students will either give the
give him the peace sign if they
teacher the peace sign or not.
need a little extra help after an
example is shown. The teacher

Part 2: Teacher
Input/Inquiry
e.
f.
g.
h.

Introduction of learning target

Explanation/procedures
Teacher demonstration
Teacher think aloud

Assess 1.2
Check for Understanding

will briefly reteach the concept to

the whole group and follow up
with students during independent
work time.
The teacher will explain the
learning targets to students by
going through and examining
each section of the math
worksheet. The teacher will
teach the students the methods
by using different examples and
by eliciting student help and
students definition along the
way. The teacher will
demonstrate the proper methods
to solve the equations. The
teacher will provide
manipulatives including cubes,
longs, and flats to help students
visualize solving equations with
regrouping. In addition, the
teacher will draw the
manipulatives on the Smartboard
and regroup as needed. The class
will be taught a small song
(Adams family theme song tune)
that will help students know
when to regroup. The song goes
like this:
If the number is bigger than
nine, we need to bundle them up
(snap/snap) bundle them up
(snap/snap) bundle them up
bundle them up bundle them up.
And move it on over.
The teacher will think aloud and
determine when it is proper to
regroup. The teacher will model
with students the proper way to
solve the first problem. The
review section of the worksheet
will be done independently. The
teacher will allow students plenty
of independent work time to
prove mastery of the learning
targets.
The teacher will ask students to
demonstrate what they know by
solving equations on the
Smartboard. The teacher will
choose students at various

Students will explore the

methods and answer prompts
from the teacher.

Students will use their

background knowledge to answer
prompts given by the teacher.
Students will assist teacher in
creating this diagram

Students will sing along with the

teacher to build fluency and
comprehension.

Students will show what they

know by solving equations on the
Smartboard.

Part 3: Guided
Support/Practice
d.
e.
f.

Paired/collaborative work
Individual work & partner
check
Teacher(s) roam & assist

Assess 1.3
Check for Understanding

Part 4: Closure
b.

Restate learning target

Part 5: Assessment
Overview
b.

Template for class overview of

data for each lesson Could
be as simple as a class roster
with marks in three levels of
proficiency Strong, Moderate,
Developing

mathematic abilities to keep the

lesson equitable.
The teacher will dismiss students Students will work independently
back to their desks. The teacher
and complete the worksheet.
is interested in what the students
already know therefore the
worksheet will be done
independently. Tomorrow, the
teacher will go over the
worksheet more in depth with
students to drive home the key
Students will be assisted on the
learning objectives. The teacher
worksheet if they need extra
will be seated at a large table
support.
and assist students who need
more assistance in mathematics.
The teacher will call up multiple
students to receive extra
support. The teacher will check
in with the whole group often and
make sure the whole group is
successful.
The teacher will call on students
Students will prove that they are
of various mathematical abilities
beginning to comprehend adding
to check for mastery of the
and subtracting within 1000.
learning objective. Students will
prove they have learned the
objectives by giving examples
and sharing solving strategies.
The teacher will explain that we
Students will listen intently and
will be revisiting the same style
ask questions if needed.
of equations tomorrow. The
teacher will reinstate the learning
targets and brief students on
what to expect for tomorrows
mathematics lesson.
Students will turn in their worksheets to the teacher. The teacher will
assess student progress on the learning targets by:
Checking for the use of methods discussed in class
Checking for mastery of the review objectives
Checking for accuracy
Determining understanding of the new concept
(adding/subtracting within 1000
The teacher will look closely and see how students solved the
equations. The teacher will ask himself:
Did students use the methods discussed?
Did students show mastery of the review?
What other ways did students solve equations?
Did this student stay on task the whole time?
What factors could have impacted learning?

Name ___________Benjamin Olson______________________________

TPA-Referenced Lesson Plan Template
Date _____2/28/16_____ Grade
_____2______ Time ______1:00____
Lesson Title
MN/CC State Standard(s)
Central Focus
Learning Target

Academic Language (AL)

g.
h.
i.

Domain-specific vocabulary
Any needed sentence
structures
Language demands: Planned
points where students will use
AL

Needed
Modifications/Supports
c.

Planned points for specific

students

Lesson Part
Part 1: Initiating
Instruction
e.
f.

Preview
Review of prerequisite
knowledge/skills

Add and subtract within 1000

2.NBT.7, 2.NBT.2, 2.NBT.6, 2.NBT.1
Categorize base ten cubes, longs, and flats by regrouping and
solving addition and subtraction equations within 1000,using the
vertical method.
Students will complete the assessment presented to them by
showing mastery of:
Adding and subtracting within 1000 with re-grouping
Students will vertically add and subtract while showing their
work
Vocabulary will be consistent with the previous edTPA math lessons.
Students will be prompted by the teacher to use academic language
while showing examples. Students will be immersed in the academic
language of the lesson by working with the teacher to read the
directions above each section and by working to show what they
know about the subject and the language demands by answering the
teachers prompts.
The teacher will break briefly and ask students to remind the
teacher what_____ means in this problem?
We are on the third day of having the central focus of math be
adding and subtracting numbers within 1000. This lesson will be
more independent and partner driven, as apposed to the previous
two lessons which were teacher led. Students will be held
accountable to defend their answers independently or with a partner.
Extra support will be available to students on 504/IEP by providing a
table with the teacher, who will be reading the questions and prompt
students to solve equations by showing methods and
Activity Description
Activity Description
Teacher does:
Students do:
The teacher will read directions
Students will quietly follow along
through each section of the
with the teacher.
worksheet on the Smartboard.
The teacher will ask students to
show their academic language
skills by:
Students will explain their
reasoning
Explaining mathematical
terms
Students will show their work
Showing their
mathematical reasoning
Creating and displaying
methods to use for
Students will analyze questions
examples
and give examples.
Analyze questions
The teacher will differentiate

instruction by having students

explain deep parts of content.
The teacher will hold students
accountable by having a premade list of high, medium, and
low students to be called upon to
prove mastery.
Assess 1.1
Check for Understanding

Part 2: Teacher
Input/Inquiry
i.
j.
k.
l.

Introduction of learning target

Explanation/procedures
Teacher demonstration
Teacher think aloud

Assess 1.2
Check for Understanding

The teacher will check for

understanding by having
students solve an equation on
their individual whiteboards.
Students will be instructed to
write, hide, and show their
answer to the teacher. The
teacher needs the vast majority
of students to answer correctly to
move onto the next content area
of the Smartboard worksheet.
The teacher will introduce the
learning targets to students by:
Reading the directions for
each section
Asking students to use
academic language to
define the rules and
methods to solve
The teacher will demonstrate
solving the first problem on the
Smartboard document, which
involves re-grouping. The
teacher will think aloud and
analyze the equation and the
best method to use. The teacher
will solve the equation, speaking
through the problem. The
teacher will remind students of
the methods previously used to
solve the equations over the past
two days.
The teacher will display the
anchor chart made during the
first day of the lessons.

Students will choose a method

and solve the equation

The teacher will look back over

each section on the Smartboard
and ask students to give him
either a:
Thumbs up
Thumbs to the side
Thumbs down

Students will look over the

directions and respond to the
teachers question.

Students will show their answer

as a whole group

Students will respond to prompts

Students will ask questions and

prepare for the assessment.

Part 3: Guided
Support/Practice
g.
h.
i.

Paired/collaborative work
Individual work & partner
check
Teacher(s) roam & assist

Assess 1.3
Check for Understanding

Depending on the students

understanding of the section I am
scrolling past. The teacher will
re-teach concepts individually or
in a small group to students if
they are not confident.
The teacher will dismiss students
back to their desks by desk
number. Students will get an
assessment from the teacher,
receive a privacy shield, and
begin the assessment. The
teacher will assist students when
they have questions on concepts.
The teacher will be sure to pull
students on IEP/504 plans up to
his teacher table to assist
students during independent
work time. The teacher will only
read the equations and help
students think deeper about the
equations.
The teacher will allow twenty
minutes for students to finish
their assessment. Once students
have completed their worksheet,
they will do the following:
Check accuracy with the
teacher
Work on differentiated
worksheet that the teacher
has placed on the back
table
Reflex math on the Ipads
(if both worksheets are
turned in and accurate)
The teacher will check for
understanding using two
methods. The first method will
be done during student work
time. The teacher will walk
around the classroom (students
at the teacher table are already
prompted on the section of work
they must complete) and ask
students to show him problem
number three. If the problem is
correct, the teacher will stamp
the students paper. If the

Students will work diligently on

their worksheets

Students will be pulled to the

teacher table (if the student
needs extra support or are on a
504/IEP)

Students will turn their work in to

the teacher
Students will begin and
potentially complete the
differentiated assignment (if they
finish the worksheet before class
ends, students will be asked to
do Reflex math on the class
IPADS)

Students will show the teacher

problem three.
Students may be re-taught
briefly.

Students will give examples,

answer is not correct, the teacher

will re-teach the individual
student on what went wrong and
how to correct the mistake. The
second way the teacher will
check for understanding is by
having students define and prove
their works on five pre-selected
questions.
Part 4: Closure
c.

Restate learning target

Part 5: Assessment
Overview
c.

Template for class overview of

data for each lesson Could
be as simple as a class roster
with marks in three levels of
proficiency Strong, Moderate,
Developing

show methods, and define

equations and solutions.

The teacher will call for students

Students will listen intently to the
to hand in their math assessment teacher
and turn their attention to the
Students will hand in their
teacher. The teacher will restate assessments
the learning targets and the
central focus for the lesson.
The teacher will collect student work. The teacher will assess
student work by looking for:
Shown work
Correct answers
Errors made
Ways students reasoned
Methods used
The teacher has created a set rubric for grading.