Professional Documents
Culture Documents
(Updated 4/17/15)
(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: Araceli Aispuro
Cooperating Teacher: Mrs. Jager
School District:
_______________________
University Supervisor: Lori White
Unit/Subject: Math
Instructional Plan Title/Focus: Place Value
Date: 1/21/16
Grade: 2/3
School: Ruth Livingston Elementary
Prior to this lesson that students have been introduced to place value and have practiced using place value
blocks for the ones, tens, and hundreds. The students have also practiced skip counting with 5s and 10s
using a number line. The students have been working on solving word problems and determining whether a
number is even or odd as well as adding multiple numbers using doubles and factors that add to 10.
Planning for Student Learning Needs
The teacher will first be modeling a few problems on the board/poster paper before the students do it
independently. Students who are struggling with place value will receive additional support from teachers
and tutors in the classroom. There will be a hands on activity that will allow students to better understand
place value. The students are also welcome to use classroom resources such as the place value blocks, and
the hundreds chart.
f. Assessment Strategies (Informal and formal)
Teacher candidates should attach questions, worksheets, tests or any additional documentation related to their
assessment strategies, including accommodations or modifications for students with disabilities as stated in
their IEPs. They may also attach appropriate marking rubrics, criteria lists, expectations, answer keys, etc.
Consideration for multiple means of expression should occur here. That is, how will teacher candidates allow
for K-12 students to express their learning in different ways? Will K-12 students be given some choice?
Content/Language Objectives
Assessment Strategies
o SWBAT identify the ones, tens, and
Formal: Worksheet. The students will be turning in their
lessons at the end of the lesson.
hundreds place. (2.NBT.1)
o SWBAT express numbers in base ten
form. (2.NBT.3)
o SWBAT express digit numbers in
standard form. (2.NBT.3)
o SWBAT express numbers in expanded
form. (2.NBT.3)
o Express numbers in word form (2.NBT.3)
o SWBAT identify the ones, tens, and
hundreds place. (2.NBT.1)
o SWBAT express numbers in base ten
form. (2.NBT.3)
o SWBAT express digit numbers in
standard form. (2.NBT.3)
o SWBAT express numbers in expanded
form. (2.NBT.3)
g. Student Voice:
Student-based evidence to be
collected (things produced by
students: journals, exit slips, selfassessments, work samples,
projects, papers, etc.)
Exit Slip
Worksheets.
Introduction:
Good morning students, so today we are going to continue learning about place value, and practicing using
different numbers. Except today, we are going to use some treats to do so!
We are going to start by practicing a few numbers on our poster sheet.
*Gradual release of responsibility
(Bring up poster sheet. Have students seat at the rug or near the board.)
(Have students write down answers on white board.)
We are going to start with numbers in the hundreds. Once weve practiced a little, we are going to try
numbers in the thousands.
Questions:
1. What is place value? (Knowledge)
2. (Pointing at numbers) What place value is this? (Knowledge/Understanding)
3. Now that we have practiced learning about place value, can someone tell me why it is important?
(Understanding/Analysis)
4. How does knowing place value help us add and subtract? (Understanding/Analysis)
5. Why did I write this number this way? (Understanding).
6. How can I draw this number in expanded form? (Understanding)
7. How can I write this number in words? (Knowledge/Understanding)
8. How can I write this number in expanded form? (Understanding)
9. How do I draw this number in base ten form? (Knowledge/Understanding).
10. How does place value help us add or subtract? (Understanding/Analysis)
Learning Activities:
Supporting Theories/Principles
Vygotsky Schema. For the beginning of this
lesson we will be reviewing material that the
students have already learned. The students will be
building on their prior knowledge.
Bandura - Observational Learning. The students
will first watch the teacher demonstrate what the
students will be doing through a mini
lesson/gradual release of responsibility.
2. Class Discussion
Closure:
Review.
Now that we have practiced learning about place value, can someone tell me why it is important?
Student: Because knowing place value helps us add and subtract easily.
Teacher: Thats true, knowing how use place value allows us to count, to solve math problems, to add,
subtract, multiply, and divide more easily. It sets the stage and prepares you for learning more complex
math.
(Collect worksheets.)
Independent Practice: The students will use the place value charts in class and may also take place value
charts home to continue practicing using place value.
Instructional Materials, Resources, and Technology:
Name: ______________
Exit Slip
1. Fill in the spaces below.
Ones
2.
Standard Form:
326
Word Form:
______ ______ ________ _______
Expanded From:
Standard Form:
Word Form:
______ ______ ________ _______
_______ ________
2,243
Base Ten Form:
Expanded From:
10
11