Lesson 1 Edtpa

edTPA Lesson Planner
Grade: __1st__Content Area: _Math__ Group Size: _22__ Lesson Length:

___60____ minutes
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 teen addition word problems with an unknown total.
Student will learn how to write word problems in equation form.
ii.
Language Objective (transfer this from "Incorporating Academic
Language"):
Students will explain how to find the unknown number in addition word
problems using sentences like: la respuesta es___porque___. Student will
compare the different strategies students make use of using sentences
like: son iguales/diferentes porque___.
C. Assessments:
i.
ii.
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. Look to see
the different strategies students are making use of to solve the
problems. See if students use the Math Mountains to either solve the
word problems or check their work. Note whether students can explain
and justify their answers. Monitor students during the puzzled penguin
questions, note whether students can see the error in an incorrectly
solved problem and fix the error.
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 complete a worksheet, in this worksheet students will
be solving 2 addition word problems using any strategy theyd prefer.
Each worksheet will also have a puzzled penguin question in which they
have to see whether the penguin correctly solved a problem and provide
reasoning and prove to substantiate their claim.
D. Lesson Resources/Materials (e.g., handouts, manipulatives, text
pages, special supplies):
Projector, chart paper, markers, math mountain mats, counters, whiteboards, dry
erase markers and erasers, and addition worksheet.
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 con
un total desconocido.
o
o
Students echo read and share read the objective. Then student share with a
partner.
Choose 3 students to share with the class (may use equity sticks or class
dojo)
Practice with familiar problems such as: 2+6=___
Have students think about how to solve these problems

Students will think pair share. Provide written sentence frame: La respuesta es ___
porque _____.
Choose a student to come up to the board and solve the problem.
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 they will be working with unknown totals in addition problems
with numbers from 11 to 19
Dismiss students to go get their whiteboards, markers, and erasers.

Remind students the rules of the materials (all materials on the floor until
instructed to use them.)
Pose the following word problem (have the problem written on the board):
Hay 7 flores blancas y 9 flores rojas en un jarrn. Cuntas flores hay en total?
(Echo read or share read the word problem)
Ask students what the corresponding equation is and to explain their answer.
o Have students think pair share. Provide sentence frame: La ecuacin
es_______ porque____.
o Choose a student to tell you the equation and explain their answer.
o If students are struggling with the equation for this problem, model how to
find the equation.
o Ask students if the equation can be rewritten with the total on the opposite
side.
Students think pair share. Choose 1 student to explain.
o Ask students what the unknown part in the equation is (an unknown total or
an unknown pair)
Students think pair share. Provide written sentence frame: El nmero

desconocido es__________. Choose a student to share with the group
and explain his answer.
o Instruct students to solve the problem using any strategy (monitor students
as they work)
Choose 2-3 students to come share (students with different
strategies)
Ask students to look at the strategies and see how they are similar
and different.
Provide written sentence frame: Son iguales porque ____. Son
diferentes porque _____. Choose 1-2 students to share with the
group.
Introduce the next problem:
o Hay 6 tortugas en el agua. Hay 6 tortugas en un tronco. Cuntas tortugas
hay?
o Follow the same procedure as the previous word problem.
Introduce the math mountain maps.
o Demonstrate on the projector how to use the mats and the counters.
The total goes on the top of the mountain and the parts on the
bottom. The counters are for representing the numbers.
o Tell students the rules of the mats and counters
Same rules apply as with the other materials.
Introduce the next problem:
Sabina tiene 8 puntos de AR en espaol y 6 puntos de AR en ingls. Cuntos
puntos tiene en total? (Echo read or share read the problem).
o Ask students what the equation for the problem is. Have students think pair
share. Provide the written sentence frame: la ecuacin es ______ porque____.
Choose a student to explain the equation.
o Instruct students to solve the problem. Encourage student to use the math
mountain mats. (Monitor students as they work).
o Choose 2 students to share with the class (Choose 1 students who used the
math mountain, and another who used a different method)
Give students a puzzled penguin problem:
El pingino confundido resolvi el siguiente problema:
Tanuja tiene 6 puntos en class dojo. La maestra Martnez le da 7 puntos ms.
Cuntos puntos tiene Tanuja ahora?
o El pingino dice que: 6+7=12 (draw an incorrectly used math mountain)
Tiene razn? Explica por qu.
o Have students think whether or not the penguin is correct. Student think
pair share.
o Give the written sentence frame: El pingino __ tiene razn porque_____.
o Then ask them to help the penguin either using the math mountain mats or
their whiteboards
o Choose 2 students to come up and tell you whether hes correct, and to
explain/show their reasoning. (choose students w/ different strategies)
Instruct students to tidy up their materials and put them away.
Closure (_20__minutes): Describe how you will prompt the students to

summarize the lesson and restate the learning objective.
Call students back to the carpet
Echo read or share read the problems on the worksheet. Explain to students that
they must show their work.
For the puzzled penguin question provide the sentence frame: El pingino __ tiene
razn porque___.
Monitor students as they work- look to see different strategies students used.
Assist students who are struggling by asking clarifying questions and encourage
them to use the math mountain mats and counters.
Small group with mentor teacher for 3 students (echo read the problems and do
one at a time).
Incorporating Academic Language
(to be completed after you have planned the content part of your lesson plan)
1. Describe the rich learning task(s) related to the content learning objective.
Students will be asked to complete a worksheet in which they have to solve 2
addition word problem, students must show their work. In the same worksheet
there is a puzzled penguin question in which students are asked to analyzed
the penguins work and say whether the penguin is correct and explain why
and then help the penguin solve the problem correctly. This worksheet allows
the students to practice what they learned during the lesson and take it a step
forward by analyzing another persons work.
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. Some examples are: describe, identify, explain, justify, analyze,
construct, compare, or argue.
Students will explain their answer and the strategy they used. Students will
compare the different strategies used.
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, suma (+),
ecuacin, montaas de matemticas, es igual a (=)
Syntax1: La ecuacin es_____ porque_______. El nmero desconocido
es______.
El pingino __ tiene razn porque________. Son iguales porque____. Son
diferentes porque _____. La respuesta es____ porque____.
Discourse2: During the lesson students will be given opportunities to share

with the partner their answers and give an explanation. Certain students
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.
will be asked to share with the class, they must explain their strategy and
answer.
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.
Students will explain how to find the unknown number in addition word problems
using sentences like: la respuesta es___porque___. Student will compare the different
strategies students make use of using sentences like: son iguales/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
Shared or Echo reading
Think pair share.
Modeling how to find an
equation step by step.
Guided Practice
Sentence frames
Shared or echo
reading
Math mountain mats,
counters.
Think pair share.
Independent Practice
Sentence frames, math
mountain mats,
counters.

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Lesson 1 Edtpa

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edTPA Lesson Planner

Grade: 1stContent Area: _Math__ Group Size: _22__ Lesson Length:

Planning for the Lesson

Key Content Standard:

Instructional Sequence - Engaging Students in the Learning

Practice with familiar problems such as: 2+6=___

Have students think about how to solve these problems

Body of the Lesson (_35_ minutes): Describe step-by-step what the

Dismiss students to go get their whiteboards, markers, and erasers.

Students think pair share. Provide written sentence frame: El nmero

Closure (_20__minutes): Describe how you will prompt the students to

Call students back to the carpet

Incorporating Academic Language

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

Discourse2: During the lesson students will be given opportunities to share

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