Edug 587 Grad Ed Lesson Plan 1 Math Tanner A

Standards-Aligned Lesson Plan Template
Multiple Subject
Graduate Program in Education
Subject(s): Math Grade: 2nd
Teacher(s): Alyssa Tanner Master Teacher: Lisa Pursley
School: ___Bonita Canyon Elementary Lesson Time Allotment: 45 minutes___ Date: 2/1/2022
TPE Target Skills:
1.3 Connect subject matter to real-life contexts and provide active learning experiences to engage student
interest, support student motivation, and allow students to extend their learning.
3.1 Demonstrate knowledge of subject matter, including the adopted California State Standards and
curriculum frameworks.
5.1 Apply knowledge of the purposes, characteristics, and appropriate uses of different types of
assessments (e.g., diagnostic, informal, formal, progress-monitoring, formative, summative, and
performance) to design and administer classroom assessments, including use of scoring rubrics.
Part 1 – Goals and Standards

TPE 1.4, 1.5, 1.6, 2.2, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5
1. CA State Standard(s) and/or Curriculum Frameworks (TPE: 3.1, 3.2, 3.3, 4.4)
CCSS.MATH.CONTENT.2.NBT.B.7
Add and subtract within 1000, using concrete models or drawings and strategies based on
place value, properties of operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method. Understand that in adding or
subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and
tens, ones and ones; and sometimes it is necessary to compose or decompose tens or
hundreds.
2. Learning Goal(s): What will students have mastered in terms of knowledge and/or skill as a result of this
lesson? (TPE 2.2, 2.6, 3.2)
1. Students will be able to use different strategies to add multiples of 100 and some tens within
1,000.
2. In partners, students will articulate their mathematical thinking and evaluate each other’s work
to check for accuracy.
Student-Friendly Translation: (Write this out as if you were explaining the objective of the lesson to your
students in their language: “Today, we are going to master the concept of…by creating…”)
Today, we are going to use different strategies to add hundreds and tens. We will also explain our math
thinking and check each other’s work.
55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Academic / Handbook – BH 01/06/22
Standards-Aligned Graduate Education Lesson Plan Template
2. Relevance/Rationale: Based on prior lessons and assessments of your students, why is this the right lesson
for your students to learn right now in your class? (TPE 1.3, 2.6, 3.2)
In the previous unit, Mission 4, students learned how to fluently add and subtract numbers within 200 by
utilizing a variety of solving strategies and models (i.e. number bonds, place value charts, vertical form,
totals below, arrow way, etc.). In Mission 5, students will apply these strategies as they add and subtract
larger numbers within 1,000. Lesson 1 of Mission 5 familiarized students with the concept of 10 more, 10
less, 100 more, and 100 less. Lesson 2 engaged students in adding and subtracting multiples of 100.
Building on that understanding, this lesson (lesson 3) will teach students how to add multiples of 100 and
some tens within 1,000.
Student-Friendly Translation:
Recently, we have had lots of practice using different strategies to add and subtract numbers. Yesterday,
we added and subtracted multiples of 100. Today, we are going to apply these strategies as we add
multiples of 100 and some tens within 1,000.
3. ELD Standards Addressed: All Content Areas (TPE 1.1, 1.6, 3.5, 4.4)
Part 1: Interacting in Meaningful Ways: A. Collaborative, B. Interpretive, C. Productive
11. Supporting Opinions (Bridging – FS1 and Class)

Offer opinions and provide good reasons with detailed textual evidence or relevant background
knowledge (e.g., specific examples from text or knowledge of content).
Part 2: Learning How English Works: A. Structuring Cohesive Texts, B. Expanding and Enriching Ideas,
C. Connecting and Condensing Ideas
6. Connecting Ideas (Bridging – FS1 and Class)

Combine clauses in a wide variety of ways (e.g., rearranging complete simple to form compound
sentences) to make connections between and to join ideas (e.g., The boy was hungry. The boy ate a
sandwich. -> The boy was hungry so he ate a sandwich) independently.
Continue to identify how you will support your students in mastering these ELD Standards below in Part 3
– Universal Access Lesson Adaptations
4. ELD Learning Goal(s): What will students have mastered in terms of knowledge and/or skill as a result of this
lesson? (TPE 2.2, 2.6, 3.2)
Students will be able to articulate their mathematical reasoning through small group and whole class
discussion while using compound sentences with academic vocabulary.
Student-Friendly Translation:
I will clearly explain my math thinking using math vocabulary and the words but, because, or so in my
answers.
5. Essential Questions: (TPE 1.5)
Why do I need to know how to add big numbers? What strategies can I use to add multiples of 100 and
some tens within 1000? How can I clearly explain my math thinking?
6. Academic Vocabulary: (TPE 1.4, 1.6, 3.1, 3.2, 3.3, 3.5)
Strategy, equation, place value chart, arrow way, totals below, vertical form, number bond, bundle
Demographic Profile: Class and Individual Student Information

( TPE 1.1, 3.2, 4.1, 4.2, 4.5 SSP-DAP )
Number of Students in Class (2nd graders) Male: 5 Female: 4 Total: 9
English Language Arts ( ELA ) Mathematics English Language Learners (ELL)

Level (Circle) Number of Level (Circle) Number of Level (Circle) Number of
students students per students per level
per level level
Beginning 2 Low 0 Emerging 0
Intermediate 3 Medium 3 Expanding 0
Advanced 4 High 6 Bridging 1
Special Education Students
IEP Identification (Speech, hearing Specific considerations for each student
impaired, autism, etc.)
Speech Impairment – 2 Male Students Both students can function within a classroom setting without assistive
technology and/or services.
According to his IEP, FS2 is working towards improving his ability to

clearly articulate the /r/ phoneme in all word positions and in blends, at
the word level. He currently averages a 10% accuracy with the goal of
achieving 80% accuracy.
Another student has an IEP for stuttering. He presents with disfluent

speech that interferes with his ability to communicate in the classroom
and with his peers. His speech goal is to employ fluency strategies while
engaging in conversations.
Three Focus Student Profiles

One identified special education student, one English language learner,
and one special circumstance student
Student #1
Student Name: FS1
Special Identifications (ELL, GATE, Special Need): Math (circle one): low medium high
English Language Learner Reading (circle one): low medium high
Linguistic and/or Cultural Background: Family/Home Background:
(and how these may influence instruction) (and how these may influence instruction)
FS1 is Chinese and is able to speak, read, and write Based on a conversation with FS1, she explained
Mandarin Chinese. In one of her writing assignments, that she lives at home with her mom and her 15-
she wrote that she is “different,” demonstrating her year-old sister. Her dad lives in China for work and
awareness of her linguistic and cultural identity. Based visits the family once per year. FS1, her mom, and
on her ELPAC scores, she is identified as a Bridging her sister do not express positive feelings towards
ELL. her dad. While FS1’s sister wants their parents to
divorce, their family cannot separate from her dad
because they are dependent on him for income.
FS1’s mom does not have a job, nor is she looking
for employment.
While they speak Mandarin Chinese at home, FS1

indicated that her thoughts are in English. She also
mentioned that she prefers English, which is her

stronger language.
Health and/or Physical Considerations: Socio-emotional Learning Considerations/Social

(and how these may influence instruction) Development Factors:
(and how these may influence instruction)
FS1 has repeatedly conveyed her disinterest in P.E.,

frequently questioning the purpose of her
participation. She often vocalizes her thoughts in an
innocent, yet unfiltered way. As part of instruction, I
can address her questions with deeper, well-
supported answers that would satisfy her curiosity
while also planting seeds of inspiration.
Your SEL goal for this lesson for this specific student:
My SEL goal for FS1 is growth in self-awareness. I

want to help her continue to process her thoughts,
feelings, and beliefs so that she can identify and
adjust internal motivations. One strategy FS1 can
use when she has strong thoughts and feelings is to
ask herself, why am I thinking this? Or why am I
feeling this way?
Assets/Funds of Knowledge: Interests and Aspirations:

FS1’s mom enrolled her in a variety of extracurricular FS1 loves school because it is fun and there are
classes that she attends every day after school opportunities to see her friends. She enjoys baking
including Chinese, math, English, art, P.E., and music. with her sister, going to the park to feed ducks,
Her wide range of academic experience has boosted her watching TV and YouTube, playing piano,
confidence as she has claimed to be skilled at swimming, and hanging out with friends. Spaghetti,
everything. ice cream, and rice are among her favorite foods.
FS1 aspires to become a Geologist or teacher in the
From my observations, I have noticed FS1 to be rather future.
inquisitive and expressive. She pursues answers to
extend the breadth of her understanding on numerous
subjects.
Student #2
Student Name: FS2
Special Identifications (ELL, GATE, Special Need): Special Math (circle one): low medium high
Needs – speech impairment Reading (circle one): low medium high
Caucasian – English speaking FS2 lives at home with both of his parents along
with his younger brother (4.5 years old). He said that
he is close with brother and loves to teach him. His
mom stays at home while his dad works. FS2 also
mentioned that his dad picks him up from school
and makes delicious meals for dinner. As a family,
they like to go to the park and hit baseballs. FS2’s
grandparents also live in the same neighborhood
and are actively involved in his life.
Based on these details, it is apparent that FS2 has a

very supportive and tight-knit family.

Based on my observations, FS2 has a lot of energy

which allows him to enthusiastically engage in
learning but creates challenges for him when it
comes to distracting the class. He is physically
active in his seat, constantly maneuvering his body
and chair despite being asked to keep his seat fully
on the ground. It proved to be incredibly helpful for
FS2 to have an alternative kind of flexible seating
that allows him to expend his energy in a safe,
controlled manner. From an instructional
perspective, FS2 would benefit from bodily-
kinesthetic activities and frequent breaks from seat-
work assignments.
My SEL goal for FS2 is self-management because I

want to help him improve on controlling his body.
Squeezing a stress ball is one specific strategy that
he can employ to redirect his energy. Manipulating
the ball in his hand will allow him to expend his
energy in a quiet, non-distracting way.

FS2 is an avid reader and has been exposed to a wide FS2 enjoys playing Minecraft, soccer, baseball, iPad
range of literature. He completes tasks efficiently and is games, and basketball. He loves watching movies,
very enthusiastic about learning, spurring on his peers. making crafts, reading, and eating food. In the
Furthermore, FS2 loves to participate in class future, he aspires to be a video game creator, a spy,
discussions, providing detail-rich answers that promote or a professional soccer player.
instructional learning. In addition, he has proved to be
technologically capable, drawing from his experience at
home with iPad and video games. He also is taking on
the initiative to learn sign language at home.
Student #3
Student Name: FS3
Special Identifications (ELL, GATE, Special Need): Math (circle one): low medium high
He has special circumstances, low-performing student Reading (circle one): low medium high
FS3 was born in Saudi Arabia and moved to Southern During the summer of 2021, FS3 moved to Southern
California when he was 7. He has fond memories of California from Saudi Arabia. Two months later, they
Saudi Arabia, where he enjoyed visiting fun places and moved again to a neighboring city so FS3 could be
playing with friends. Although his parents are from enrolled in our school.
Lebanon and speak Arabic to each other, FS3 primarily
speaks English, understanding only a little Arabic. FS3’s mom insisted on placing him in 3rd grade
because he completed 2nd grade in Saudi Arabia.
However, testing indicated that he is performing at a
beginning 2nd grade level.
FS3 lives at home with his mom and his 5-year-old

sister. His father is currently living in Saudi Arabia,
where he is employed, and is planning on moving to
California in December.

FS3 mentioned that he is working on making

friends, seeing that he is new to the country and to
the school.
Based on my observations, FS3 sometimes

demonstrates difficulty in communicating with
others and having positive interactions. He is
socially reserved, especially in academic contexts,
providing one-word or two-word responses.
Having this in mind helps me to strategically plan

instruction so that there are plenty of collaborative
opportunities for FS3 to cultivate social skills and
establish friendships.
It is my goal for FS3 to develop his relationship

skills with his peers, specifically in the area of
communication. I will support him in this process by
prompting him to speak in complete sentences
when communicating his ideas and by providing
him with sentence frames. One specific strategy that
he can utilize is intentionally listening to the way his
peers talk with each other. His active observation
will equip him with language skills to cultivate
deeper relationships.

One major advantage FS3 has is that he is equipped Some of FS3’s interests include animals, nature,
with a unique worldview from living in another country. basketball, math, science, nerf toys, TV shows, BBQ
He can share his diverse cultural and linguistic food, and animal toys. He also enjoys swimming,
experiences with the class, enhancing the quality and playing on his tablet, and reading Dog Man and
depth of discussion. animal books. A dream job of his would be to
become an engineer because he loves building
things.
Other General Classroom Concerns

General cultural and linguistic background of students (home/family):
The class is represented by students with diverse cultural and linguistic experiences, with half of the
students having visited or lived in another country. While many of the students have been exposed to
languages other than English, a few being fluent in Georgian and Mandarin, English remains the
dominant language in the class. Another commonality among members of the class is that they come
from families with high socioeconomic status. Family units are stable, supportive, and complete as most
students live at home with both parents and a sibling.
Health considerations or physical development factors (if any)
Socio-emotional developmental (SEL) factors that may influence instruction in this academic area
Overall, the class consists of students with mild personalities who demonstrate reputable character
traits. They have a healthy social awareness as they are sensitive and welcoming to people of all
sociocultural backgrounds. Moreover, their compliance to social behavioral norms and their ability to
acknowledge other people’s emotions is commendable. For the most part, students work well together
in partner and group activities by demonstrating their active listening and communication skills.
Nonetheless, there is still room for improvement with their interpersonal skills because part of the class
is more reserved than others during discussions.
Some areas of concern include the class becoming distracted as well as talkative during a lesson. A few
students have developed the habit of shouting out words that do not contribute to a positive and
productive learning environment. In addition, they frequently preoccupy their hands with a variety of off-
task behaviors during a lesson, such as drawing on their mini-whiteboards and coloring on their
worksheets, despite being asked to stop multiple times. Maintaining eye-contact during direct
instruction is also a challenge. These reasons indicate opportunities for growth in self-management and
responsible decision-making.
Interests and/or aspirations in the class (relevant to this academic area
Most students in the class are interested in sports, with several currently playing on teams such as
soccer and softball. Dogs and other animals are major topics of fascination as well as art. Becoming
future veterinarians or professional athletes are common aspirations of the class. Moreover, every
student loves reading and has expressed their enthusiasm about the books they are invested in. Dog
Man books are popular choices.
Opportunities to address challenges (such as misunderstandings or misconceptions) related to the

learning objective and lesson (using Growth Mindset Language): This section is the bridge between the
concerns for individual students identified in Section 7 and how this will play out in the context of the actual
classroom setting and the lesson plans you are currently preparing. Based on the information above, what
difficulties may students have with the content? Specify anticipated difficulties for English language learners,
students with special needs, or students with unique needs. Work to connect your information based on the
student’s IEP, behavioral plan, and/or observations by the teacher and teaching candidate. (TPE 1.4, 1.6, 2.1,
3.5, 4.4)
Since I have three students classified as intermediate in math while the rest of the class is advanced,
they may need additional clarification and examples to succeed. I am anticipating needing to pause at
various points during instructional activities to check for understanding and adjust the pace and
complexity of instruction accordingly. For instance, I can differentiate instruction by only requiring
struggling learners to complete half of the math worksheet with excellence rather than being pressured
to do it all.
During the interactive and engaging activities, I am expecting the class to have some difficulty staying
focused on the content as they might become chatty and distracted. Students might also shout out
answers instead of raising their hands. Furthermore, I am concerned that some students may not
demonstrate self-control by drawing on their whiteboards and worksheets instead of fully participating
in the math activities.
Furthermore, I am anticipating my English Learner (FS1) to need extra assistance with understanding
and correctly applying the academic vocabulary for this lesson. For this reason, I am prepared to
display visual clues and examples. Regarding my student with unique circumstances (FS3), he may
need more time for the written assignment and need to be prompted with sentence frames to help him
communicate his thoughts effectively during group interactions. Regarding my students with speech
impairments, their IEP plans do not specify any modifications to instruction. However, I am prepared to
restate their answers to provide clarification for the class and to model desired speech. Should they
seem rushed in speaking, I will kindly ask them to slow down and articulate clearly, providing auditory
supports. I will not highlight any disfluencies to embarrass them but rather encourage breathing and
pausing during “bumpy” speech.
Part 3 – Universal Access Lesson Adaptations

TPE 1.4, 3.5, 3.6, 4.1, 4.4, 4.5, 5.7, 5.8 SSP-ELD
Modifications / Accommodations: What specific modifications/accommodations will be made based on the
anticipated challenges for this set of students for this specific lesson? (TPE 1.4,
1. ELL / SDAIE Strategies: (TPE 1.6, 3.5, 4.4)

• What are at least three general SDIAE strategies you will engage?
• Think-Pair-Share: For each of the practice problems on their whiteboards, students will share
their math reasoning with their elbow partner using math vocabulary and the words but,
because, or so in their answers. Sentence frames will also be available on the board.
• Graphic Organizers: One of the strategies that students can use to add multiples of 100 and
some tens are place value charts.
• Visuals: Students will be able to refer to a variety of addition strategies displayed on the board
along with the math vocabulary words.
•
• How will you specifically address each the CA ELD Standards you identified at the beginning of this lesson plan
to ensure your students will master your Learning Outcomes?
- Think-Pair-Share: For each of the practice problems on their whiteboards, students will share
their math reasoning with their elbow partner using math vocabulary and the words but,
because, or so in their answers. They can provide their opinion as to how they solved the math
situation, drawing from their background knowledge of place value.
• I will also model how provide quality math reasoning with the example problems before
releasing the students to do so. I will reward students who I hear using the key words in their
answers with Monopoly Money.
2. Differentiation for Special Needs: Tie it to the specific needs of your students. (TPE 3.5, 4.4)
- For my students with speech-impairments, I will provide ample time for them to discuss each
topic with their elbow partners so they do not feel rushed and can communicate in more relaxed
circumstances. I will also encourage students to take turns talking so that each child can share
their thoughts without being interrupted. In addition, to boost my SPED students’ confidence in
their speaking abilities, I plan to frequently call on them when they are raising their hands to
answer in front of the class. When they respond, I will listen patiently and restate what they say
in a slower, clearly articulated way, providing auditory supports. I will not highlight any
disfluencies to embarrass them but rather encourage breathing and pausing during “bumpy”
speech.
- According to their IEPs, there are no required modifications; however, I will support them in their
learning using the methods listed above.
3. Social-emotional Learning Support: https://casel.org/what-is-sel/ (TPE 2.1)

• Identify one or more specific SEL competencies that you will focus on for the whole class (Self-awareness, Self-
management, Social awareness, Relationship Skills, Responsible Decision-making):
• Responsible Decision-making
•
• Specific strategy that you will use to inculcate that competency:
- During this lesson, my goal is for students to grow in responsible decision-making by being
respectful, paying attention, and by working hard. I will explicitly explain my expectations for
this lesson and I will reward students who are demonstrating great behavior with Monopoly
money.
4. Universal Design for Learning (whole class) Support: http://udlguidelines.cast.org

(TPE 1.4, 4.4, 4.7)
• Multiple Means of Engagement:

- This lesson optimizes relevance, value, and authenticity by using the game of Monopoly to
highlight how math is involved to play. Students will realize why they need to use strategies to
add multiples of a 100 and some 10s because it has real-world implications. We will also briefly
discuss real-life examples showing why it is important to be able to add large numbers.
- This lesson optimizes individual choice and autonomy by giving students the freedom to choose
how they want to solve the math situations. They can choose to show their math reasoning
using place value charts, the arrow way, vertical form, number bonds, or the totals below
method.
- I will minimize threats and distractions by clearly establishing behavior expectations in the
beginning of the lesson. I will reward students with Monopoly money when they are working
hard, being respectful, paying attention, and answering correctly. Furthermore, the initial
establishment of a safe learning environment through a mindfulness meditation will pave the
way for student success by minimizing threats and distractions.
• Multiple Means of Representation:

- Visually, I will be using the whiteboard to demonstrate how to add two three-digit numbers using
different strategies. The place value charts will benefit students who learn best through concrete
pictures. In addition to the different math strategies, the key vocabulary, sentence frames, and
lesson goals will also be displayed on the whiteboard.
• Multiple Means of Action and Expression:

- Students will be able to express their learning by writing/drawing on their personal whiteboards
and by verbally processing their reasoning with each other through Think-Pair-Share
opportunities and group interaction.
- Finally, students will independently complete a worksheet, benefiting students who prefer to
work alone.
5. Higher Order Thinking Strategies (Bloom’s, Depth of Knowledge, Hess’ Cognitive Matrix, G.A.T.E.
Strategies, Graphic Organizers, etc.). What three levels of Bloom’s will you address in this lesson to enhance
the depth with which your students will engage the lesson objective? At least one of them must be from one of
the top three levels of higher order thinking. (Remember, Understand, Apply, Analyze, Evaluate, Create) (TPE:
1.4, 4.4)
Students will understand and explain how to add multiples of 100s and 10s within 1,000.
Students will apply different addition strategies to help them solve the problems and showcase their
math reasoning. Students will evaluate each other’s work to check for accuracy and compare their
methods.
6. Implementation of Strategies for Enhancing Lessons:

(Please address each of these only if you plan to use them, they are NOT mandatory)
21st Century Skills: Technology: Visual and Performing Arts:

Circle all that are applicable and How will technology be How will the students be provided
describe how each will be incorporated into the lesson? with opportunities to access the
observed during the lesson (TPE (TPE 1.2, 1.4, 3.6, 3.7, 3.8, 4.4, 4.8 curriculum by incorporating the
1.5, 3.3, 4.7) 4.9, 5.4) visual and performing arts? (TPE
1.4, 1.7, 3.3, 3.6, 4.4)
Communication - Through We will use technology to play a
numerous Think-Pair-Share mindfulness meditation video
opportunities and the interactive through Calm Classroom.
group activity, students will be
able to share their mathematical
reasoning using academic
vocabulary in the given
sentence frames. They can
provide their opinion as to how
they solved the math situation,
drawing from their background
knowledge of place value.
Respectful listening and
interaction will be encouraged.
Collaboration
Creativity
Critical Thinking - Students will

evaluate each other’s work to
check for accuracy and compare
their methods.
Part 4 – Assessment of Student Learning

TPE 1.5,1.8, 4.4, 5.1, 5.3, 5.5
Assessment Criteria for Success: How will the teacher and the student know if each of the specific objectives
identified above have been successfully met?
1. Formative Assessments: At least two formative assessments total, at least one with a rubric (copy or attach
rubric to this template) (TPE 1.8, 2.5, 5.1, 5.5)
Formative Assessment 1:
- Based on observing how successfully students use strategies to solve problems and explain
their math thinking during the whiteboard practice time, I will be able to assess their grasp of the
content.
Formative Assessment 2:
- As a concrete formative assessment, students will independently complete a game worksheet
called Gone Fishin.’ They will use their pencil with a paper clip as a spinner to randomly select
the numbers they will add. They will need to use at least two different strategies to solve the
problems, showing their work.
2. Self-Assessment: How will all students be involved in self-assessment and reflection on their learning goals
and progress? If working in teams, how will they peer-assess each other and the group? A rubric is required for
the students to use in either self-assessment or team assessment (TPE 1.5, 5.3)
At the end of the lesson, students will complete a short self-assessment where they will indicate their
progress towards the two lesson goals. They will write an “M” if they met the goal, a “P” if they made
progress towards it, or an “L” if they have a limited understanding of the content.
Part 5 – Instructional Procedure

TPE 1.4, 1.8, 2.1, 2.3,2.5, 2.6, 3.1, 3.2, 3.3, 3.5, 3.6, 4.4, 4.7
1. Instructional Method: (TPE 1.4, 2.1, 3.5, 3.6, 4.4, 4.7) Circle all that apply–
Direct Instruction Cooperative Learning Collaborative (Inquiry-Based) Learning
2. Prior Teaching, Prior Student Knowledge from Assessments or Student Funds of Knowledge:
In the previous unit, Mission 4, students learned how to fluently add and subtract numbers within 200 by
utilizing a variety of solving strategies and models (i.e. number bonds, place value charts, vertical form,
totals below, arrow way, etc.). In Mission 5, students will apply these strategies as they add and subtract
larger numbers within 1,000. Lesson 1 of Mission 5 familiarized students with the concept of 10 more, 10
less, 100 more, and 100 less. Lesson 2 engaged students in adding and subtracting multiples of 100.
Building on that understanding, this lesson (lesson 3) will teach students how to add multiples of 100 and
some tens within 1,000.
3. Resources / Materials: What texts, digital resources and materials will be used in this lesson?
- Calm Classroom video

- Monopoly board game & money
- Poster with addition strategies, vocabulary terms, lesson goals, and sentence frames.
- Whiteboard & colored markers
- Personal whiteboards
- 9 copies of Gone Fishin’ game worksheet
- Paperclips
- Candy for Monopoly money winner
- 9 self-assessment rubrics
4. Procedure: Provide a detailed procedure that includes estimated times and intended questions.
Lesson Explanation: How will the lesson objectives be explained to the students? How will you communicate how
it relates to prior learning? How will you communicate your expectations for learning and behavior? How will you
establish a positive and safe learning environment? (TPE 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3)
Open –
Anticipatory Set: For engaging in initial problem solving and recruiting interest
Calm Classroom Mindfulness Meditation (3 minutes):

- Before beginning the math lesson, students will participate in a guided meditation through a video
on Calm Classroom. As they follow the instructions, they will relax their bodies, become aware of
their internal state, and prepare their minds for learning.
Monopoly Game Object Lesson (5 minutes)

- Think-Pair-Share: What is your favorite board game to play?
- Say: Growing up, my favorite game to play was Monopoly. My brother and I played all the time!
Who has ever played Monopoly? It involves earning money, buying properties, charging rent when
people land on your property, building houses and hotels, etc. The goal is to end up with the most
money and properties while everyone else goes bankrupt! Anyways, to play this game, you need
to be good at doing math – adding and subtracting 100s, 10s, and 1s.
- Why else do we need to learn how to add and subtract big numbers? Ex: Making large purchases
at a store, total number of pages you have read from several books, miles driven on vacation, total
piece of Halloween candy, total number of people at a school, game points, etc.
- Say: Today, I will be giving out money to students who are paying attention, being respectful,
working hard, answering correctly, and using math vocabulary. Whoever has the most money at
the end of the lesson will win candy!
o Note: Treat the money with respect (don’t bend it), store it in or under your pencil box, wait
until the end to count it.
Connect to Prior Learning/Learning Goal: Recently, we have had lots of practice using different strategies
to add and subtract numbers. Yesterday, we added and subtracted multiples of 100. Today, we are going
to use strategies to add multiples of 100 and some tens. We will also explain our math thinking with each
other, using math vocabulary.
Clarify Lesson Outline:

1. Example Problems
2. Whiteboard Practice
3. Gone Fishin’ Game Worksheet
4. Closing & Monopoly Money Winner!
Body –
The Seven Step Lesson Plan would suggest these stages: Teach and/or Model, Check for Understanding, Guided
Practice, Independent Practice (TPE 1.8)
Direct Teaching (7 minutes):

- On the whiteboard, I will demonstrate how to solve 420 + 110 using five different strategies:
vertical form, arrow way, totals below, number bonds, and place value chart. I will clearly explain
the steps for each method as I intentionally use different colored markers. (Students are already
familiar with each of these methods).
- Afterwards, I will provide another example for students as I solve 590 + 240. This problem requires
students to bundle the tens.
Guided Practice – Whiteboards (15 minutes):
- Next, I will give students whiteboards to practice on. For each problem I give them, they can
choose which strategy they want to use. I will encourage them to try using a different method for
each problem.
- Practice problems: 460 + 230, 540 + 260, 280 + 230
- After students have solved a problem on their whiteboard, they will participate in a Think-Pair-
Share with their elbow partner to discuss their math reasoning and evaluate their work. They will
need to use our math vocabulary displayed on the board and the words because, but, or so in their
answers. Once students have finished sharing, I will solve and explain the problem on the
whiteboard so students can check their work before moving on.
Independent Practice (10 minutes):

- As a concrete formative assessment, students will independently complete a game worksheet
called Gone Fishin.’ They will use their pencil with a paper clip as a spinner to randomly select the
numbers they will add. Students will use at least 2 different strategies to solve the problems,
showing their work. They will be rewarded with Monopoly money when they finish, especially if
they use additional strategies.
- Students who finish early can draw on the back of their papers what they would do with their
money if it was real.
Close (5 minutes) –
Next Steps: How will next steps be communicated to the students about continuing to learn this topic after the
lesson?
Lesson Review: Wonderful job today boys and girls! We accomplished our learning goal for today by
using strategies to add multiples of 100 and some tens. I am proud of how you shared your math
reasoning with each other!
Check for Understanding:
- What strategies can we use to add multiples of 100 and some tens?
- Does everyone have to use the same strategy? Why not?
- What does it mean to bundle tens? When do we do so?
- Why is it important to know how to add big numbers?
Next Steps: Tomorrow, instead of adding, we will subtract multiples of 100 and some tens using strategies
and math reasoning.
Self-Assessment
Time to add up all of our Monopoly money to determine who the winner is!
Formative Assessment #2 Rubric

Assignment Title: Gone Fishin’ Adding Multiples of 100 and Some 10s Worksheet
Scoring: 1 point – Limited 2 points - Developing 3 points - Exceeds
Objective Student solved 25% or less of the Student answered about half Student correctly answered
1 addition problems correctly, of the addition problems 75% or more of the problems
struggling to use math strategies correctly and made a good correctly, effectively using
to show their work. They effort to use math strategies. math strategies to show their
demonstrated a limited However, adding and work. They showcased a
understanding of adding multiples strategy skills needed further robust understanding of
of 100 and some 10s within 1000. development. adding multiples of 100 and
some 10s within 1000.
FS1 3
FS2 3
FS3 2
Lilia 2
Noah 3
Andy 3
Leif 3
Sloane 3
Elea 3
Total Students Students
Name:
M = I met the goal.

Student Self-Assessment
P = I made progress towards the goal.
L = I have little understanding of the content.

I can use different strategies to
add multiples of 100 and some
tens within 1,000.
I can explain my math thinking
to others using math vocabulary.
Part 6 – Reflection
TPE 3.4, 6.1, 6.5
After presenting the lesson in the classroom, review and reflect on student work related to the lesson
1. Include rubric data here:
As shown in the rubric above, 2/9 students scored 2/3 on the Gone Fishin’ Adding Multiples of 100 and
Some 10s Worksheet, while 7/9 students scored 3/3.
2. Student achievement of the lesson objective according to the data analysis:

a. Explain areas of successful achievement –
According to how the class performed on the final worksheet, most of the students made strong attempts
in using multiple strategies to solve the addition problems. Students showed their math reasoning by
clearly utilizing vertical form, place value charts, the arrow way, totals below, and number bonds. During
the Think-Pair-Share opportunities, students appropriately used math vocabulary as they articulated their
math thinking.
b. Explain areas of unsuccessful achievement; and why each specific student was unsuccessful –
Several students made simple mistakes on their final addition worksheet (such as writing the wrong
number down) that could have been easily avoided if they went back to check their work. FS3 scored a 2/3
on the rubric because three of his answers were off by 100 because he did not correctly bundle the tens
into a new hundred. In addition, Lilia was not fully successful because she had difficulty writing her tens
correctly in five of the problems. For example, she wrote 70 + 60 as 103 instead of 130. She also did not
line up her numbers correctly while using the Totals Below method.
3. How did learning deeply about your students’ assets and learning needs:
a. inform and/or shape your lesson plan for the whole class?
Understanding that my class consists of students who are either intermediate or advanced in math led me
to design a multi-layered lesson with an appropriate level of challenge. Because students generally work
well together and enjoy groupwork, I made sure to include multiple discussion opportunities. Knowing
that my students love playing games and respond well to positive reinforcers (i.e. tokens, points, etc.), I
decided to maximize engagement with the game of Monopoly, using the money as a reward throughout
the lesson. With my students’ learning needs in mind, I clearly explained how they can earn money by
paying attention, being respectful, working hard, answering correctly, and using math vocabulary. This
addressed my students’ tendencies to engage in a variety of off-task behaviors and interrupt the lesson
by shouting out words.
b. support student access to and engagement with the content?
Learning about my students’ assets and learning needs influenced me to support student access to the
content by including plenty of visuals on the whiteboard, sentence frames with the academic vocabulary,
and guided practice opportunities to set them up for success. I boosted student engagement with the
content by incorporating real-life connections and a variety of short learning activities that broke up the
lesson. Students were also able to use their whiteboards for the guided practice time, which they enjoyed.
4. Think about your teaching practice during the learning segment and what you learned from your analysis of
multiple types of assessment about your students’ understanding of content and/or ELD learning goal(s).
a. What was most effective about your teaching or assessment in helping students achieve the content and/or
ELD learning goal(s) of the segment?
The most effective aspects of the lesson that helped students achieve the content and ELD goals were the
peer discussion opportunities. Students were able to show their math drawings on their whiteboards
before sharing it with a partner. This allowed students to compare their methods, help one another, and
have academic conversations using the math vocabulary. I effectively monitored the process and pushed
students into higher-order thinking.
b. b. What was less effective about your teaching or assessment? What do you want to set as an area for growth to
increase your effectiveness as a teacher? Explain why you have chosen this professional learning goal.
Although the Gone Fishin’ game worksheet was an engaging independent practice opportunity for
students, I could have developed a more effective assessment. Ideally, I could have designed a worksheet
with 5 addition problems where students would have to use each of the five methods once to show their
work. This would provide me with a better understanding of which strategies students have mastered and
which they need further clarification on. One professional learning goal I have is to more intentionally
select assessments that are strong and focused. I chose this goal because I want to have solid data to
base my instruction on.
5. What instructional strategies were used to help students achieve the lesson objective? Which subject-specific
pedagogical skills were used to help students be successful? (reference TPE SSP 1-7 Part 2: Subject-Specific
Pedagogy)
a. Was your lesson plan sufficiently flexible to support all students’ learning, or did you need to incorporate
specific instructional, in-the-moment adaptations for particular students? Why or why not?
While my lesson plan was fairly flexible to support all students’ learning, I did need to incorporate specific
in-the-moment adaptations. First, I only had students complete two practice problems on their
whiteboards instead of three because the direct instruction portion of the lesson took longer than
anticipated. I also had to jump in and be FS1’s partner during the Think-Pair-Share because we had an odd
number of students and she only wanted to talk to me. Unfortunately, I was not able to listen to most of
the class’s discussion because I was focused on her. A few students also got stuck on the worksheet, so I
showed them additional practice problems on their whiteboards.
b. Did your instructional approach support learning for the whole class and for each of your focus students to
achieve the content-specific learning goal(s)?
My instructional approach did support learning for the whole class and for each of my focus students to
achieve the content-specific goals because I scaffolded the process well. The lesson progressed
smoothly from clear, direct instruction and modeling to guided whiteboard practice to independent
practice at the end. Peer interactions, visual aids, and sentence frames benefited the whole class.
6. According to the data analysis, what changes could be made to the lesson and why? Please use specific
examples from your student samples or note other specific evidence.
According to how students performed on their math worksheet, I could adjust the lesson to include
additional examples involving bundling tens to make a new hundred. I also could have narrowed the
strategies down from five to three to maximize accuracy and promote greater student success. Focusing
my instruction on fewer strategies would have allowed me more time to explain the strategies while
demonstrating them. Finally, I would have reduced the number of problems on the worksheet so that
students did not feel pressured to finish but rather could carefully complete and check their work.
If you were to develop and teach this lesson again, what would you do the same or differently to improve deep
learning of content and academic language for the whole class of students and why?
If I were to develop and teach this lesson again, I would provide each pair of students with an example
problem containing some errors in the solving process. Students would engage in higher-order thinking
as they critically analyze the problems to detect errors. This activity would also be an effective way to
steer students away from making the same kinds of mistakes when solving addition problems.
7. What should be done next to teach the students who were not successful in grasping the lesson? Explain what
you would do next to advance the learning of the whole class of students. How could it be re-taught if given the
opportunity?
a. Do you need to reteach any part of the lesson? Explain why or why not.
One part of the lesson I need to reteach is how to correctly bundle tens to create a new hundred since
several students were off by 100 in their answers. I also need to reteach how to solve addition problems
using the Totals Below method due to some confusion regarding how to properly write and line up the
numbers.
b. Based on what the whole class of students learned about the content you were teaching, what will you teach
next?
Next, instead of adding, we will subtract multiples of 100 and some tens using strategies and math
reasoning.
8. Personal Reflection: What did you learn about yourself as a teacher, and how you want to teach in the future?
I learned that I enjoy teaching so much more when I use creative ways to engage my students with the
content, like involving Monopoly money. I also realized how much easier it is to teach when I am
sufficiently prepared, have a better understanding of my students, and anticipate possible challenges
throughout the lesson. Having a positive connection with my students is far superior to policing the class
through a critical lens. In the future, I want to discover and implement new engagement strategies to
inspire a love for learning in my students.
Part 7 – Student Samples

Make copies or take clear pictures of student work for each level (ELL, and special needs students, and special
circumstance students). Write comments on the copies. Include scores according to the formative assessment
rubric categories. Also include information about how and what was communicated to the students regarding their
work.
The day after this lesson, I reviewed the common mistakes with the class followed by clear reteaching and
plenty of whiteboard practice to master each of the strategies.
Graduate Education Lesson Plan Rubric

Not Yet! Beginning Emerging Proficient Highly Proficient Total
11.9 and below 12-13.9 14-15.9 16-17.9 18-20
Part 1: Does not yet align More work is Some alignment of Proficient alignment of Strong alignment of
standards and needed to align standards and standards and standards and objective
Goals and
objective and/or does standards and objective with limited objective with basic with clear, robust
Standards not yet provide clear objective and/or rationale and essential rationale and essential rationale and essential
rationale and does not yet provide questions. questions. questions.
essential questions. clear rationale and
essential questions.
Part 2: Does not yet provide Demographic Provides somewhat Provides proficient Provides strong
demographic profile profile and helpful demographic demographic profile demographic profile and
Demo-
and adaptations that adaptations that profile and and adaptations, with adaptations, with
graphic facilitate diversified facilitate diversified adaptations, but with clear significance for insightful significance
Profile and learning or engage learning or engage unclear significance diversified learning for diversified learning
Lesson 21st Century 21st Century for diversified learning and integrates 21st and integrates 21st
Learning, the Arts, Learning, the Arts, and only preliminarily Century Learning, the Century Learning, the
Adaptation
and/or technology. and/or technology. integrates 21st Century Arts, and/or Arts, and/or technology.
s for Learning, the Arts, technology.
specific and/or technology.
students
Part 3: Does not yet include Minimal multiple Some integration of Proficient Strong demonstration of
multiple means of means of instruction multiple means of demonstration of multiple means of
Universal
instruction that are that are likely to instruction, but unclear multiple means of instruction that are
Design for likely to provide provide engaging about providing instruction that are likely to provide
Learning engaging Universal Universal Access engaging Universal likely to provide engaging Universal
Access for most for most learners. Access for most engaging Universal Access for all learners.
learners. learners. Access for most
learners.
Part 4: Does not yet provide Minimal formative Provides some Provides proficient Provides strong
formative assessments and formative assessments formative assessments formative assessments
Assessment
assessments and rubric that will and rubric, but unclear and purposeful rubric and purposeful rubric
Plan rubric that will enable meaningful how they will enable that will enable some that will clearly enable
enable meaningful assessment for most meaningful assessment meaningful assessment meaningful assessment
assessment for most students. Does not for most students. for every student. for every student.
students. Does not yet provide for Provides some ideas Provides proficient Provides strong student
yet provide for meaningful student for meaningful student plan for student self- self-assessment plan
meaningful student self-assessment. self-assessment, but assessment that will that will empower
self-assessment. not yet fully developed likely empower students to critically
students to reflect on reflect on their learning
their learning and gain and gain meaningful
some insights insights
Part 5: Does not yet provide Provides minimal Provides a self- Provides a well- Provides a strong, well-
a well thought out self-assessment or assessment or peer- developed self- developed self-
Peer and
plan for self- or peer- peer-assessment for assessment for assessment or peer- assessment or peer-
Student assessment students that is not students that has a assessment for assessment for students
Self- likely to support chance of supporting students that is likely that is highly likely to
Assessment metacognitive some metacognitive to support support significant
reflection and reflection and learning. metacognitive metacognitive reflection
Plan
learning. reflection and learning. and learning.
59.9 and below 60-69.9 70-79.9 80-89.9 90-100
Part 6: Failed to create Developed Developed adequately Developed strong, Developed extremely
meaningful plans minimally thought- realistic, and well realistic, and well strong, realistic, and
Instruction
out plans without thought out plans with thought out plans with well thought out plans
al potential to create a potential to create a, potential to create a with potential to create a
Procedure well- structured well-structured thriving, well- thriving, well-
classroom classroom where structured classroom structured classroom
students might where students where students
understand the understand the understand the
boundaries boundaries and can boundaries and can
work well within them. work well within them.
Point Final
Chart: Score
180-200 A :
160-179 B
140-159 C
120-139 D
119 and
below: Not
yet!
All Components Lesson Plan Rubric

Not Yet! Beginning Emerging Proficient Highly Proficient Total
7.4 and below 7.5-8.74 8.75-9.9 10-11.24 11.25-12.5
Student Failure to include Submission of two Submission of three Submission of five Submission of five
student samples on to three samples to five samples samples representing samples representing
Work
a meaningful level little diversity in some diversity in ample diversity in a wide range of
Sample abilities and needs abilities and needs abilities and needs with diverse abilities and
Submission and/or lacking with appropriate strong, useful comments needs with excellent,
appropriate comments and and grades clarifying comments
comments and grades and grades
grades
Lesson
Observatio
The LOP was submitted to Canvas in a timely manner and in readable form.
n Protocol (If an LOP is not turned in, this assignment will not be graded and will result in the loss of all points for this assignment
(LOP) and may affect being allowed to go on to the next stage of the Grad Ed Program).
Submission
14.9 and below 15-17.4 17.5-19.9 20-22.4 22.5-25
Teaching Failed to reflect on Minimal reflection Adequate reflection Strong reflection on Superb reflection on
the lesson in a on lesson and on lesson and lesson and specific lesson and specific
Candidate
pedagogically specific assessments specific assessments assessments showing assessments showing
Reflection meaningful way showing poor showing some good analysis into the robust analysis into
on Lesson analysis into the analysis into the strengths and the strengths and
strengths and strengths and weaknesses of the weaknesses of the
weaknesses of the weaknesses of the instructional method instructional method
instructional instructional and process, and process,
method and process, method and process, adaptations, and levels adaptations, and
adaptations, and adaptations, and of inclusion and levels of inclusion
levels of inclusion levels of inclusion engagement for both the and engagement for
and engagement for and engagement for whole class and both the whole class
both the whole class both the whole class individual needs with and individual needs
and individual and individual sound consideration of with excellent
needs with needs with next steps consideration of next
inadequate satisfactory steps
consideration of consideration of
next steps next steps
Point Final Score:
Chart:
45-50 A
40-44.5 B
35-39.9 C
30-34.5 D
29 and
below:
NOT YET

Edug 587 Grad Ed Lesson Plan 1 Math Tanner A

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Edug 587 Grad Ed Lesson Plan 1 Math Tanner A

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Standards-Aligned Lesson Plan Template

Subject(s): Math Grade: 2nd

Teacher(s): Alyssa Tanner Master Teacher: Lisa Pursley

TPE Target Skills:

Part 1 – Goals and Standards

11. Supporting Opinions (Bridging – FS1 and Class)

6. Connecting Ideas (Bridging – FS1 and Class)

5. Essential Questions: (TPE 1.5)

6. Academic Vocabulary: (TPE 1.4, 1.6, 3.1, 3.2, 3.3, 3.5)

Demographic Profile: Class and Individual Student Information

English Language Arts ( ELA ) Mathematics English Language Learners (ELL)

According to his IEP, FS2 is working towards improving his ability to

Another student has an IEP for stuttering. He presents with disfluent

Three Focus Student Profiles

While they speak Mandarin Chinese at home, FS1

mentioned that she prefers English, which is her

Health and/or Physical Considerations: Socio-emotional Learning Considerations/Social

FS1 has repeatedly conveyed her disinterest in P.E.,

My SEL goal for FS1 is growth in self-awareness. I

Assets/Funds of Knowledge: Interests and Aspirations:

Based on these details, it is apparent that FS2 has a

Health and/or Physical Considerations: Socio-emotional Learning Considerations/Social

Based on my observations, FS2 has a lot of energy

My SEL goal for FS2 is self-management because I

Assets/Funds of Knowledge: Interests and Aspirations:

FS3 lives at home with his mom and his 5-year-old

Health and/or Physical Considerations: Socio-emotional Learning Considerations/Social

FS3 mentioned that he is working on making

Based on my observations, FS3 sometimes

Having this in mind helps me to strategically plan

It is my goal for FS3 to develop his relationship

Assets/Funds of Knowledge: Interests and Aspirations:

Other General Classroom Concerns

Health considerations or physical development factors (if any)

Interests and/or aspirations in the class (relevant to this academic area

Opportunities to address challenges (such as misunderstandings or misconceptions) related to the

Part 3 – Universal Access Lesson Adaptations

1. ELL / SDAIE Strategies: (TPE 1.6, 3.5, 4.4)

3. Social-emotional Learning Support: https://casel.org/what-is-sel/ (TPE 2.1)

4. Universal Design for Learning (whole class) Support: http://udlguidelines.cast.org

• Multiple Means of Engagement:

• Multiple Means of Representation:

• Multiple Means of Action and Expression:

6. Implementation of Strategies for Enhancing Lessons:

21st Century Skills: Technology: Visual and Performing Arts:

Critical Thinking - Students will

Part 4 – Assessment of Student Learning

Part 5 – Instructional Procedure

- Calm Classroom video

Calm Classroom Mindfulness Meditation (3 minutes):

Monopoly Game Object Lesson (5 minutes)

Clarify Lesson Outline:

Direct Teaching (7 minutes):

Guided Practice – Whiteboards (15 minutes):

Independent Practice (10 minutes):

Check for Understanding:

Formative Assessment #2 Rubric

M = I met the goal.

L = I have little understanding of the content.

2. Student achievement of the lesson objective according to the data analysis:

b. support student access to and engagement with the content?

Part 7 – Student Samples

Graduate Education Lesson Plan Rubric