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Lesson Plan Template

First Name

Mary Leilani

Last Name

Hanchett

UH Email

Maryjan2@hawaii.edu

Date

04/30/2015

Semester

Year

2015

Grade
Level/Subject

1/Mathematics

Lesson Duration 30 minutes

Title

Solving word problems with shapes

Lesson Overview
Briefly summarize your lesson plan in a few sentences.
In this lesson students will be solving word problems using manipulatives. Each shape
will represent a value and students will write their values down on their paper and solve
the problem. I will have students create their own problems and give students some
problems created by the teacher as well.
Central Focus (Enduring Understandings)
A brief description of the important understanding(s) or key concept(s)
edTPA Rubric 1 Planning for Subject Specific Understandings: The candidates
plans build on each other to support learning of essential understandings and
concepts to lead students to make connections. There is a clear connection between
concepts and skills.
InTASC Standard 4. Content Knowledge

I want students to be able to use manipulatives to create word problems, and solve
these problems. I want students to be able to solve word problems using familiar
strategies, such as counting on, making tens, and doubles. I want students to be able to
use these skills outside of the classroom as well.
Essential Question(s)
The big idea of the lesson stated as a question or questions
How can you use addition to solve word problems using different strategies and
shapes?
Content Standard(s)/Benchmark
The Common Core State Standards (CCSS) or Hawaii Content & Performance
Standards III (HCPS III) that align with the central focus and address essential
understandings, concepts, and skills
1.0A.2: Solve word problems that call for addition of 3 whole numbers by using objects

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and equations.
1.0A.3: Apply properties to operations as strategies to add.
1.0A.6: Use strategies like counting on, making ten, and doubles for demonstrating
fluency.
Prior Academic Knowledge and Student Assets
The students prior academic learning and personal/cultural/community assets that will
support their learning
edTPA Rubric 3 Using Knowledge of Students to Inform Teaching and Learning:
The candidate uses knowledge of his/her students to justify instructional plans.
InTASC Standard 1. Learner Development

The students had one lesson prior to this one introducing them to word problems using
the different kinds of shapes. Students are also familiar with using different strategies
such as counting on, making tens, and doubles. The students count on using the
number line on the dry erase board during the day, and they have number lines on their
desks. The students say their doubles facts and have been working on making tens in
the classroom as well.
Academic Language Demands
The language function essential for student learning (verb), additional language
demand(s) (vocabulary or symbols, syntax, discourse), and language supports (helps
the student understand and use language)
edTPA Rubric 4: Identifying and Supporting Language Demands: The candidate
identifies and supports language demands associated with key learning tasks.
The students will be using addition to solve word problems.
The students will be solving word problems led by the teacher as well as ones they
create on their own.
Some students will be able to use strategies to solve the word problems they will be
working on.

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Instructional Strategies and Learning Tasks
A description of what the teacher will be doing and what the students will be doing that
1) uses clear steps that convey the use of multiple strategies, resources, and
technology and 2) offers opportunities offered for inquiry, active learning, individual
work, and pairs/small group interactions
edTPA Rubric 6 Learning Environment: The candidate demonstrates rapport with
and respect for students. Candidate provides a challenging learning environment that
provides opportunities to express varied perspectives and promotes mutual respect
among students.
EdTPA Rubric 7 Engaging Students in Learning: The candidate actively engages
students in learning tasks that address their understanding of key content. Candidate
prompts students to link prior academic learning and personal, cultural, or community
assets to new learning.
EdTPA Rubric 8 Deepening Student Learning: The candidate elicits student
responses to promote thinking and to apply strategies and skills. Candidate facilitates
interactions among students so they can evaluate their own abilities to apply the
essential strategy in meaningful reading or writing contexts.
EdTPA Rubric 9 Subject-Specific Pedagogy: The candidate supports students to
learn, practice, and apply strategies and skills. Candidate explicitly teaches students
when to apply the strategy in meaningful contexts.
InTASC Standard 3. Learning Environments
InTASC Standard 5. Application of Content
InTASC Standard 7. Planning for Instruction
InTASC Standard 8. Instructional Strategies

Give detailed, step-by-step instructions on how you will implement the

instructional plan.
Describe exactly what students will do during the lesson.
Lesson by my mentor teacher:
Prior to the lesson my mentor teacher and I will pass out different shapes to the
students. I will have these shapes drawn on the board, (hexagon, trapezoid, triangle,
square, rhombus/kite/parallelogram, narrow rhombus/narrow diamond). The values of
each shape have been predetermined by the teacher; hexagon (6), trapezoid (3),
triangle (2), square (4), rhombus (5), narrow rhombus (1).
Introduction: I will start off by telling the students remember what you did yesterday in
Math class, you worked with different shapes and used them to solve word problems.
We will be doing this today. I will state the essential question at this time. I will call on a
student who is raising their hand to answer what shape I am pointing too. Then I will
have all the students say the name of the shape.

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Main Lesson:
1. I will call on a student to help choose a shape for our first math problem. I will
have the next student all on another student, and I will have a total of five
students chosen. I will write the numbers on the board. I will ask the students to
write these down and solve the math problem. I will call on students to solve the
problem using a strategy they are familiar with if they would like, such as
counting on. The students will then create a picture with the shapes they have on
their desk. I will go around and look at the students work. I have will have
students clear their shapes and put them off to the side and put their hands on
their desk so I can move on to the next part of the lesson.
2. Next the students will use 6 of their choice shapes. The students will write down
their values of each shape and add up the values,then make a design with
their shapes. They will record their math sentences on their recording sheet. I will
walk around the classroom at this time to see if students are able to solve the
problem by using strategies such as counting on.
3. Next, I will give the total amount value that is equal to 12. I will ask the students
to make a math sentence and picture with the shapes that add up to 12.
4. Lastly, I will have 2 trapezoids (3+3) + 2 triangles (2+2). If the total value = 16,
what other shapes can be added?

Assessment
The tools/procedures to monitor students learning of lesson objective(s) to include
formative assessments applied throughout the lesson and a summative assessment of
what students learned by the end of the lesson (include checklist or rubric)
edTPA Rubric 5: Planning Assessments to Monitor and Support Student
Learning: The candidate selects and designs informal and formal assessments to
monitor students use of essential concepts and skills. The assessments are
strategically designed to allow individuals or groups with specific needs to demonstrate
their learning.
EdTPA Rubric 12 Providing Feedback to Guide Further Learning: The candidate
gives specific feedback to address students strengths and needs related to the learning
objectives.
EdTPA Rubric 13 Student Use of Feedback: The candidate provides opportunities
for students to use the feedback to guide their further learning.
InTASC Standard 6. Assessment

Formative Assessment: I will monitor the students throughout the lesson as I ask them

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questions during the lesson, and when they are working on problems at their desks.
Summative Assessment: I will meet with about four students at the end of the lesson
to check for understanding. I will give them some problems and have them solve them
on their own. I will also review students work from the lesson to see if they were able to
solve the word problems.

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Differentiation and Accommodations
Instructional strategies and planned supports for individuals, and/or groups of students
with specific learning needs that provide adaptations connected to instructional
strategies, the learning environment, content, and/or assessment/performance task for
individuals and/or small groups (e.g., ELL/MLL, struggling, accelerated, 504/IEP, etc.)
edTPA Rubric 2 Planning to Support Varied Student Learning Needs: The
candidate uses knowledge of his/her students to target support for students learning.
Supports include specific strategies to identify and respond to common developmental
approximations or misconceptions.
InTASC Standard 1. Learner Development
InTASC Standard 2. Learner Differences

TYPE OF LEARNER
Struggling

Accelerated

Others (describe)

List the type of accommodation or differentiation (learning

environment, content, process, or performance task) and
describe how you will differentiate.
Provide one on one support. This students sit in the front row
so I will help these students to make sure they are able to get
started.
Provide students with an extension of the problems.

12-Behavioral/Family Needs not (ADHD)

I will provide extra support during the lesson if needed.

Materials (Optional)
Please note and/or paste any supporting materials (i.e., teaching materials, custom
lesson plans, etc.) into the space below. You may use as many pages as needed
beyond the space below to paste your materials.
Manipulatives: Hexagon, trapezoid, triangle, square, rhombus/kite/parollelogram,
narrow rhombus
3 x 5 sheet of paper for each student
Pencils
White board, expo marker

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Lesson Plan Reflection
An analysis of what worked, what could be changed, and the next steps for teaching.
EdTPA Rubric 10 Analyzing Teaching Effectiveness: The candidate uses
evidence to evaluate and change teaching practice to meet students varied learning
needs.
EdTPA Rubric 15 Using Assessment to Inform Instruction: The candidate uses
the analysis of what students know and are able to do to plan next steps in
instruction.
InTASC Standard 9. Professional Learning and Ethical Practice

What changes would you make to your instructionfor the whole class and/or
for students who need greater support or challengeto better support student
learning of the central focus (e.g., missed opportunities)?
Based on your reflection and your assessment of student learning, describe the
next steps to support students learning related to the central focus and student
learning objectives.

Please see assessment commentary.