edTPA-Referenced Lesson Plan
Teacher Candidate Name: Eliza Moon
Grade & Subject Area: Third Grade Math
Date for Planned Lesson: September 20, 2021
*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Lesson Title Addition Properties
MN/CC State Standard(s) 3.1.2.2 Number & Operation: Add and subtract multi-digit whole numbers;
- direct quote from MN standards represent multiplication and division in various ways; solve real-world and
documents mathematical problems using arithmetic. Use addition and subtraction to
- if only focusing on one part of a solve real-world problems and mathematical problems involving whole
given standard, underline the part numbers. Use various strategies, including the relationship between
being focused upon addition and subtraction, the use of technology, and the context of the
problem to assess the reasonableness of results.
Central Focus Use addition to solve mathematical problems involving whole numbers.
- derived from standard,
- communicates general goal
Learning Target for this Lesson Students will be able to use addition properties to solve mathematical
- concisely says what students will be problems involving whole numbers.
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. sum, add, count
a. Domain-specific Acad vocabulary
b. solve, draw
b. General Academic vocabulary
(words used in school across many c. Circle the ______ number, draw dots for the _______ number. Then put
subject areas) the ______ number and count up using the ______.
c. Syntax Sentence Frame: Example d. Students will be able to use academic vocabulary when explaining the
sentence that students can use circle/dot trick with or without the sentence frame.
to accomplish target
d. Point in lesson where students will
be given opportunity to use
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports Circle/dot trick
a. Identify how some form of Touch points
additional support will be Sentence frame for students who cannot remember the entire process for
provided for some aspect of the the circle/dot trick.
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence frames
Resources & materials needed Smart Board
White boards
Dry Erase Markers
Lesson Part Activity description / teacher does Students do
Phase 1 Instruct students to get the needed materials for Students will get the
State Target & Activate Prior the lesson. needed materials for the
Knowledge lesson from their
a) Post the learning target “Last week we started working on addition and cubbies.
statement and indicate whether learned a trick to help us with our addition
the teacher or student(s) will read problems. Who can remind me what that trick Students will help to
it aloud is?” complete the example
b) Engage students in activity to on the smart board,
elicit / build prior background
Teacher will put a single digit addition problem giving the steps needed
knowledge
on the board and have students walk me to solve the problem.
through how to solve the problem using the trick
we learned the previous week.
Phase 1 Assessment Teacher will use the student ability to walk her Students will help walk
Explain the plan to capture data through solving the problem to gage how many the teach through the
from this phase of the lesson review problems need to be done as a class. steps needed to solve
the problem on the
board.
Teacher will go over the process for the Students will listen to
Phase 3 Guided Practice circle/dot method to help student remember and the teacher go over the
- Paired/collaborative work for students that were gone the week before. steps of the circle/dot
- Teacher(s) may roam & assist method for addition.
The first step is to circle the bigger number,
then you draw the number of dots that Students will raise their
represent the smaller number. The third step is hands and help to work
to put the bigger number in your head and then through the examples
count up using the dots you have drawn to find on the smart board.
the answer.
Teacher will do a couple examples using this
method on the smart board. Taking input from
students with hands raised to help solve the
examples.
Phase 3 Assessment Around the world check for understanding. Students will use the
Explain the plan to check for Have student write an addition problem using circle/dot method to
ability to apply demonstrated numbers 1-19 on white board. Students will solve the addition
steps/procedures during move to another white board and solve the problem written on the
guided practice problem. white board they moved
to.
Teacher will walk around while students are
working and help students who are struggling.
Teacher will observe students to determine how
many more rounds are needed before moving
on.
Phase 2 Teacher Input / Inquiry Teacher will go over the communitive property Students will listen to
- Explain procedures of addition which says whichever order you put the teacher introduce
- Demonstration the task the addition problem in you are going to get the the three different
- Teacher think aloud same answer, using examples and then proving addition properties and
the property by solving the math problems using go through examples of
the circle/dot method. them. They will raise
their hands when they
Teacher will go over the identity property of have questions or when
addition using a couple examples. Showing the they want to answer
students any number plus zero is going to equal questions that are
that number. asked.
Teacher will go over the associative property of
addition that says changing where the
parenthesis is in the addition problem does not
change the sum. Teacher will do some
examples on the board and prove the property
by solving the examples using the circle/dot
method.
Phase 2 Assessment After teacher introduces the communitive Students will help the
Explain the plan to check for property and does one example on the board teacher to complete the
understanding of steps / students will help walk the teacher through examples for each of
procedures demonstrated in completing the next example. the three addition
this phase This will occur after the identity property is properties.
introduced and then after the associative
property is introduced.
Teacher will use the student’s participation to
gage their understanding of the topic.
Phase 4 Independent practice Teacher will put 2 examples for each of the Students will solve the
- Individual student work properties on the board for students to solve examples written on the
independently on their own white board. board one at a time,
stopping after finishing
Teacher will explain to students that they must each example for the
solve one at a time and raise their hand after teacher to check.
completion of each problem before moving onto
the next.
Phase 4 Assessment Teacher will walk around and check each Students will raise their
Explain plan to check for ability to student answers for each of the examples. hand once they have
apply demonstrated Teacher will use the students answers and the completed an example
steps/procedures during work they showed solving the example to for the teacher to come
independent practice determine their level of understanding. and check their
work/answer.
Phase 5 Restatement & Closure “Today we practiced adding using our circle/dot Students will listen to
a) Restate learning target trick and learned some addition properties. the teacher close out
b) Explain a planned opportunity Before we move onto math groups, we are the lesson.
for students to self-assess going to do a check for understanding.”
their perceived level of Students will hold up 1-
mastery for the target. “I want you to hold up 1,2,3,4, or 5 fingers to 5 fingers to their chests,
your chest. 5 fingers mean you completely to represent their level
understand what we learned about today, 3 of understanding of the
fingers mean you kind of understand what we content learned that
learned today, and 1 finger means you do not day.
understand at all.”
Phase 6 Summative Next Steps Aron
Aubrey
Attach a class roster (first names Logan
only) with space to indicate Ethan
for each student the needed Reese
next steps of instruction. Mea
Ree
Armani
Nathe
Arely
Norah
Gregory
Adyson
William
Mikayla
Jeremy
Isabel
Ezrya
Jonathan
Azariana
Greysen
Elizabeth
Troy
*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory
video to the basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016
edTPA-Referenced Lesson Plan
Teacher Candidate Name: Eliza Moon
Grade & Subject Area: Third Grade Math
Date for Planned Lesson: September 22, 2021
*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Lesson Title Addition Patterns
MN/CC State Standard(s) 3.1.1.3 Number & Operation: Compare and represent whole numbers up to
- direct quote from MN standards 100,000 with an emphasis on place value and equality. Find 10,000 more
documents or 10,000 less than a given five-digit number. Find 1000 more or 1000 less
- if only focusing on one part of a than a given four- or five-digit. Find 100 more or 100 less than a given four-
given standard, underline the part or five-digit number.
being focused upon
Central Focus Compare whole numbers up to 10,000 using place value and equality.
- derived from standard,
- communicates general goal
Learning Target for this Lesson Students will be able to use addition patterns to find 100 more than a given
- concisely says what students will be three- or four-digit number, 10 more than a given two- or three-digit
able to know and do number, and 1 more than a given two- or three-digit number.
- start with appropriate language
function (active verb)
Academic Language (AL) a. place value, digit, tens, hundreds, thousands, add, more than
a. Domain-specific Acad vocabulary
b. Compare, patterns, solve
b. General Academic vocabulary c. _____ more than ______ is ________.
(words used in school across many More than means that we want to _______.
subject areas) d. Students can use academic language when solving the addition
c. Syntax Sentence Frame: Example sentences and explaining their work.
sentence that students can use
to accomplish target
d. Point in lesson where students will
be given opportunity to use
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports Teacher will pull some students that are struggling to the back to work on
a. Identify how some form of some homework problems during independent practice.
additional support will be
provided for some aspect of the When going through examples teacher will draw boxes to represent
lesson for given student(s) hundreds, lines to represent tens, and dots to represent ones as a
- visual, graphic, interactive visualization for the students.
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence frames
Resources & materials needed Smart board
White board
Dry Erase Markers
Math workbook (home work pages)
Pencil
Lesson Part Activity description / teacher does Students do
Phase 1 Instruct students to get the materials needed for Students will gather the
State Target & Activate Prior the lesson. materials needed for the
Knowledge lesson.
a) Post the learning target Teacher will put a 3-digit number on the smart
statement and indicate whether board and ask students what digit is in the Students will raise their
the teacher or student(s) will read ones place, tens place, and hundreds place. hands and answer the
it aloud questions posed by the
b) Engage students in activity to teacher.
elicit / build prior background
knowledge
Phase 1 Assessment Teacher will use the students’ ability to name Students will identify the
Explain the plan to capture data the digit in each of the places to determine how digit in each of the
from this phase of the lesson many students retain the information about places for the three-digit
place value. number on the board.
Phase 2 Teacher Input / Inquiry Teacher will introduce the addition patterns one Students will listen to
- Explain procedures at a time doing a couple examples before the teacher introduce
- Demonstration the task moving onto the next one. The first addition the addition pattern and
- Teacher think aloud pattern is adding 1. Teacher will put an example the process for solving
problem on the board like “1 more than 85.” the problem.
Teacher will first talk about and explain the
words “more than” is another way of saying Students will ask
add. Teacher will go through each step of the question when they
solving the problem on the board. Step one is to arise and provide
figure out which place are we adding 1 to. “Is it feedback to the
the tens, ones, hundreds?” Step two is to teacher’s questions.
determine what digit is in that place. The third
step is to add 1 to that digit. The final step is to
bring down any digits that were not changed.
Teacher will use this same process when
introducing adding 10, and then adding 100.
Phase 2 Assessment After introducing the addition pattern, the Students will help to
Explain the plan to check for teacher will go through a couple examples complete the example
understanding of steps / using students input to help complete the problems as a class by
procedures demonstrated in problem before introducing the next one. raising their hands and
this phase giving the next step to
Teacher will use the student’s participation in complete the problem.
completing the problem to determine if
additional practice/instruction is needed before
introducing the next addition pattern.
Phase 3 Guided Practice After doing a couple examples as a class the Students will copy down
- Paired/collaborative work teacher will write two examples on the board for the example problems
- Teacher(s) may roam & assist students to copy onto their white boards and onto their white boards.
complete.
Phase 3 Assessment Teacher will walk around and provide Students will work to
Explain the plan to check for assistance to students that need it. Teacher will complete the addition
ability to apply demonstrated observe the students working to solve the pattern problems on
steps/procedures during problems and determine if additional instruction their white board and
guided practice is need on the addition pattern before raise their hand if they
transitioning to independent work. need help.
Phase 4 Independent practice Teacher will go through what problems the Students will listen to
- Individual student work students need to do on the homework page and the teacher explain
explain the directions for each of the sections what problems need to
on the homework page. be completed on the
homework and the
Teacher will give the additional time in the directions given.
lesson for students to work on their homework.
Students will work to
complete their
homework assignment.
Phase 4 Assessment Teacher will collect the completed homework Student will turn in their
Explain plan to check for ability to assignments to correct and pull students aside homework when
apply demonstrated later to fix any questions they got incorrect. completed to be
steps/procedures during corrected.
independent practice
Phase 5 Restatement & Closure “Today we learned some addition patterns and Students will listen to
a) Restate learning target how they can show up in our math work. the closing of the
b) Explain a planned opportunity Tomorrow we are going to learn a little more lesson.
for students to self-assess about it and do some more practice with
their perceived level of addition patterns.”
mastery for the target.
Phase 6 Summative Next Steps Aron
Aubrey
Attach a class roster (first names Logan
only) with space to indicate Ethan
for each student the needed Reese
next steps of instruction. Mea
Ree
Armani
Nathe
Arely
Norah
Gregory
Adyson
William
Mikayla
Jeremy
Isabel
Ezrya
Jonathan
Azariana
Greysen
Elizabeth
Troy
*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory
video to the basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016
edTPA-Referenced Lesson Plan
Teacher Candidate Name: Eliza Moon
Grade & Subject Area: Third Grade Math
Date for Planned Lesson: September 23, 2021
*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Lesson Title Addition Patterns
MN/CC State Standard(s) 3.1.1.3 Number & Operation: Compare and represent whole numbers up to
- direct quote from MN standards 100,000 with an emphasis on place value and equality. Find 10,000 more
documents or 10,000 less than a given five-digit number. Find 1000 more or 1000 less
- if only focusing on one part of a than a given four- or five-digit. Find 100 more or 100 less than a given four-
given standard, underline the part or five-digit number.
being focused upon
Central Focus Compare whole numbers up to 10,000 using place value and equality.
- derived from standard,
- communicates general goal
Learning Target for this Lesson Students will be able to use addition patterns to find 100 more than a given
- concisely says what students will be three- or four-digit number, 10 more than a given two- or three-digit
able to know and do number, and 1 more than a given two- or three-digit number.
- start with appropriate language
function (active verb)
Academic Language (AL) a. place value, digit, ones, tens, hundreds, thousands, add
a. Domain-specific Acad vocabulary
b. solve, determine, patterns
b. General Academic vocabulary
(words used in school across many c. ___473___ is ___100____ more than ___373____.
subject areas) d. Students will be able to use academic language when working to solve
c. Syntax Sentence Frame: Example the number sentences and explaining their work.
sentence that students can use
to accomplish target
d. Point in lesson where students will
be given opportunity to use
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports Teacher will pull struggling students to the back table to work on
a. Identify how some form of homework problems.
additional support will be
provided for some aspect of the When going through examples teacher will draw boxes to represent
lesson for given student(s) hundreds, lines to represent tens, and dots to represent ones as a
- visual, graphic, interactive visualization for the students.
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence frames
Resources & materials needed Smart Board
White Boards
Dry erase markers
Math workbook (home work pages)
Pencils
Lesson Part Activity description / teacher does Students do
Phase 1 Instruct students to get the needed materials for Students will get the
State Target & Activate Prior the lesson. needed materials for the
Knowledge lesson from their
a) Post the learning target “Yesterday we worked on addition patterns like cubbies.
statement and indicate whether adding 10, 100, or 1000 to a number so we
the teacher or student(s) will read are going to do a little review of that before Students will listen to
it aloud we move on to what we are learning today.” the introduction of the
b) Engage students in activity to lesson.
elicit / build prior background
Teacher will write example problems on the
knowledge
board and will prompt students to say what Students will help to
steps need to be taken to solve the problem. solve the example
problems of what was
learned the day before.
Phase 1 Assessment Teacher will use the students’ ability to provide Students will provide
Explain the plan to capture data the steps needed to solve the problem to the needed steps to
from this phase of the lesson determine if students retained the information solve the example
taught the day before. problems on the board.
Phase 2 Teacher Input / Inquiry Teacher will put an example problem on the Students will listen to
- Explain procedures board like 452+ _____ =453 and the teacher go through
- Demonstration the task explain/demonstrate for the students how to find the steps to solve the
- Teacher think aloud the answer to the problem. The first step is to math problem.
compare the numbers in each place to see
which place changed. After discovering which Students will raise their
place changed, you must determine by how hands and give the next
many and then determine how much you are step needed to solve
adding to get to the answer given. the example on the
board.
Teacher will do a couple examples on the board
and call on students that raise their hand to give
the next step in solving the problem.
Phase 2 Assessment Teacher will use the students’ participation to Students will help to
Explain the plan to check for gage whether to do another example on the solve the examples on
understanding of steps / board or if we can move on to doing some the board by raising
procedures demonstrated in guided practice. their hands.
this phase
Phase 3 Guided Practice Teacher will write example problems on the Students will copy the
- Paired/collaborative work smart board for students to copy onto their examples from the
- Teacher(s) may roam & assist white boards and then solve. board onto their white
boards.
Phase 3 Assessment Teacher will walk around while students are Students will work to
Explain the plan to check for working to determine which students are still complete the examples
ability to apply demonstrated struggling and need some help and which on their white board,
steps/procedures during students have an understanding of the content. and raise their hand if
guided practice they need help.
Phase 4 Independent practice Teacher will go through what problems the Students will listen to
- Individual student work students need to do on the homework page and the teacher explain
explain the directions for each of the sections what problems on the
on the homework page. homework page need to
be completed and
Teacher will give the remaining whole group explain the directions
math time for the students to work on their for the homework.
homework.
Students will work to
complete their
homework taking home
whatever they did not
finish to complete later.
Phase 4 Assessment Teacher will collect the homework the next day Students will turn in
Explain plan to check for ability to and correct it to see if the content needs to be their homework in the
apply demonstrated retaught, built on a little more, or if we can move blue bin when finished
steps/procedures during onto the next lesson. or the next day when
independent practice they get to school.
Phase 5 Restatement & Closure “We are going to continue to build on what we Students will listen to
a) Restate learning target learned today, so that we can all get better at the closing of the
b) Explain a planned opportunity adding.” lesson.
for students to self-assess
their perceived level of
mastery for the target.
Phase 6 Summative Next Steps Aron
Aubrey
Attach a class roster (first names Logan
only) with space to indicate Ethan
for each student the needed Reese
next steps of instruction. Mea
Ree
Armani
Nathe
Arely
Norah
Gregory
Adyson
William
Mikayla
Jeremy
Isabel
Ezrya
Jonathan
Azariana
Greysen
Elizabeth
Troy
*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory
video to the basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016
