Edtpa Math Lesson Plans 3

***Reminder: All fields must be completed prior to submission.
Name:
Linda Hillard
Grade: 2nd
Lesson
Title:
Lesson #1- Making Arrays
Date: 11/3/14
CCGPS or GPS Standard(s):

MCC2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows
and up to 5 columns; write an equation to express the total as a sum of equal addends.
Classroom/Lesson Context (please check the following that apply):
X Whole Group _____ Small Group _____ One-on-One _____ Students with EIPs/504s _____ ELL Students
____ Other (Please specify: _______________________________________________________________________)
Please specify the number of students:
10 Girls
16 Boys
Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

No IEP Plans
Learning - Focus
Essential Question(s)
1-3 BIG ideas! How
can these questions be
used to guide your
instruction?
Central Focus/Lesson
Objective(s)
Objectives are
measurable and
aligned with the
Strategies
1. I can use addition to find the total number of objects in an array.
2. I can represent the total number of objects arrayed in a rectangular array as
an expression with the repeated addition.
3. I can construct rectangular arrays using concrete manipulatives.
1. Students will utilize the PowerPoint to practice making mathematical arrays

based on a given number.
2. Students will understand that equal dividends can be arranged into rectangular
arrays and can be used to find the sum.
standard.
Academic Language
What is the key
language demand?
What academic
language will you
teach or develop?
What are the key
vocabulary words
and/or symbols?
Language Functions (Identify the purpose for which the language is being used, with attention
to goal and audience- the one verb from the standard; ex. demonstrate.)
(The key language demand for this lesson is defining and classifying)
Language Vocabulary (Identify key, content specific words for this lesson: examples of
vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters,
settings, descriptions, dialogue, stage directions. Additionally, include words within a text
necessary for students comprehension.)
(Equal, array, sum, dividend, addition, rows, across, columns, up & down, )
Academic Language Demand (Identify one of the following: reading, writing,

listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding support- depending on the needs of the students throughout the lesson.)
(The demand we will be using is listening/speaking and demonstrating &
performing)
Materials
Array PowerPoint
What resources can be

used to engage
students?
Projector
Explore building array worksheet
Pencil
Introduction to
Lesson/
Activating Thinking
I will introduce the lesson by having a picture of an array displayed on the

overhead projector. Look at this picture of donuts. I will introduce the math term
array. I will ask students can they tell me something about the picture of the
donuts. (An array consists of columns and rows.) Can you tell me anything else
What is the hook for

the lesson to tap into
prior knowledge and
develop students
interests? This should
tie directly into the
lessons objective and
standard and should
promote higher level
thinking. How will you
introduce the content
specific vocabulary
words?
***Use knowledge of
students academic,
social, and cultural
characteristics.
about the picture? (The columns and rows are equal.) We will count how many
rows and how many columns. I will demonstrate that rows go across and
columns go up and down.
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate): I will ask questions as a whole group and I will also
ask questions by students hand raised.
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs and/or

504s in addition to students below and/or above grade level- cognitive and/or affective):
I will work individually with my EIP student and 504 students to make sure they
understand the instructions.
Management Plan: I have a system of raising my hand up to regain order in the

classroom. I will also use 123 all eyes on me.
Body of Lesson/
I will use each picture to demonstrate rows and columns. Students will call on
students to tell me how many rows and columns. Who has a box of crayons? Are
What will you have the these crayons an array? Why? (It is an array because it has equal rows and
students do after you
columns.) I will ask challenging questions to make students think hard and make
introduce the lesson
sure they are progressing with the lesson. After looking at all of the pictures, I
to learn the
finally end up with the question for students to give me a definition of an array. I
will pass out the, Explore building array worksheet. Students will complete this
standards? What
questions will you ask worksheet individually. I will go around the room and check individual progress
of students to determine how to help them.
to promote higher
level thinking?
Teaching Strategies
sentences):
area speak, write, and participate):
What opportunities
will you provide for
students to practice
content language/
I will ask questions as a whole group and I will also ask questions by students hand
raised.

vocabulary? What
language supports will
you offer?
Management Plan: Group leaders will collect all papers and materials.
Closure/
Summarizing
Strategies:
How will the students
summarize and/or
share what they have
learned to prove they
know and understand
the standard(s) and its
vocabulary? Will you
provide opportunities
for students to apply
new knowledge while
making connections to
prior learning?
I will circulate around the room while students are working on their independent
practice and work with any students as necessary. If I feel students need
additional help, I will model an array problem by using the projector.
In closure, students should show a basic understanding of the vocabulary.
sentences): Students will understand, communicate, and perform tasks associated
with the content. I included the vocabulary in conveying questions to students.
Students will provide written and verbal responses.

Work individually with students that are having difficulty. Possibly pair my low
level students with a high level student.

Assessment/
Reminder: Assessment plan must align with objective(s)/standard(s).
Evaluation
Every standard listed
above must be
assessed and included.
Questions to consider
while planning:
How will students
exhibit an
understanding of the
lessons objectives?
How will you provide
feedback? What
evidence will you
collect to demonstrate
students
understanding/master
y of the lessons
objective(s) including
their usage of
vocabulary?
Reflection/Analyzing
Teaching
Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as such;
remember to identify both formative & summative assessments throughout the lesson):
No IEP. My 504& EIP student will be monitored throughout the lesson.
Assessment Plan for Learning Objectives (This is a plan and should be written as such;
The formative assessment is throughout the lesson by discussing and

generalizing what has been learned. Questioning, answering, and reflecting back
on what was learned. The summative assessment is their Explore building array
worksheet.
The tried to develop a lesson that is challenging, developmentally appropriate for

2nd grade students, and strategically organized.
Effectiveness
Reflection includes
characteristics of the
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.
I applied effective a problem-solving-based mathematical concept and a lesson

that engage students at their level of readiness and provoke them to develop
conceptual understanding, to generate, select, use problem-solving strategies,
and to activate multiple representations of their mathematical thinking.
***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment,
Learning and Equity (SCALE), and Columbus State University.

Name:
Linda Hillard
Grade: 2nd
Lesson
Title:
Lesson #2- Dice Arrays
Date:11/4/14

___Whole Group 2 per Small Group _____ One-on-One 2 Students with EIPs/504s _____ ELL Students
10 Girls
16 Boys

No IEP Plans
Learning - Focus
Strategies
1-3 BIG ideas! How
used to guide your
instruction?

2. I can represent the total number of objects arrayed in a rectangular array as an
expression with the repeated addition.
3. I can construct rectangular arrays using concrete manipulatives.
4. I can write an addition equation (e.g., 3+3+3=9) to express the total as a
sum of equal addends.
Objective(s)
1. Students will utilize the PowerPoint to practice making mathematical arrays

based on a given number.
2. Students will build arrays using manipulatives and write an equation to express
the sum.
Objectives are
measurable and
aligned with the
standard.
Academic Language
What is the key
language demand?
What academic
language will you
teach or develop?
What are the key
vocabulary words
and/or symbols?
(The key language demand is define and demonstrate)
(Equal, array, sum, dividend, addition, rows, columns, across, up & down,
repeated addition, multiplication )

(The demand we will be using is writing and demonstrating & performing)
Materials
Array PowerPoint

used to engage
students?
Projector
Big Dice
A pair of small dice for each student
Paper/Pencil
Rubric
Introduction to
Lesson/
Activating Thinking
prior knowledge and
develop students
standard and should
specific vocabulary
words?
***Use knowledge of
students academic,
characteristics.
I will re-introduce the array PowerPoint but this time I will display a picture that is
an array but not an equal array. I will ask, Is this an array? I will explain to
students that this is an array but not an equal array. I will ask students to look
around the room to discover an array. What is an array? Arrays consist of what?
(equal rows and equal columns). I will show some of the pictures from the
PowerPoint again. I will model arrays by putting them on the projector and
asking students the number of rows and columns. We will count the number of
rows and columns and add them up. I will tell students that another word to get
the sum of numbers is repeated addition. I will guide students to focus on the
arrangement of the array to write the equations.
4 columns of 3: 3+3+3+3=12
3 rows of 4: 4+4+4=12
What is the total number of this array? (12)
In guided practice, I will basically repeat the steps I just went through with
students.
I will introduce the lesson by showing the students the big dice and rolling it. We
are going to use these dice to make arrays.
sentences):
raised.

Body of Lesson/
I will give 2 students a set of small dice for them to make your own arrays.
Students will take turns rolling the dice while the other student draws the array.
Teaching Strategies
When a student creates an array, challenge their partner to provide an
explanation. I will help students through the difficult problems to prepare them
What will you have the
for the next stage of the concept. I will ask challenging questions to make
students think hard and make sure they are progressing with the lesson. (How
many squares are in the array?) (How do you know you have the right answer?) I
to learn the
will ask them to give an explanation of their answer.
standards? What
questions will you ask
to promote higher
level thinking?
sentences):
What opportunities
content language/
vocabulary? What
language supports will
you offer?
raised.

understand the instructions. Any student struggling with the concept, I will work
with them individually. I may have to use manipulatives for my struggling
students.
Management Plan: Group leaders will collect all papers and materials.
Closure/
Summarizing
Strategies:
I will circulate around the room while students are working on their independent
practice and work with any students as necessary. As I monitor the work, I listen
to the discussion and help students to look for patterns and generalizations.

summarize and/or
know and understand
new knowledge while
prior learning?
Students will share individually with students and listen to their explanations of
at least two of their arrays. Ask students the Guiding Questions and ensure
discussion addresses correct responses for each. In closure, students should
show a basic understanding of the vocabulary. I will conclude the lesson by
discussing and generalizing what has been learned. The generalization involves
extending what has been learned to new examples. I will score this assignment
according to the rubric.
sentences): Students will understand, communicate, and perform tasks associated
with the content. I included the vocabulary in conveying questions to students.
Students will provide written and verbal responses.

Assessment/
Evaluation
Eve
ry standard listed
above must be
while planning:
How will students
exhibit an
lessons objectives?
feedback? What
evidence will you
students
y of the lessons
their usage of
vocabulary?
Teaching
Effectiveness
I tried to develop a lesson that is challenging, developmentally appropriate for

2nd grade students, and strategically organized.
Reflection includes
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.

on what was learned. The summative assessment is their written paperwork and
the rubric in which the lesson will be scored.
I applied effective a problem-solving-based mathematical concept and a lesson

that engage students at their level of readiness and provoke them to develop
conceptual understanding, to generate, select, use problem-solving strategies,
and to activate multiple representations of their mathematical thinking.

Name:
Linda Hillard
Grade: 2nd Grade
Lesson
Title:
Lesson # 3-Matching Arrays
Date: 11/5/14

X Whole Group _____ Small Group _____ One-on-One 2 Students with IEPs/504s _____ ELL Students
10 Girls
16 Boys

No IEP Plans
Learning - Focus
Strategies
1-3 BIG ideas! How
used to guide your
instruction?
Objective(s)
Objectives are
measurable and

2. I can represent the total number of objects arrayed in a rectangular
array as an expression with the repeated addition.
3. I can write an addition equation (e.g., 3+3+3=9) to express the total as a
sum of equal addends.
1. Students will match the array with repeated addition sentences and number
of rows/columns.
aligned with the

standard.
Academic Language
What is the key
language demand?
What academic
language will you
teach or develop?
What are the key
vocabulary words
and/or symbols?
(The key language demand is define and demonstrate)
(Equal, array, sum, dividend, addition, rows, columns, across, up & down,
repeated addition, multiplication )

(The demand we will be using is writing and demonstrating & performing)
Materials
Array Puzzle Pieces

used to engage
students?
Projector
Introduction to
Lesson/
Boys and girls, we have been learning about arrays. Can someone tell me the
definition of an array? What does arrays consist of? When we add up all the
rows and columns, we are using a term called? I will write down examples of
array problems and call students to the board to solve. I will repeat the
questions. Once the students practice some of these problems, we will began
Activating Thinking
Post-Assessment

prior knowledge and
develop students
standard and should
specific vocabulary
words?
***Use knowledge of
students academic,
characteristics.
our lesson. This is a whole group lesson.
sentences):
raised.


I will hand each student a piece of the puzzle. I will keep the matching piece to
display on the overhead projector. When I place a piece on the projector, I will
Teaching Strategies
ask the student to raise their hand if they have the matching piece of the puzzle. I
will re-engage students in their thinking by asking them probing questions. How
What will you have the
do we know the array is equal? How do we know if the puzzle piece is the correct
repeated addition? The lesson will be complete once all students match their
piece with my piece of the array.
to learn the
standards? What
questions will you ask
to promote higher
level thinking?
Body of Lesson/
sentences):
What opportunities
raised.
content language/
vocabulary? What
language supports will Language Discourse (structures of written or oral language; how participants of the content
you offer?
Students will answer questions by using the chosen vocabulary.

understand the instructions. Any student struggling with the concept, I will work
with them individually. I may have to use manipulative for my struggling
students.
Management Plan: Students will stay at their seats until the lesson is over. They
will raise their hands to be called on.
Closure/
Summarizing
Strategies:
summarize and/or
know and understand
new knowledge while
prior learning?
After students have matched all of their cards, I will pass out the postassessment. Remember I gave you a pre-assessment before we started the array
lessons. I am going to pass out the same assessment again so that we can see if
any learning occurred.
sentences):
Students will understand, communicate, and perform tasks associated
Students will provide written and oral response.

Assessment/
Evaluation
Every standard listed
above must be
while planning:
How will students
exhibit an
lessons objectives?
feedback? What
evidence will you
students
y of the lessons
their usage of
vocabulary?
Teaching
Effectiveness
Reflection includes
lesson and specific
examples on how it
can be improved.
on what was learned. The summative assessment will be the post-assessment.
I wanted to develop a lesson that was engaging and at the same time fun for the
students. Students were able to activate their prior knowledge and apply their
higher level of thinking by matching their puzzle piece to my puzzle piece.
Improvements are
based on the
effectiveness
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.

Edtpa Math Lesson Plans 3

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***Reminder: All fields must be completed prior to submission.

Lesson #1- Making Arrays

CCGPS or GPS Standard(s):

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

1. Students will utilize the PowerPoint to practice making mathematical arrays

Academic Language Demand (Identify one of the following: reading, writing,

What resources can be

I will introduce the lesson by having a picture of an array displayed on the

What is the hook for

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs and/or

Management Plan: I have a system of raising my hand up to regain order in the

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs and/or

In closure, students should show a basic understanding of the vocabulary.

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs and/or

Management Plan: I have a system of raising my hand up to regain order in the

Reminder: Assessment plan must align with objective(s)/standard(s).

No IEP. My 504& EIP student will be monitored throughout the lesson.

The formative assessment is throughout the lesson by discussing and

The tried to develop a lesson that is challenging, developmentally appropriate for

I applied effective a problem-solving-based mathematical concept and a lesson

***Reminder: All fields must be completed prior to submission.

Lesson #2- Dice Arrays

CCGPS or GPS Standard(s):

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

1. I can use addition to find the total number of objects in an array.

1. Students will utilize the PowerPoint to practice making mathematical arrays

Academic Language Demand (Identify one of the following: reading, writing,

(The demand we will be using is writing and demonstrating & performing)

What resources can be

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs and/or

Management Plan: I have a system of raising my hand up to regain order in the

classroom. I will also use 123 all eyes on me.

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs and/or

How will the students

Management Plan: I have a system of raising my hand up to regain order in the

Reminder: Assessment plan must align with objective(s)/standard(s).

No IEP. My 504& EIP student will be monitored throughout the lesson.

I tried to develop a lesson that is challenging, developmentally appropriate for

The formative assessment is throughout the lesson by discussing and

I applied effective a problem-solving-based mathematical concept and a lesson

***Reminder: All fields must be completed prior to submission.

Grade: 2nd Grade

Lesson # 3-Matching Arrays

CCGPS or GPS Standard(s):

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

1. I can use addition to find the total number of objects in an array.

aligned with the

Academic Language Demand (Identify one of the following: reading, writing,

(The demand we will be using is writing and demonstrating & performing)

Array Puzzle Pieces

What resources can be

the lesson to tap into

our lesson. This is a whole group lesson.

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs and/or

Management Plan: I have a system of raising my hand up to regain order in the

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs and/or

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs and/or

Reminder: Assessment plan must align with objective(s)/standard(s).

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