T&L Instructional Plan Template

10/26/2014
(edTPA Aligned)

Background Information (When doing the actual edTPA, leave out identifiers)
Teacher Candidate: Carly Whitney
Date: 10/26/14
Cooperating Teacher: Dianna Miller
Grade: 2nd
School District: Auburn
School: Lakeland Hills Elementary
University Supervisor: Lori White
Unit/Subject: Odds and Evens/Math
Instructional Plan Title/Focus: Odd Todd and Even Steven

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose: This lesson is intended to help students better
understand what the differences between odd and even numbers are. They will
take what they have learned about even and odd numbers and apply it to their
performance assessment. This will give the students the opportunity to
demonstrate their understanding of even and odd numbers and apply it to their
mathematics. This lesson is important because it stresses the importance of odd
and even number sense and it is accommodating to all types of learners.
b. Alignment to State Learning Standards:
CCSS
Standard: 2.0A.3
Determine whether a group of objects (up to 20) has an odd or
even number of members, e.g., by pairing objects or counting them
by 2s; write an equation to express an even number as a sum of
two equal addends.
ELP
Standard 2-3.1
An ELL can use a developing set of strategies to: identify the main
topic or message, answer questions, retell some key details from
read-alouds, simple written texts, and oral presentations.
c. Content Objectives:
SWBAT Use appropriate tools strategically to aid the solving of odd or even
problems
SWBAT Attend to precision for solving odd or even problems
Language Objectives:
SWBAT Read even and odd problems and persevere in answering them
correctly.

d. Previous Learning Experiences: Before this lesson, students will have prior
knowledge about number patterns and place value. They should know how to use the
place value dice as an appropriate math manipulative. They should also be familiar with
skip counting by 2s, 5s, and 10s to 1,000.
e. Planning for students Learning Needs (accommodations, students experiences, prior
learning and experiences):
f. Assessment Strategies (informal and formal):
Content Objectives
Assessment Strategies
SWBAT Read even and odd problems and Formative: Students will listen to
persevere in answering them correctly
directions to follow along with the
demonstration and answer worksheet
questions with the class. The students will
be taught the mathematic concept before
being introduced to their worksheet. The
teacher will demonstrate how to do the
assignment and the class will work on it
together. The teacher will circulate the
classroom and check their understanding
with simple checklist. The students will
have the opportunity to ask questions about
the directions and the standard during this
time.
Summative: The teacher will be
circulating the classroom to observe the
students and their understanding while the
students work independently on their
worksheet. The students will turn in their
worksheet for the teacher to assess. They
will gain an understanding of how to
recognize how to identify even and odd
numbers. The teacher will compare student
work to the answer key.
SWBAT Use appropriate tools strategically Formative: Each student will use the tools
to aid the solving of odd or even problems
given to them to sort out their place value
numbers and to focus on whether the
number is even or odd. These will be used
appropriately and not as toys to be played
with. They will have the opportunity to
practice using the tools for their work
before being formally assessed using them.
Summative: The students will turn in their
tools and their worksheet. The teacher will
observe whether or not the students are
using the tools strategically by circulating

the room and making mental notes during

the lesson. If a student is not using the tools
strategically, the teacher will deal with the
situation accordingly.
SWBAT attend to precision for solving odd Formative: Students will learn how to
or even problems.
identify even and odd numbers and how to
skip count to 1,000 by 2s, 5s, and 10s.
The teacher will teach the students the
different methods to identify these types of
numbers by focusing on precise place
value, especially the ones place. The
students will have practice focusing on the
components of the problem.
Summative: The worksheets will be
handed in and the teacher will also ask
summative questions to the students
throughout the lesson to gain a greater
sense of how the students are doing in
relation to the standards.
g. Student Voice:
K-12 students will be able
to:

1. Explain student leaning

targets and what is required
to meet them (including
why they are important to
learn)

Student-based evidence to
be collected (things
produced by students:
journals, work samples,
projects, papers, etc.)
Students will be introduced
to the learning targets at the
beginning of the lesson and
they will repeat it as a class
in an echo response. They
will verbally reflect about
the standard as a class
before beginning the lesson.
They will have the
opportunity to reflect on
their understanding in
relation to the standards on
their odd and even
worksheet.

Description of how students

will reflect on their
learning.
Students will respond to If
you understand what the
differences between even
and odd are show me in
sign language yes or no. If
you feel confident with
identifying odd and even
numbers show me yes and
if you still feel like you
need more instruction or
uncertainty, give me a no.
Students will use the
worksheet student voice
section to reflect on their
odd and even skill as well
as their place value sense in
relation to the standard. The
will circle a smiley face
on the 1-10 scale. This is a

2. Monitor their own

learning progress toward
the learning targets using
the tools provided
(checklists, rubrics, etc.)

3. Explain how to access

resources and additional
support when needed (and
how/why those resources
will help them)

form of student voice that

they are familiar with.
Students will identify odd
Students will be given oral
and even numbers using
directions to show their
place value dice. They will understanding of odd and
share their understanding of even to give the odd signal
even and odd as well as
and the even signal during
their understanding of skip
the read aloud. When you
counting using the class
hear an odd number please
number line. They will sing silently show me the
the even and odd song
number 1 using your finger.
aloud. The students will
If you hear an even number
show their understanding of being read, please show me
odd and even during the
your understanding by
read aloud using hand
showing me a 2 or a pair
signals. They will use Brain with your hands. They will
Pop to take a challenging
be taught a song and dance
class quiz to prove their
about odd and even as well.
overall understanding. They After core instruction, the
will also have go over their students will reflect on
worksheet with the class.
where they think they are in
Students will have the
relation to the standard with
opportunity to select the
the question, If you
level of difficulty they
understand what the
would like to initially try on differences between even
their worksheets. After the
and odd are show me in
teacher is done instructing
sign language yes or no. If
the class about odd and
you feel confident with
even, the students will have identifying odd and even
time to reflect on their
numbers show me yes and
confidence with the
if you still feel like you
learning targets and they
need more instruction or
will decide for themselves if uncertainty, give me a no.
they would like to use
Based off of their reflection,
higher place value dice for
they will be able to decide
their worksheet. They can
on what level of place value
change the level of
dice they would like to
difficulty throughout the
work with for the
course of their work period. worksheet.
Students will be provided
with access to resources and
additional support
throughout the lesson. They
will verbally reflect on their
standard with their peers.

Students will seek out

additional learning
assisstance when given the
opportunity to use other
resources. By reaching out
for these extra resources,

They will also have the

the students is showing that
opportunity to reach out and they need extra help.
use the Brain Pop website
for further assistance for
their understanding if
necessary. If they feel like
the level of place value dice
is too high or too low, they
know that they can verbally
ask to change the level of
difficulty to be more
successful.

Grouping of Students for Instruction:

Students will be given instruction at the carpet. They will receive explicit instruction on
the carpet and in their seats. The students will sit on the carpet, stand on the carpet, and
sit at their desks during the lesson. I have structured this lesson in this way to allow
students the opportunity to work independently, collaboratively, and to reflect on their
work.

Section 2: Instruction and Engaging Students in Learning

1. Introduction:
The lesson will be introduced to the students by the teacher saying, I want you
to think about what we have been talking about in math and what you think we
might be learning about next in math. Now, can anyone predict what you think we
might be in the mailbox today? The students will share their predictions with the
class and their predictions will be positively by the teacher. The objects will be
revealed to represent odd and even. After the teacher shows the class the pairs and
single object, the class will be asked to observe the objects and to think about
what they have in common and what their differences are. The students will
receive prompting questions to held guide them to the realization that the objects
represent odd and even. The students should recognize that there is an even pair
of objects and an object that is alone as a single object. The teacher will point out
(if the students havent already) that the objects represent odd and eve. The class
will then be asked what odd means and what they think even means. They will
receive immediate verbal feedback on their responses.
2. Learning Activities:
1. The students will be asked to silently come to the carpet.

2. Once everyone has found their own personal square on the carpet the
teacher will draw attention to the mailbox by saying, I want you to think
about what we have been talking about in math, and what you think we
might be learning about next week in math. Now, can anyone predict what
might be in the mailbox today?
3. The students will have the opportunity to share their predictions with the
class and their neighbors. This is where the students will have the
opportunity to show their expression of what they have learned and what
they are hoping to learn.
4. The teacher will pull out the objects in the mailbox. They will show the
class the pair of objects and the single object.
5. The teacher will ask the class to observe the objects and think about what
they have in common as well as their differences. The students should
recognize that there is a pair of objects and one object without a pair
alone.
6. If the students have not already figured it out, the teacher will point out
that the objects represent odd and even numbers.
7. The teacher will ask the class what odd means and what even means.
8. The teacher will add to the class description and use students as a visual
aid
9. The teacher will direct the students attention to the state standard of focus
and have them echo what it reads.
10. The teacher will have two students volunteer to come up to the front to
demonstrate what even means. The teacher will point out that they are a
pair and great friends. The teacher will then pick one volunteer to come up
to show how one is a lonely odd number with no friend. Two more
students will be asked to join the one student to show that three is an odd
number. The teacher will explain that even though two of the three might
make a pair, one friend would be left out and an become an odd number.
11. The teacher will ask the volunteers to take their seats and then point out
skip counting by 2s, 5s, and 10s.
12. The teacher will pull out the number line and Velcro dots for a
demonstration for one of the multiple means of access to the content.
13. Together the class will count by 2s, 5s, and 10s accompanied by colorcoded skip counts. The class will recognized even and odd patterns by
viewing the number line.
14. The teacher will ask the students to stand up silently and direct their
attention to the screen (another form of access to the content) to follow
along with the Even and Odd song. The song is another mean of assess to
the content for the students. The song will be played two times through
and the teacher will lead the class in song and dance. This activity is very
engaging and gets the students to be active in their learning.
15. After the song is over, the class will discuss what the lyrics mean and why
they are so important to the lesson.
16. The students will be asked to sit back on their colored carpet square and
give their attention to the book, Even Steven and Odd Todd.

17. The teacher will tell the class that they should show their understanding of
odd and even using hand signals to show that they are active in their
learning. The students will be told to show the number one with their
fingers when they hear an odd number and to show two with their fingers
to represent even numbers.
18. The teacher will being reading Even Steven and Odd Todd as another
mean of assess to the content, checking to make sure that all of the
students are participating with their hand signals throughout the story. The
hand signals that the students use throughout the story can show an
expression of following along and being active in their learning. The
students will have the opportunity to connect the standard to their own
personal lives. The teacher will ask the class, How might your awareness
of odd and even be useful in the real world? The book shows many
examples of odd and even numbers in real life, which will help the
students to begin thinking of how odd and even could be prevalent in their
own lives. The students will have some time to think independently, pair
share, and share to the group about their personal examples. They will be
asked to find personal connections to the characters in the story and share
them with the class. The students and the teacher will be able to use this
opportunity to get to know the students in the class better and gain a better
understanding of each others interests.
19. Before transitioning, the teacher will ask, What is the purpose of
identifying odd and even numbers? and the question, What benefits can
you gain by identifying odd and even numbers?
20. After the discussion, the students will be dismissed to their table groups by
odd numbered tables and even number table groups.
21. Each student will have a set of place value dice and a worksheet on their
desk, the teacher will explain to the students that they are not to touch
these objects.
22. The teacher will tell the students that they will be watching a Brain Pop
video on odd and even numbers for another mean of assess to the content.
23. The students will silently watch the Brain Pop.
24. The class will take the challenging Brain Pop quiz together to check
understanding. The students will collaborate with groups by putting their
heads together and individually to come up with answers. Their work
ethic in this situation can show whether they are being active learners or
passive learners. The teacher will ask, Why is it important to strategize as
a class and not just individually?
25. The teacher will switch the projector back to the Aver vision and read the
class the directions of the worksheet. Roll both dice. Write the two digit
number you roll. Decide if the number is even or odd. Remember to
always look at the number in the ones place.
26. The teacher will draw attention to the ones place by drawing a ones
house and talking about how only nine people can live there. This extra
attention to the ones place will help remind the students of how you can
tell an even and odd number by just viewing the ones place.

27. The teacher will model the worksheet using the I do, we do, and you do
method, while also stressing the importance of following directions. Using
I do, we do, you do, is a great way for the students to show their active
learning skills by collaborating with their groups, as a class, and
individually. For the I do part, the teacher will demonstrate how the
worksheet is completed. For the we do part, one student will come up to
roll the dice and the students will record their information onto their first
problem on the worksheet together. For the you do part of the lesson, the
students will work individually on the worksheet.
28. There will be some students who will need to only use the ones place dice
to complete the worksheet and there will be students who will need to be
challenged with the 100s place value dice or even the 1,000s place value
dice. The teacher will be circulating the class to adjust accordingly. The
students will also have the opportunity to decide for themselves what level
they should be working at.
29. The students will fill out the student voice section on the worksheet by
filling out the smiley face rating scale.
30. Once everyone has finished, the class will share their results and compare
how often odd and even numbers were rolled.
31. The worksheets will be collected and reviewed by the teacher.
3. Closure:
The teacher will bring the class together and have the students share their
understanding of odd and even. The students will share how often these numbers
appeared and reflect on the lesson.
4. Independent Practice:
In the future, I would try to fid more time to connect odd and even into the lives
of my students. It would help them make deeper connections and further their
understanding.
5. Instructional Materials, Resources, and Technology:
Place value dice
Even Steven and Odd Todd book
Skip count number line
Brain Pop
Computer
Aver vision
Projector
Pencils
Mailbox
Animal pair and single
Even and Odd worksheet
6. Acknowledgements:
This instructional lesson plan was written by Carly Whitney.