Teaching Work Sample Unit

Name: Hannah Lunden

Unit title: Identifying True and False Equations
School District/School: Jefferson Elementary (Watertown, SD)
Grade level: 1st grade

Work Sample Component Resources Student Assignments

Worksample Handbook

Contextual Factors ● Overview Video #1 1. Contextual Factors Paper

● Video #2 Remember to pay attention to the scoring form (link below) when
completing each component- that is how you will be evaluated!
● DOE website
Completion Date: 09/20/2021

Backward Design ● Backwards Design Overview 1. Article

2. Assignment Link:
Completion Date: 10/25/2021

Goals, Objectives & Assessments
● Video 1. Unit Goals, Objectives & Assessments
● SD State Standards
● Writing Clear Objectives
● Examples of Formative Completion Date: 11/11/2021
Assessments

Lesson Plans ● Video 1. Lesson Plans- template included

● Lesson Plan Rubric

Completion Date: 11/12/2021

Data Analysis/Summary ● Video 1. Analysis/Recommendations

2. Student Work Samples
3. Sample Report/Letter
Completion Date: 11/28/2021

Work Sample Completion Form- to be completed by University Supervisor & Cooperating Teacher
Work Sample Scoring Form
Contextual Factors
Jefferson Elementary is located in Watertown, South Dakota, a rural community. Though Watertown is a decent size city, I feel it

has much of a small-town energy. Currently, all students are able to eat free school lunch, but Jefferson is considered a low-income

school.

Mrs. Swenson’s 1st-grade class is 1 of the 3 sections at Jefferson Elementary. There are 22 students in her class. This total

includes 13 girls and 9 boys. Overall, there are 65 first-graders at Jefferson. Mrs. Swenson’s class is well-behaved and fun. They

started out being a pretty quiet group but have slowly come out of their shells. For example, Mrs. Swenson will use a GoNoodle video

as a way to get some wiggles out between some activities. The first couple of weeks the kids didn’t get up and move at all, they would

choose to sit and watch the video. However, now they all get up and move around.

There is one student in Mrs. Swenson’s class on a speech IEP. There are no other IEPs in Mrs. Swenson’s. One student is being

pulled for daily math intervention. Mrs. Swenson will also be starting a reading intervention that will meet daily with a group of lower

readers in the class. This group was determined by the student’s scores on the MAP test. This test was taken in the third week of

school. First-grade students were required to take a reading and math MAP test.

As mentioned above, each day students have an RTI (Reading to Intervention) or Jag time from 1:00-1:30 pm. This time is used

for reading or math inventions. During this time, there is a paraprofessional in the classroom. Mrs. Swenson also has a para in her

classroom right away in the morning from 8:30-9:00 am and during writing 10:05-10:30 pm.
 I am continuing to learn daily about the community and class I am in. I have already been able to build relationships with

students and other teachers. I have enjoyed and learned so much already. I am excited to learn more so I can meet the needs of my

students and support them in being successful.

Unit Goal(s), Objectives (I can statement) & Assessments

Pre-Assessment
● Assessment Used: Formative Assessment (Pre-test)
● Analysis: Work Sample Data

Unit Goal(s)/Standard(s)
● Unit Goals:
○ 1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
○ 1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example,
determine the unknown number that makes the equation true in each of the equations 8 +? = 11, 5 = ? – 3, 6 + 6 = ? .
○ MP.1 Make sense of problems and persevere in solving them.
○ MP.2 Reason abstractly and quantitatively.
○ MP.3 Construct viable arguments and critique the reasoning of others.
○ MP.4 Model with mathematics.
○ MP.5 Use appropriate tools strategically.
○ MP.6 Attend to precision.
○ MP.7 Look for and make use of structure.
○ MP.8 Look for and express regularity in repeated reasoning.

● I can statements:
○ I can find missing numbers in an equation.
○ I can identify if an equation is true or false.
○ I can find the missing number to make true equations.
 ● Essential Questions: How can we find missing numbers to make an equation true?

Timeline:
Day 1: Students completed pre-assessment

Day 2:
● Objective/I can statement: I can find missing numbers in an equation.
● Formative Assessment: Day 1 Practice - only pg. 1
● My Rationale for my Formative Assessments (what will I do with the data and what made me choose this specific formative assessment):
This data will help me see which students need more help with this skill. I will pull these students during the next day's center time to practice
this skill. I chose this assessment because we learned how to use whole, part, parts to help us solve problems.

Day 3:
● Objective/I can statement: I can find missing numbers in an equation.
● Formative Assessment: Day 2 Practice - only pg. 2
● My Rationale for my Formative Assessments (what will I do with the data and what made me choose this specific formative assessment):
This data will help me see which students need more help with this skill. I will pull these students during the next day's center time to practice
this skill. I chose this assessment because we learned how to use whole, part, parts to help us solve problems.

Day 4:
● Objective/I can statement: I can identify if an equation is true or false.
● Formative Assessment: Envisions Practice Sheet (page 1 and 2 only)
● My Rationale for my Formative Assessments (what will I do with the data and what made me choose this specific formative assessment): I
will use this assessment to help me see which students are still needing help learning this skill. If students are needing more practice I will
meet with them during math centers the following day. This will give them more practice with identifying true and false equations. I chose
this assessment because it helps students practice identifying true and false equations.

Day 5:
● Objective/I can statement: I can identify if an equation is true or false.
● Formative Assessment: True and False Sort then making them into a turkey
 ● My Rationale for my Formative Assessments (what will I do with the data and what made me choose this specific formative assessment): My
Rationale for my Formative Assessments (what will I do with the data and what made me choose this specific formative assessment): I will
use this assessment to help me see which students are still needing help learning this skill. If students are needing more practice I will meet
with them during math centers the following day. This will give them more practice with identifying true and false equations. I chose this
assessment because it helps students practice identifying true and false equations. It also was a fun way to do a thanksgiving activity.

Day 6:
● Objective/I can statement: I can identify if an equation is true or false.
● Formative Assessment: True and False Practice
● My Rationale for my Formative Assessments (what will I do with the data and what made me choose this specific formative assessment): I
will use this assessment to help me see which students are still needing help learning this skill. If students are needing more practice I will
meet with them during math centers the following day. This will give them more practice with identifying true and false equations. I chose
this assessment because it gives students more practice with this skill.

Day 7:
● Objective/I can statement: I can find the missing number to make true equations.
○ I can identify if an equation is true or false.
● Formative Assessment: Envisions Practice (page 2 only)
● My Rationale for my Formative Assessments (what will I do with the data and what made me choose this specific formative assessment): I
will use this assessment to help me see which students are still needing help learning this skill. If students are needing more practice I will
meet with them during math centers the following day. I chose this assessment because it will give them a good start in practicing this skill.

Day 8:
● Objective/I can statement: I can find the missing number to make true equations.
○ I can identify if an equation is true or false.
● Formative Assessment: Make it the Same Practice
● My Rationale for my Formative Assessments (what will I do with the data and what made me choose this specific formative assessment): I
will use this assessment to help me see which students are still needing help learning this skill and which are doing well with it. If students are
needing more practice I will meet with them during math centers the following day. I chose this assessment because I used a scale to help
 students see the relation that both sides of the equation need to be equal. Since I used the scale for the lesson I thought this would be a good
practice so they could make that connection to the scale.

Day 9:
● Objective/I can statement: I can find the missing number to make true equations.
○ I can identify if an equation is true or false.
○ I can find missing numbers in an equation.
● Formative Assessment: Post Assessment
● My Rationale for my Formative Assessments (what will I do with the data and what made me choose this specific formative assessment):
This data will help me see how students improved over the unit.

Summative Assessment (You may you the same assessment as pre-assessment, if applicable)
● Assessment Used: Post Assessment
○ This is the same assessment as the pre-assessment. It will show how students have improved.

Lesson Plans

Day 1
Pre-Assessment given on 11/01/2021
Day 2

Lesson Plan 1
5.1
Date: 11/02/2021
Time: 11:15 am -11:40 am

Reflection from prior lesson (Even if you did not teach the previous lesson, what did you observe that will help you prepare and teach
this lesson? Were prior objectives met? Were students engaged? How will you remediate any problems?)
● Students worked really hard on the pre-test. This was a new thing and the problems were pretty challenging. They worked
hard and were engaged. Not many of the kids seemed frustrated, but a few let off some frustrating actions. Overall, they
did a great job.

Lesson Goal(s) / Standards 

● 1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example,
determine the unknown number that makes the equation true in each of the equations 8 +? = 11, 5 = ? – 3, 6 + 6 = ? .
● MP.1 Make sense of problems and persevere in solving them.
● MP.2 Reason abstractly and quantitatively.
● MP.3 Construct viable arguments and critique the reasoning of others.
● MP.5 Use appropriate tools strategically.

Lesson Objective(s)
● I can find missing numbers in an equation.

Materials Needed 
● EnVisions Video
● Day 1 Practice - only pg. 1

Contextual Factors/ Learner Characteristics (Eg. How many boys vs. girls, students on IEPs, ELLs (English Language Learners),
students on behavior plans, characteristics of the class such as talkative, high-poverty, etc.)
 ● 22 total students
13 girls
9 boys
● 1 speech IEP
● 1 behavior plan
● 1 student in math intervention (in class for this time)
● No ELLs

Connection(s) to Research & Theory (Explicit instruction: I do, we do, you do)

A.  The Lesson 

 
● Introduction (2 mins)  
○ getting attention: Me: Class, class. Students: Yes, yes.
○ relating to past experience and/or knowledge: We have used whole part parts to help us add and subtract. Today we are
going to use them to add and subtract but to find missing numbers in an equation.
○ creating a need to know: Whole part parts can help us find missing numbers in an equation.
○ sharing objective, in general terms: I can find missing numbers in an equation.
 
● Content Delivery (10-12 mins & explicit instruction)  
○ I will hand out the whole part part sheets to each student. I will then have them put 7 tiles in the whole to start.
○ I will then ask students to move 5 tiles into 1 part. Then on the board I will write ___ + 5 = 7 on the board.
○ If we put 5 tiles in one part then how many tiles would have to go in the other
part.
i. Students will answer 2.
○ So if 2 goes in the other part then we know that 2 is our missing number.
○ I will then complete a few more example problems.
i. Have students out 11 in the whole.
ii. Have them put 15 in the whole.
○ Then show students the 3 mins EnVisions video.
    
● Closure (2 mins)  
○ Today we learned how to use whole-part-parts to find the missing number in
an equation. Now, you will get to practice this on your worksheet.
○ I will explain the directions for the Whole-part-part side of the worksheet. Save the draw a picture side for tomorrow.

B. Assessments Used
 ● Worksheet
 
C. Differentiated Instruction
● Adaptations for students with special needs or not meeting expectations
○ Pull students tomorrow during math center time to review the strategy learned from this lesson.
● Adaptations for those exceeding expectations
○ Students can practice writing their own equations on their marker boards and filling in a missing number.
● Language Support (IF you have ELLs (English Language Learners))
○ No ELL
 
D.  Resources
● EnVisions Curriculum
Day 3

Lesson Plan 2
5.1

Date: 11/03/2021
Time: 11:15 am - 11:40 am

Reflection from prior lesson (Were prior objectives met? Were students engaged? How will you remediate any problems?)
● Students were pretty engaged. A few students were distracted. I think these students were the ones who weren’t understanding
the lesson. After looking at the worksheet, students seemed to understand the objective. We will be continuing to work on this
tomorrow.

Lesson Goal(s) / Standards 

● 1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example,
determine the unknown number that makes the equation true in each of the equations 8 +? = 11, 5 = ? – 3, 6 + 6 = ? .
● MP.1 Make sense of problems and persevere in solving them.
● MP.2 Reason abstractly and quantitatively.
● MP.3 Construct viable arguments and critique the reasoning of others.
● MP.5 Use appropriate tools strategically

Lesson Objective(s)
● I can find missing numbers in an equation.

Materials Needed 
● Day 2 Practice - only pg. 2 (pg 2- Draw a picture)
● Spider-Man PP
● Markers
● Marker Boards
● Erasers

Contextual Factors/ Learner Characteristics (Eg. How many boys vs. girls, students on IEPs, ELLs (English Language Learners),
students on behavior plans, characteristics of the class such as talkative, high-poverty, etc.)
● 22 total students
13 girls
9 boys
 ● 1 speech IEP
● 1 behavior plan
● 1 student in math intervention (in class for this time)
● No ELLs

Connection(s) to Research & Theory (Explicit instruction: I do, we do, you do)

A.  The Lesson 

 
● Introduction (2 mins)
○ getting attention: Class, class. Students: Yes, yes.
○ relating to past experience and/or knowledge: Yesterday we work with whole-part-parts to find missing numbers. I noticed
some of you also used your number lines to find the missing numbers. Those are 2 ways we can find the missing number.
○ creating a need to know: Many of you saw that when we find a missing number in a subtraction problem we have to add
numbers and when we find the missing number in an addition problem, we have to subtract numbers.
○ sharing objective, in general terms: I can find missing numbers in an equation.
 
● Content Delivery (8-10 mins )  
○ Introduce the Spider-Man powerpoint and read the problem. Students will bring marker boards, markers and erasers to the
rug.
○ During the lesson point out different strategies students use. For example, counting on, whole- part- part. MAKE SURE TO
NOTE: when you have a subtraction problem, you will add and when you have you have to subtract.
i. Draw a line down from the equal sign to show the different sides. This will help with 5.2.
○ We will work through each problem in the powerpoint. I will have students try and solve the problem and then we
will have a short discussion on how they solved that answer.

○ When working through the problems ask the following questions:

i. How did you solve it?
ii. What strategy did you use?
iii. Did you use subtraction or addition?

    
● Closure (2 min)  
○ Today we found the missing number. Now you will get to practice on your own.
○ Students will complete their worksheet practicing this skill.

B. Assessments Used
 ● Worksheet (Pg 2- Draw a picture)
 
C. Differentiated Instruction
● Adaptations for students with special needs or not meeting expectations
○ Pull students tomorrow during math center time to review the strategy learned from this lesson. I will use previous
observations, the pre-test, and previous worksheets to guide this selection.
● Adaptations for those exceeding expectations
○ Students can practice writing their own equations on their marker boards and filling in a missing number.
○ Have students play a hiding cubes game with a partner. Students will have 10-12 linking cubes and hide a certain few
from their partner. The other partner then has to tell how many our being their partners back.
● Language Support (IF you have ELLs (English Language Learners))
○ No ELLs
 
D.  Resources
EnVisions Curriculum
Day 4

Lesson Plan 3
5.2

Date: 11/04/2021
Time: 11:15-11:40 am
Reflection from prior lesson (Were prior objectives met? Were students engaged? How will you remediate any problems?)
● Students were engaged right away but that changed towards the end of the year. They started to lose focus. However, they did
seem to understand the content. Next time, I wouldn’t do as many practice problems. Their worksheets showed that most of
them did meet the objective.

Lesson Goal(s) / Standards 

● 1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For
example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
● MP.2 Reason abstractly and quantitatively.
● MP.4 Model with mathematics.
● MP.6 Attend to precision.
● MP.8 Look for and express regularity in repeated reasoning.

Lesson Objective(s)
● I can identify if an equation is true or false.

Materials Needed 
● Envisions Video
● Envisions Practice Sheet (page 1 and 2)

Contextual Factors/ Learner Characteristics (Eg. How many boys vs. girls, students on IEPs, ELLs (English Language Learners),
students on behavior plans, characteristics of the class such as talkative, high-poverty, etc.)
● 22 total students
13 girls
9 boys
● 1 speech IEP
● 1 behavior plan
● 1 student in math intervention (in class for this time)
 ● No ELLs

Connection(s) to Research & Theory (Explicit instruction: I do, we do, you do)

A.  The Lesson 

 
● Introduction (2 min)  
○ getting attention: *direct students down the rug* Me: All set? Students: You bet.
○ relating to past experience and/or knowledge: The past days we have worked on finding the missing number in a problem.
When we found that missing number we were also making a true equation.
○ creating a need to know: Today we are going to look at true and false equations. This skill will help us know when an
equation is correct.
○ sharing objective, in general terms: I can identify if an equation is true or false.
 
● Content Delivery (8-10 mins)  
○ Start off by showing an interactive video that is in the curriculum.
○ Throughout the video we will stop and discuss the example problems given and discussion questions the video gives.
○ Example questions:
i. What does the equal sign tell you?
ii. How do the counters show 3+6 and 4+5?
iii. How do the counters show the equation is true?
iv. Could you have an addition sign on one side and a subtraction sign on the other side?
1. I will make sure students know that subtraction is minus/take away.
○ After the video I will tell students that they can solve each side of the equation and then decide whether it is true or false.
Show that they can write the answer under the equation
i. 2+3 = 4+1

○ If time allows we will try a couple example problems together.

i. 3+4=6+2
ii. 4-2=3+1

● Closure (2 mins)  
○ Today you were able to identify if an equation was true or false. Now you will get to practice this.
○ I will explain the directions on the worksheet. We will do the first problem together to get them started.

B. Assessments Used
 ● Formative assessment: Worksheet
 
C. Differentiated Instruction
● Adaptations for students with special needs or not meeting expectations
○ Pull students tomorrow during math center time to review the strategy learned from this lesson. I will use previous
observations, the pre-test, and previous worksheets to guide this selection.
● Adaptations for those exceeding expectations
○ Add another factor to some practice problems
■ Example: 4+5+1 = 5+5
○ Introduce finding making an equation true
■ Example: 4+ __ = 5+5
● Language Support (IF you have ELLs (English Language Learners))
○ No ELLs
 
D.  Resources
EnVisions Curriculum
Day 5

Lesson Plan 4
5.2

Date: 11/05/2021
Time: 11:15am- 11:40am

Reflection from prior lesson (Were prior objectives met? Were students engaged? How will you remediate any problems?)
● Students seemed engaged. They struggled during the lesson with understanding the skill. Many students said they didn’t
understand it. Once we got to the worksheet we went through a couple practice problems. They seemed to understand it more
once we practiced. Many of them struggled with understanding the equal sign means the same.

Lesson Goal(s) / Standards 

● 1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For
example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
● MP.2 Reason abstractly and quantitatively.
● MP.4 Model with mathematics.
● MP.6 Attend to precision.
● MP.8 Look for and express regularity in repeated reasoning.

Lesson Objective(s)
● I can identify if an equation is true or false.

Materials Needed 
● Weight scale
● Linking cubes
● True and False Sort

Contextual Factors/ Learner Characteristics (Eg. How many boys vs. girls, students on IEPs, ELLs (English Language Learners),
students on behavior plans, characteristics of the class such as talkative, high-poverty, etc.)
● 22 total students
13 girls
9 boys
● 1 speech IEP
● 1 behavior plan
 ● 1 student in math intervention (in class for this time)
● No ELLs

Connection(s) to Research & Theory (Explicit instruction: I do, we do, you do)

A.  The Lesson 

 
● Introduction (2 min)  
○ getting attention: *direct students to the edge of the rug* All set? Students: You bet.
○ relating to past experience and/or knowledge: Yesterday we started to look at true and false equations. In order for an
equation to be true both sides need to be the same.
○ creating a need to know: Today we are going to use a scale to help us see when sides are equal.
○ sharing objective, in general terms: I can identify if an equation is true or false.

● Content Delivery (10 mins; explicit instruction)  

○ I will start off by telling students what a scale is. I will demonstrate that if I put 2 linking cubes on one side and 4 on the other
side. I will have them discuss that 2 and 4 aren’t equal, therefore they will not be equal on the scale. I will then show that if
both sides are equal the scale will balance.
○ I will go through the following example problems:
i. 4=4
ii. 7+2 = 8+3
iii. 5-1 = 6-2
iv. 9-6 = 6-3
○ I will put 4 cubes in one side and then 4 in the other side. I will ask students if the scale is equal. I will then share that since
both sides are equal, this equation is true.
○ For the rest of the practice problems, we will first talk about what each side equals. For example, I will ask students what 7+2
is. If they are struggling I will have them count each part with me as I put it on the scale. I will then go to the otherside of the
scale repeating with 8+3.
○ I will repeat the above steps for the 3rd and 4th problem. As we work through this I will continuously point out if the sides
are equal or not equal.
○ In addition to using the scale, I will also write out on the board how I am solving the problem. For example, solving each side,
drawing a line down from the equal sign, etc.
    
● Closure (2 min)  
○ Today we used the scale to help us see if an equation was true or false. Now you will practice buying sorting true and false
equations.
 ○ I will explain to students that they will cut out and sort each equation. They will have a true pile and a false pile. I will tell them
that they will hold on to these until Jag time. During Jag time they will be creating true and false turkeys!

B. Assessments Used
● Formative Assessment: True and False Sort
 
C. Differentiated Instruction
● Adaptations for students with special needs or not meeting expectations
○ Pull students tomorrow during math center time to review the strategy learned from this lesson. I will use previous
observations, the pre-test, and previous worksheets to guide this selection.

● Adaptations for those exceeding expectations

○ Add another factor to some practice problems
■ Example: 4+5+1 = 5+5
○ Introduce finding making an equation true
■ Example: 4+ __ = 5+5

● Language Support (IF you have ELLs (English Language Learners))

○ No ELLs
 
D.  Resources
Envisions Curriculum
Day 6

Lesson Plan 5
5.2

Date: 11/8/21
Time: 11:15-11:40 am
Reflection from prior lesson (Were prior objectives met? Were students engaged? How will you remediate any problems?)
● Students seemed pretty engaged with the prior lesson. I used a scale to help show the relationship between true and false
equations. Next time I need to clearly show the relationship between the scale and the problems we were solving. I felt like some
struggled but overall most understood the concept that each side needs to be the same to be equal.

Lesson Goal(s) / Standards 

● 1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For
example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
● MP.2 Reason abstractly and quantitatively.
● MP.4 Model with mathematics.
● MP.6 Attend to precision.
● MP.8 Look for and express regularity in repeated reasoning.

Lesson Objective(s)
● I can identify if an equation is true or false.

Materials Needed 
●  True and False Practice
● Linking Cubes

Contextual Factors/ Learner Characteristics (Eg. How many boys vs. girls, students on IEPs, ELLs (English Language Learners),
students on behavior plans, characteristics of the class such as talkative, high-poverty, etc.)
● 22 total students
13 girls
9 boys
● 1 speech IEP
● 1 behavior plan
● 1 student in math intervention (in class for this time)
● No ELLs
Connection(s) to Research & Theory (Explicit instruction: I do, we do, you do)

A.  The Lesson 

 
● Introduction (2 mins)  
○ getting attention: *direct students to the edge of the rug* Me: All set? Students: You bet.
○ relating to past experience and/or knowledge: We have been working with true and false equations. Today we are going
to continue to work on this. We can use different tools to help us see when an equation is true. For example, last week we
used a scale.
○ creating a need to know: We are going to use linking cubes to help us decide if an equation is true or false. If the cubes are
equal our equation will be true.
○ sharing objective, in general terms: I can identify if an equation is true or false.
 
● Content Delivery (10 mins; explicit instruction)  
○ I will start off by showing the class how we are going to use linking
cubes.
○ I will take 3 cubes and set them aside. I will then take 2 cubes and
place those next to the previous 3. I will have both of those sets of
cubes near each other to act like one side of the equation.
○ I will then put 4 cubes on the other side in one group and then add 1.
○ Tell students to imagine an equal sign in the middle.
○ I will have students help me solve 3+2 and 4+1.
○ I will then demonstrate that if I 5 cubes all together on one side and the 5 all together on the other side they will match up.
i. See below picture

○ Students then will be able to see that both sides are the same, thus being a true equation.

○ I will then repeat these steps but have students work through it with me.
i. Direct students to grab 15 to 20 total cubes.
○ We will all work through the following problems together.
i. 3+4 = 8-2
 ii. 5-3 = 4-2
iii. 10-4 = 3+3
iv. 11-6 = 2+1
○ As we work through these I will have students place the cubes and match up each side like shown in the pictures above.

● Closure (2 mins)  
○ We were able to use linking cubes to help us see when an equation is equal or the same.
○ I will hand out the practice worksheet. We will do one problem together and then students will complete the rest on their own.

B. Assessments Used
● True and False Practice
 
C. Differentiated Instruction
● Adaptations for students with special needs or not meeting expectations
○ Pull students tomorrow during math center time to review the strategy learned from this lesson. I will use previous
observations, the pre-test, and previous worksheets to guide this selection.

● Adaptations for those exceeding expectations

○ If the equation is false I will challenge students to see how they could make or change it to make the equation true.

● Language Support (IF you have ELLs (English Language Learners))

○ No ELLs
 
D.  Resources
Envisions Curriculum
Day 7

Lesson Plan 6
5.3 Day 1 Show video and to 1 side of a worksheet

Date: 11/9/21
Time: 11:15-11:40
Reflection from prior lesson (Were prior objectives met? Were students engaged? How will you remediate any problems?)
● Students seemed very engaged during the practice problems with the linking cubes. They were able to see the relation of when
an equation is true or false. I feel the objective was met. I didn;t get through as many practice problems as I would’ve liked in this
lesson. However, students did ok during their independent practice.

Lesson Goal(s) / Standards 

●  1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For
example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
● 1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example,
determine the unknown number that makes the equation true in each of the equations 8 +? = 11, 5 = ? – 3, 6 + 6 = ? .
● MP.2 Reason abstractly and quantitatively.
● MP.6 Attend to precision.
● MP.7 Look for and make use of structure.
● MP.8 Look for and express regularity in repeated reasoning.

Lesson Objective(s)
● I can find the missing number to make true equations.
Materials Needed 
● Envisions Video
● Envisions Practice (page 2 only)  

Contextual Factors/ Learner Characteristics (Eg. How many boys vs. girls, students on IEPs, ELLs (English Language Learners),
students on behavior plans, characteristics of the class such as talkative, high-poverty, etc.)
● 22 total students
13 girls
9 boys
● 1 speech IEP
● 1 behavior plan
● 1 student in math intervention (in class for this time)
 ● No ELLs

Connection(s) to Research & Theory (Explicit instruction: I do, we do, you do)

A.  The Lesson 

 
● Introduction (2 mins)  
○ getting attention: *students will stay in their seats* Me: 3, 2, 1
○ relating to past experience and/or knowledge: So we have learned how to find the missing number in an equation and
learned to identify true and false equations. Today we are going to have to use both of those skills to help us make true
equations.
○ creating a need to know: We will have to use both things we have learned to help us make an equation true.
○ sharing objective, in general terms: I can find the missing number to make true equations.
 
● Content Delivery (8-10 mins, explicit instruction )  
○ I will start off by showing the video that is given within the curriculum. As we watch the video we will discuss the guided
questions and complete the interactive pieces required in the video.
○ Once the video is done, we will complete a practice problem together on their independent practice.
○ I will direct students to first draw their line down from the equal sign.
i. What should we do first?
ii. Remember that both sides need to be equal or the same.
○ We will then solve one side of the equation. After that I will ask students what we will have to do next.
○ We will then look for the missing number in the equation.
    
● Closure (2 mins)  
○ Today you have learned how to make an equation true. We had to use what we previously learned to do this.
○ I will then direct students to finish the rest of their practice for the day.

B. Assessments Used
● Envisions Practice
 
C. Differentiated Instruction
● Adaptations for students with special needs or not meeting expectations
○ Pull students tomorrow during math center time to review the strategy learned from this lesson. I will use previous
observations, the pre-test, and previous worksheets to guide this selection.

● Adaptations for those exceeding expectations

 ○ For students exceeding expectations, I will have them get out their marker board and continue practicing this skill. I will
even challenge students to try a 3 digit problem.
■ For example: 5+4+1 = 5+5

● Language Support (IF you have ELLs (English Language Learners))

○ No ELLs
 
D.  Resources
Envisions Curriculum
Day 8

Lesson Plan 7
5.3 Day 2 Use number scale to sure how to make the equation true and do worksheet

Date: 11/10/2021
Time: 11:15am-11:40am
Reflection from prior lesson (Were prior objectives met? Were students engaged? How will you remediate any problems?)
● Students were introduced to making an equation true. I felt that students were engaged during the video. We went through a little
practice together but they did struggle a little bit with the objective. In the future (this lesson too), I need to reinforce that in
subtraction the biggest number needs to come first.

Lesson Goal(s) / Standards 

●  1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For
example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
● 1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example,
determine the unknown number that makes the equation true in each of the equations 8 +? = 11, 5 = ? – 3, 6 + 6 = ? .
● MP.2 Reason abstractly and quantitatively.
● MP.6 Attend to precision.
● MP.7 Look for and make use of structure.
● MP.8 Look for and express regularity in repeated reasoning.

Lesson Objective(s)
● I can find the missing number to make true equations.
Materials Needed 
● Number weight scale
● Make it the Same Practice

Contextual Factors/ Learner Characteristics (Eg. How many boys vs. girls, students on IEPs, ELLs (English Language Learners),
students on behavior plans, characteristics of the class such as talkative, high-poverty, etc.)
● 22 total students
13 girls
9 boys
● 1 speech IEP
● 1 behavior plan
● 1 student in math intervention (in class for this time)
 ● No ELLs

Connection(s) to Research & Theory (Explicit instruction: I do, we do, you do)

A.  The Lesson 

 
● Introduction (2 min)  
○ getting attention: *direct students to the edge of the rug* Me: All set? Students: You bet.
○ relating to past experience and/or knowledge: We used a scale to help us see if a equation is true or false. Today I have
another scale that has numbers on it.
○ creating a need to know: Using this scale will help us find a missing number. We know that both sides of the scale will have
to be equal. Let’s see how we can use this to help us make an equation true by finding a missing number.
○ sharing objective, in general terms: I can find the missing number to make true equations.
 
● Content Delivery (10 min; explicit instruction)  
○ I will start off by showing students how the scale works. For example I may say, if I put a 4 on this side and 4 on this side my
scale will balance. But if I put a 5 on one side and a 4 on the other, my scale doesn't balance or isn't equal.
○ I will then show that if I add numbers the totals will balance. For example, if I put a weight on 4 and 5 on one side and 6 and 3
on the other side, is my scale equal? Would this be true?
○ Next, put 6 and 1 on one side and a 4 on the other side. Discuss with students what number would make my scale equal.
i. It would be 3. If students choose a different number than 3, point out that both sides need to be equal
ii. Repeat the above step for
1. 5 and 5 on one side and a 1 on the other
2. 3 and 7 on one side and a 6 on the other
3. 6 and 2 on one side and a 3 on the other
4. 1 and 8 on one side and a 2 on the other
    
● Closure (3 min )  
○ Remember that when we are finding a missing number in an equation, both sides still need to be equal. Today we saw that
using our number scale.
○ We will do 1 subtraction and 1 addition practice problem together. Then students will complete independent practice.
i. When practicing, I will show them to write what each side would equal first to help them remember that each side must
be equal.
ii. During the subtraction problem, remind students that the biggest number comes first and that we can use addition to
help us solve.
B. Assessments Used
● Make it the Same Practice
 
C. Differentiated Instruction
● Adaptations for students with special needs or not meeting expectations
○ Pull students tomorrow during math center time to review the strategy learned from this lesson. I will use previous
observations, the pre-test, and previous worksheets to guide this selection.

● Adaptations for those exceeding expectations

○ Students can practice writing equations with a missing number on their marker board. Then they can find the missing
number in their equation. They may do this with a partner. If working with a partner one will write the equation and one will
find the missing number. Then they will switch roles.

● Language Support (IF you have ELLs (English Language Learners))

○ No ELLs
 
D.  Resources
Envisions Curriculum
Day 9

Lesson Plan 8
Do one problem together from each assessment section. Take post assessment

Date: 11/11/21
Time: 11:15am-11:40am

Reflection from prior lesson (Were prior objectives met? Were students engaged? How will you remediate any problems?)
● Most students were engaged with the lesson. I did have a few students that had to go reset at their sets. After they had a minute
to reset they were much more engaged. Students seemed to really meet the objective after this lesson. Their independent
practice really showed they were understanding.

Lesson Goal(s) / Standards 

● 1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For
example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
● 1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example,
determine the unknown number that makes the equation true in each of the equations 8 +? = 11, 5 = ? – 3, 6 + 6 = ? .
● MP.2 Reason abstractly and quantitatively.
● MP.6 Attend to precision.
● MP.7 Look for and make use of structure.
● MP.8 Look for and express regularity in repeated reasoning.

Lesson Objective(s)
● I can find the missing number to make true equations.
● I can identify if an equation is true or false.
● I can find missing numbers in an equation.

Materials Needed 
●  Post Assessment

Contextual Factors/ Learner Characteristics (Eg. How many boys vs. girls, students on IEPs, ELLs (English Language Learners),
students on behavior plans, characteristics of the class such as talkative, high-poverty, etc.)
● 22 total students
13 girls
 9 boys
● 1 speech IEP
● 1 behavior plan
● 1 student in math intervention (in class for this time)
● No ELLs

Connection(s) to Research & Theory (Explicit instruction: I do, we do, you do)

A.  The Lesson 

 
● Introduction (2 min)  
○ getting attention: *direct students to the edge of the rug* Me: All set? Students: You bet.
○ relating to past experience and/or knowledge: Over the past week we have learned a few different skills. Can anyone tell
me what we have learned?
○ Direct students to say, true and false equations, finding the missing number and making an equation true
○ creating a need to know: Today you are going to use what we have learned to complete a post assessment.
○ sharing objective, in general terms: I can find the missing number to make true equations. I can identify if an equation is
true or false. I can find missing numbers in an equation.
 
● Content Delivery (8-10 mins; explicit instruction)  
○ Students will be taking their post assessment test today. I will explain to them that they will take the same test they took
before. Also, remind students to do their best. They have learned these skills but if they have forgotten, remind them to just
do the best they can.
○ Before taking the assessment we will review 1 of each problem that would be on the assessment (practicing the skills we
learned).
○ We will first practice finding the missing number.
i. 8 - _ = 5
○ Then we will practice true and false.
i. 4+3 = 2+6
ii. 11-5 = 3+3
○ We will then practice making an equation true.
i. 8 - 3 = _ + 3
○ We will work through these problems together. When working through these we will discuss as a group how to solve these.

    
 ● Closure (2 min)  
○ Once we complete the practice problems I will then have students prepare for the post assessment by putting up their folders.
○ I will then hand out the assessments and have students start the assessment.
i. Remind students to write their name.

B. Assessments Used
● Post Assessment

 
C. Differentiated Instruction
● Adaptations for students with special needs or not meeting expectations
○ Pull students tomorrow during math center time to review the strategy learned from this lesson. I will use previous
observations, the pre-test, and previous worksheets to guide this selection.

● Adaptations for those exceeding expectations

○ During math centers I will pull students mastering this skill and have them practice writing their own equations and finding
the missing numbers. I will challenge students to use higher numbers (up to or above 20).

● Language Support (IF you have ELLs (English Language Learners))

○ No ELLs
 
D.  Resources
Envisions Curriculum

Analysis/Recommendations

Work Sample Data/Analysis

Student Work Samples

Pre-Assessment
Lesson 1 and 2 Assessment
Lesson 3 Assessment
Lesson 4 Assessment
Lesson 5 Assessment
Lesson 6 Assessment
Lesson 7 Assessment
Post Assessment

Sample Report/Letter
Recommendations

Overall I felt this unit went fairly well. However, if I were to do this again I would make some changes. I would
first start off by adding at least another day to section 5.3, making true equations. This is a pretty hard skill to learn.
Students did fairly well but there are still some that aren’t meeting the whole standard. I think adding another day or
2 of practice with this still would really help. I would also consider adding a little more practice finding the missing
number, since that skill is needed to make an equation true.
The biggest challenge I faced in this lesson was teaching to the age. I am still learning what 1st graders know
and don’t know. This caused a little challenge in explaining the skills. Overall it went ok. I know the more I work with
these skills and students, the more confident I will get with teaching it.
Sample Report (Whole-Class)

Dear Parents,

Over the past weeks we have been working on finding the missing number in an equation, identifying true and
false equations and making an equation true. On November 1, students took a pre-assessment. This was taken so I
could gauge what they knew and what we needed to work on. I spent the next 8 days teaching these skills to
students. We used many types of manipulatives (linking cubes, whole/part/parts, etc.) and weight scales. Each day
we had a practice worksheet that helped me see how students were doing with learning the skill. Each afternoon I
would look at the worksheet. If students still seemed to be struggling with that skill, I would meet with them the
following day during our math center time. I would spend 5-10 minutes with individuals or a small group for more
practice.
On November 11, students completed their post assessment. I was happy to see that no student’s score
decreased. On average students score 4 more points better on the post assessment. I was very proud of how hard
students worked on this unit. As I had said previously this is a hard skill to learn but I was excited to see their
improvement. We will actually have time at the end of the year to revisit this again.
The following document will show the data I collected during the unit. Please feel free to take a look. Note that
students names are anonymous but if you would like to know the data of your student please let me know.

Work Sample Data/Analysis

If you have any questions or concerns, please let me know.

Sincerely,
Ms. Lunden
Sample Report (one student)

Dear Parents of Student 16,

Over the past weeks we have started a new unit working on some challenging skills. Students have been
learning to find the missing number, identify true and false equations and making an equation true. Students started
out the unit by taking a pre-test. This helped me gauge what students knew and what areas they needed to work on.
We spent about 2 days on each of the 3 skills I listed previously. Your students' pre-test showed that they had a few
skills they needed to work on. You can see that they did fairly well identifying true and false equations. However,
finding the missing number caused a little bit of trouble.

Each day we practiced the skill we worked on that day by completing a practice worksheet or other type of
written practice. Below you will see that your student did very well with all the daily assessments.

As we worked through each day I could see that your student was starting to better understand these skills and
assessments showed this as well. Please feel free to look at the assessments we completed each day by clicking
here. This will take you to more information on this unit.
 I was happy to see that your student improved on their post assessment test. Your student started at a 50%
(10/20 correct) and ended with a 90% (18/20 correct). Again these are challenging skills to learn and later on in the
year we will actually be revisiting them.

Your student has shown a great amount of growth and their improvement is very impressive. Please let me
know if you have any questions or concerns.

Sincerely,
Ms. Lunden
Scoring Rubric
Teaching Work Sample Criteria Not Met Teaching Work Sample Criteria Met
Does Not Meet Expectations Emerging Meets Expectations Exceeds Expectations
Significant discrepancies from criteria Some components do not meet All criteria met- product components Exemplary work- product
0 criteria complete exceeds expectations
1 2 3

*Teacher candidates must receive a minimum score of 2 in all categories. If the teacher candidate receives a 0 or 1 in any section, the candidate
must correct and resubmit the section for reevaluation.

Contextual Factors Information regarding community/school district, school, classroom, and student characteristics Score(s):
CT:
US:

3 Exemplary work: exceeds expectations in all or most project requirements; includes original or unique components that evidence
original thinking; high-quality professional product

2 This section includes information regarding understanding the characteristics of the:

community, school district and school factors
classroom and student characteristics
instructional implications for the above

1 The teacher candidate appears to understand the requirements, but the response is incomplete and/or incorrect in some way.

0 The teacher candidate does not appear to understand the requirements and makes little or no attempt to respond.

Goals, Objectives, and Goals and objectives based on the unit of study (generally 1-2 weeks in length), vary in kind and length but Score(s):
Assessments include concept attainment, application of knowledge and skills, and gathering of data (assessment) to CT:
demonstrate skills US:

3 Exemplary work: exceeds expectations in all or most project requirements; includes original or unique components that evidence
original thinking; high-quality professional product

2 This section includes:

unit plan which includes goals based on assessment of students’ current level of performance
goals and objectives consistent with district and state standards, goals, and benchmarks
 objectives which describe expected actions or behaviors and conditions under which students will meet the objectives
objectives which are expressed in observable and measurable terms
appropriate number of objectives per lesson (usually 2-5) which are linked to state content standards
Pre-assessment, formative assessment, post-assessment
Assessments aligned properly to objectives
Samples of student work

1 The teacher candidate appears to understand the requirements, but the response is incomplete and/or incorrect in some way.

0 The teacher candidate does not appear to understand the requirements and makes little or no attempt to respond.

Lesson Plans Daily lesson plans to accomplish the learning goals for the identified group(s) of students Score(s):
CT:
US:

3 Exemplary work: exceeds expectations in all or most project requirements; includes original or unique components that evidence
original thinking; high-quality professional product

2 Daily lesson plans identify/include the following:

reflection for each lesson at beginning of next days’ lesson and in the reflection log
contextual factors/learner characteristics
goals and objectives aligned to state standards
an appropriate and organized selection of instructional materials and equipment
assessment
introduction
content delivery
closure
an estimation of the time required for each part of the lesson
enough details for a substitute teacher
adaptations and modifications for students with special needs
appropriate adjustment based on reflection of previous lesson(s)
technology embedded in the lesson as a natural part of the instruction

1 The teacher candidate appears to understand the requirements, but the response is incomplete and/or incorrect in some way.

0 The teacher candidate does not appear to understand the requirements and makes little or no attempt to respond.

Data Data related to learning gains or lack thereof resulting from instruction, analyzed for each student, Score(s):
Analysis/Summary and summarized in relation to students’ level of knowledge prior to instruction and including CT:
planning for future instruction. Also, samples of reporting progress to parents or guardians and US:
students.

3 Exemplary work: exceeds expectations in all or most project requirements; includes original or unique components that evidence
 original thinking; high-quality professional product

2 This section includes:

analyzed data from pre-, on-going and post-assessment for individuals and the class
summarized data on student achievement in relationship to instructional objectives
recommendations for future instructions are written from analysis of all data
a sample report describing unit and over-all results or a sample letter to student’s parents/guardians describing results
student work samples from throughout unit

1 The teacher candidate appears to understand the requirements, but the response is incomplete and/or incorrect in some way.

0 The teacher candidate does not appear to understand the requirements and makes little or no attempt to respond.