Grade: ___1st__

60 minutes

edTPA Lesson Planner

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.4
Understand subtraction as an unknown-addend problem
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 and subtraction word problems with
unknown numbers. Students will learn the relationship between addition
and subtraction. They will learn that a subtraction problem can be
rewritten as an addition problem with an unknown addend.
ii.
Language Objective (transfer this from "Incorporating Academic
Language"):
The students will explain how to find the unknown number in subtraction
word problems and addition word problem with an unknown addend
using sentences such as La respuesta es___porque____.
C. Assessments:
i. Informal assessment strategies you will use during class.
Monitor students as they work to solve addition and subtraction
problems. Look to see what types of strategies students use (Math
Mountains, circles, equations, counting ahead). Note whether students
can explain and justify their answers.
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?)
Each student will be given a worksheet at the end of the lesson to assess
to what extend they understood the concept. In this particular worksheet
students will solve addition word problems with an unknown addend and
subtraction word problems. Students will also be asked to look at a math
mountain with an unknown pair and create either a subtraction equation
or addition equation for it. Students will then their own word problem
about the math mountain and finally students will solve their own
problem.

D. Lesson Resources/Materials (e.g., handouts, manipulatives, text

pages, special supplies):

Projector, chart paper, markers, math mountain mats, counters, dry erase markers
and erasers, worksheet, class dojo (Smartboard).

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.

Echo and share read the objective. Students then share with a partner. Choose 3
students to share with the class (may use equity sticks or class dojo).
o Choose 3 students using equity sticks or class dojo to share the objective
with the whole class.
Remind students of the previous lesson with unknown totals. Tell students that
they will be working with finding the an unknown addend today.
Practice with familiar addition problems within 10 such as:
7+__=10
Have students think about how to solve the problem.
Students think pair share. Provide written sentence frame: La
respuesta es __ porque____.
Choose 2 students to provide an answer and justify their response.

Body of the Lesson (__35____ minutes): Describe step-by-step what the

teacher and the students will be doing during the lesson.
Tell students that today theyll be working w/ unknown partners in addition
problems and unknowns in subtraction problems.

Instruct students to retrieve their materials (whiteboard, markers, erasers, math

mountain mats, and counters).
Remind students the rules of using the materials (must be on the floor until
instructed to use them).
Pose the following word problem to students (problem is written on the board):
o Gabriel tiene 16 puntos de AR. 9 puntos de AR son de la clase de ingls y el
resto son de la clase de espaol. Cuntos puntos son de la clase de
espaol
o Echo or share read the problem.
o Ask students to think of the equation that corresponds.
o Students think pair share. Provide sentence frame: La ecuacin es ______
porque___.
o Choose a student to provide the equation and explain why it is correct.
o If students struggle with the equation, model how to find the equation as a
class.
o Instruct students solve the problem using any strategy.
o Monitor students as they work. Choose 2-3 students with different strategies
to share.
o When students share they may use the following sentence frame: La
respuesta es___ porque___.

Pose a different word problem:

o Alondra tiene algunos libros en ingls y 7 libros en espaol. En total tiene 13
libros. Cuntos libros en ingles tiene?
o Follow the same procedure as the previous problem.
Pose a subtraction word problem (problem is written on the board):
o Maggie tiene 16 juguetes. Ella regala 9 juguetes. Cuantos juguetes les
quedan?
o Echo or share read the problem.
o Ask students if the word problem is a subtraction or addition problem
Students think pair share. Provide written sentence frames: El
problema es una_____.
Choose 1 student to share and explain their answer.
o Ask students to think of the corresponding subtraction equation
Have students think pair share. Provide written sentence frame: La
ecuacin es _____.
Choose a student to provide the equation and explain.
Ask students how they can rewrite the equation as an addition
problem.
Students think pair share. Choose 1 student to provide the
equation.
If student are struggling write the equation as a class.
Instruct students to solve the problem using any strategy
Monitor students as they work, choose 2-3 students to share their
answer and strategy.
Possible sentence frame: La respuesta es___ porque____.
Show students the following math mountain.

13
8

Ask students to think of a corresponding addition equation and subtraction

equation.
o Provide written sentence frame: La ecuacin es ___ porque _____.
o Students think pair share. Choose 2 students to provide the equations.
Ask students to think of a story problem to go with either equation.
Students think first, and then share with a partner. Choose a student to share their
story problem with the class.
o Instruct students to solve the equations using any strategy (Monitor
students as they work.) Choose 1-2 students to share their strategy with the
class.

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 instructions and word problems
Explain to students that they can solve the word problems using any strategy but
that they must show their work

For question number 3 explain to students that the equation created must make
use of the math mountain provided, the same goes with the story problem
Explain to students that they must create a story problem- explain that this means
they must use words. Give students a possible sentence frame: Una
vez_____________.
Monitor students as they work, check for different strategies used.
For students struggling, encourage them to use their math mountains and
counters.
Small group with mentor teacher for worksheet with 3 students (share read the
problems and explain the problems, work on one problem at a time.)

Incorporating Academic Language

1. Describe the rich learning task(s) related to the content learning objective.
-Students will complete an individual worksheet in which they solve math word
problems, an addition word problem with an unknown addend and a
subtraction word problem. Students can make use of any strategy they prefer
to solve the word problems (students must show work). Students are then
asked to analyze a math mountain with an unknown addend (pair) and create
either a subtraction or addition equation for it, then students have to create
their own word problem using the math mountain and equation. After, students
must solve their word problem using any strategy they prefer.
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 strategy and answers to addition and subtraction
word 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, parte desconocida, par
desconocido, Montaa de matemticas, suma (+), resta (-), es igual a
(=), contar hacia adelante.
Syntax1: La respuesta es___ porque____.
La ecuacin es ____ porque_____.
Yo use________.
Discourse2: Students will be given various opportunities to think pair share
throughout the lesson. Students will share the equations for the math
problems with a partner, share their answers, and share their story
problems to a partner.
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.

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)

-The students will explain how to find the unknown number in subtraction word
problems and addition word problem with an unknown addend using sentences such
as: La respuesta es___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.
Math mountain mats
and counters.
Think pair share.
Echo and share read
word problems.

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

Independent Practice
Sentence frames.
Math mountain mats and
counters.