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MS 2016-2017 edTPA and CAT UCI LESSON PLANNER
LESSON 1
! Part 1: Classroom Information
Grade: 2
!
Content Area: Mathematics
Ask the students which base ten block represents a hundred. (Answer: the square) (ELL support -
Use wait time for processing questions/information.)
Show the students a hundred base ten block. (ELL and Struggling in Math support - Provide
visuals.)
Model how to do a quick draw by drawing a place value chart with hundreds, tens, and ones and
draw a square under the hundreds. (ELL and Struggling in Math support - Provide visuals.)
Ask the students how to represent 40 using the base ten blocks (Answer: 4 sticks)
Model how to represent 40 with base ten blocks and how to do a quick draw by drawing 4 sticks
under the tens in the place value chart. (ELL and Struggling in Math support - Provide visuals.)
Ask the students what the total is. (ELL and Struggling in Math support - Use wait time for
processing questions/information.)
Pass out the worksheets, base ten blocks, and place value mats.
Guide the students to do the first two problems just as the practice problem and then let the
students work alone or with a partner for the remaining two problems.
Tell the students if they finish, they can check their answers with a partner, explain how they
solved the problems using Math Talk (academic language), or create their own word problem.
(Talented/Gifted support - Create opportunities for enrichment.)
Walk around and monitor students as they work, assisting struggling students as needed.
Select a student to share their work for a problem on the document camera.
Direct students to the Summary 1 on the worksheet.
Facilitate a discussion to get the students to come to the conclusion that when adding a multiple
of 100 to some tens, the total is simply the hundreds and tens written using place value because a
multiple of 100 has zero tens.
Prompt think-pair shares for each question. (ELL and Struggling in Math support - Use wait time
for processing questions/information.)
Ask the students which addend is the same. (Answer: the first addend)
Ask the students what the first addend is a multiple of. (Answer: 100)
Ask the students what they notice about each of the totals or sums. (Answer: The sums all
have the same amount of tens and ones, but a different amount of hundreds.)
Ask the students what they think the total of 700 + 40 would be and why. (Answer: 740
because you can just add the tens to the multiple of 100.)
Ask the students how to complete the sentence frame on the board to come to a conclusion:
When adding a multiple of 100 to some tens_______, because_______. (Answer: the total is
the hundreds and tens written using place value, because a multiple of 100 has zero tens.)
(ELL and Struggling in Math support - Provide sentence frames.)
Model how to explain the conclusion to a partner using the sentence frame.
Have the students explain the conclusion with a partner.
Guide the students model problem 6 using the base ten blocks, getting out a hundred and 4 ones,
drawing a quick draw and fill in the addition sentence, 100 + 0 + 4 = 104.
Let the students solve the remaining 4 problems independently or with a partner.
Walk around and monitor students as they work, assisting struggling students as needed.
Direct students to the Summary 2 on the worksheet.
Ask the same questions as in Summary 1 but for the ones and prompt think-pair-shares for each
question to get the students to come to the conclusion: When adding a multiple of 100 to some
ones, the total is simply the hundreds and ones written using place value because a multiple of
100 has zero ones.
Read aloud the directions for problems 11-20. (Struggling reader support - Read aloud directions/
questions.)
Let the students complete problems 11-20 independently.
Walk around and monitor students as they work, assisting struggling students as needed.
!Homework (if you are assigning homework, what will it be?):
N/A
!Closure (___2___minutes): Describe how you will prompt the students to summarize the lesson
and restate the learning objective.
! Ask the students what they learned today.
Prompt a think-pair-share. (ELL and Struggling in Math support - Use wait time for processing
questions/information.)
Restate the learning objective that the students added multiples of 100 to some tens or ones and
found that the total is the hundreds and tens or ones written using place value, since a multiple
of 100 has zero tens and ones.
!
Part 3: Incorporating Academic Language
(to be completed after you have planned the content part of your lesson plan)
!1. Describe the rich learning task(s) related to the content learning objective.
!The students will engage in a whole class discussion where they will answer various questions
about the addition problems they solved on the worksheet to come to the conclusion that when
adding a multiple of 100 to some tens or ones, the total is simply the hundreds and tens or ones
written using place value, because a multiple of 100 has zero tens and ones. The students will
also engage in a partner discussion to explain these conclusions to each other.
!
2. Language Function: How will students be communicating in relation to the content in the
learning task(s)? Identify the specific function (purpose or genre) you want to systematically
address in your lesson plan that will scaffold students to stronger disciplinary discourse. The
language function will always be a verb. Some examples are: describe, identify, explain, justify,
analyze, construct, compare, or argue.
Explain
!
3. Language Demands: Looking at the specific function (purpose or genre) your students will be
using, what are the language demands that you will systematically address in this lesson?
Vocabulary:
Key to this lesson: multiple of 100, addend, addition sentence, equation, hundreds, tens,
ones, place value, total, sum
Symbols: +, =
!
Syntax1: When adding a multiple of 100 to some tens, _____, because_____; When adding a
multiple of 100 to some ones, _____, because_____.
Discourse2: The students will engage in oral discussions including whole class and partner
discussions using this syntax.
!4. Language Objective: What is/are the language objective(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using transition words
such as similarly, different from or by contrast. Note: be sure to copy and paste this into the top
of the lesson planner.
The students will explain the pattern of adding a multiple of 100 to a fixed number of tens or ones
using the syntax: When adding a multiple of 100 to some tens, _____, because_____; When adding a
multiple of 100 to some ones, _____, because_____.
!!
5. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent
practice?
1 Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.
2Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write, and
participate in knowledge construction.
Model how to explain the Prompt think-pair-shares to answer Students will explain the
conclusion when speaking. whole class discussion questions. conclusion to a partner.
Provide sentence frames for
partner discussion of the
conclusions.
Provide Math Talk anchor chart of
academic language.
!!
LESSON 2
!
Part 1: Classroom Information
Grade: 2
!
Content Area: Mathematics
ones.
Ask the students what the multiples of 100 are.
Prompt a think-pair-share. (ELL and Struggling in Math support - Use wait time for processing
questions/information.)
Tell the students that today they are going to solve three-digit addition word problems.
!Body of the Lesson (_50_ minutes): Describe step-by-step what the teacher and the students will
be doing during the lesson.
!Launch (15 minutes)
Direct the students to the practice problem: Davin read 52 pages of his book. Then he read 23
more pages of his book. How many pages did he read altogether?
Ask the students to think about the strategies they have using to solve two-digit addition
problems.
Prompt a think-pair-share. (Possible answers: number bonds, quick draws, expanded form.) (ELL
and Struggling in Math support - Use wait time for processing questions/information.)
Ask the students what equation should be written for this word problem. (Answer: 52 + 23 = ___)
Walk the students through each strategy, having them guide you on each step in solving this word
problem. Ask questions like what the first step, next step and last step is.
Model how to explain one of the strategies in writing for a quick draw: First I drew 5 tens and 2
ones to represent the first addend. Then I drew 2 tens and 3 ones to represent the second
addend. Last I added by place value to get a sum of 75.
Change the word problem on the board to: Davin read 152 pages of his book. Then he read 123
more pages of his book. How many pages did he read altogether?
Tell the students that now they are going to solve addition problems with three-digit numbers
instead of two-digit numbers.
Tell the students to think about how their strategies for two-digit addition would change for
three-digit addition and to think about how they solved adding multiples of 100 in the previous
lesson to help them today.
Explain that they are solving two word problems on their worksheet and using Math Talk to
explain any one of their strategies. Remind the students that there is a Sentence Frames anchor
chart and a Math Talk anchor chart for them to use to help them in their explanation. Remind the
students there are also base ten blocks and place value mats available if they wish to use them.
(ELL and Struggling in Math support - Provide sentence frames.)
Tell the students they may work alone or with a partner and they may work at their desk or on
the floor.
Tell the students if they finish early they can check answers with a partner, explain how they
solved a problem to a partner using Math Talk, create their own word problem, or work on ST
Math (an educational computer program involving math). (Talented/Gifted support - Create
opportunities for enrichment.)
Pass out the worksheets.
!Explore (25 minutes)
Walk around and monitor student learning as they complete the Three-Digit Word Problems
Worksheet and assist struggling students as needed. Take note of different student strategies and
discussions on any piece of paper or scratch paper from any of the two word problems on the
worksheet.
Anticipated strategies for the first word problem: 252 + 134 = ___.
Number bond, expanded form, quick draw
The anticipated strategies remain the same for the second word problem but with the
addition sentence: 332 + 165 = ___.
Possible student misconceptions:
Students might forget to decompose three-digit numbers into each place value of hundreds,
tens, and ones when using a number bond or expanded form. For example, they might
decompose 252 into 25 and 2, 2 and 52, 200 and 52, or 250 and 2, because they have only
had experience decomposing two-digit numbers into tens and ones.
Students might subtract instead of add, because they have been working with subtraction in
previous lessons.
Students might do a quick draw with only tens and ones, and forget to draw the hundreds.
For example, they might draw 25 tens and 2 ones, or 5 tens and 2 ones, forgetting the
hundreds entirely for 252.
Possible questioning to make student thinking more visible and/or to guide students from
misconceptions:
Can you explain how you solved this problem?
Why did you solve it this way?/Why did you do that?
What is the word problem asking you to find?
What is an equation you could write for this word problem?
What place values are in ____?/ How many place values are there in ____?
How can you represent the hundreds in the number bond/expanded form/quick draw?
Select student work and sequence student strategies to be presented to the whole class.
!Summarize/Orchestrate Discussion (10 minutes)
Prompt the students selected to share their strategies to present and explain their strategy on
the document camera.
Clarify and restate each students explanation of their strategy to make sure the whole class
understands.
Make sure to point out that in each strategy, three-digit addition involves adding hundreds and
hundreds, tens and tens, and ones and ones.
Ask the students if they have any questions about each strategy.
!Homework (if you are assigning homework, what will it be?):
N/A
!Closure (_3_minutes): Describe how you will prompt the students to summarize the lesson and
restate the learning objective.
Ask the students what they learned today.
Prompt a think-pair-share. (ELL and Struggling in Math support - Use wait time for processing
questions/information.)
Restate the learning objective for the students that they solved three-digit addition word
problems to understand how to add by place value.
! Part 3: Incorporating Academic Language
(to be completed after you have planned the content part of your lesson plan)
!1. Describe the rich learning task(s) related to the content learning objective.
!The students will write an explanation of how they solved one of the word problems on he
written assessment. The students are encouraged to use the sentence frames as well as Math
Talk (academic language) to help them explain their strategies.
!
2. Language Function: How will students be communicating in relation to the content in the
learning task(s)? Identify the specific function (purpose or genre) you want to systematically
address in your lesson plan that will scaffold students to stronger disciplinary discourse. The
language function will always be a verb. Some examples are: describe, identify, explain, justify,
analyze, construct, compare, or argue.
Explain
!
3. Language Demands: Looking at the specific function (purpose or genre) your students will be
using, what are the language demands that you will systematically address in this lesson?
Vocabulary:
Key to this lesson: addend, addition sentence, equation, hundreds, tens, ones, add,
total, sum, place value, decompose
Symbols: +, =
!
Syntax3: Cue words: First, Then, Next, Last
Quick draw: First I drew __ hundreds, __ tens, and __ ones to represent the first addend.
Then I drew __ hundred, __ tens, and __ ones to represent the second addend. Last, I
added by place value to get a total of ___.
Number bond or expanded form: First I decomposed the first addend into __, __, and __.
Then I decomposed the second addend into __, __, and __. Last I added by place value to
get a sum of ___.
Other strategies: First I_____. Then I_____. Last I_____.
Discourse4: The students will complete a written response on the Three-Digit Word
Problems worksheet using this syntax.
4. Language Objective: What is/are the language objective(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using transition words
such as similarly, different from or by contrast. Note: be sure to copy and paste this into the top
of the lesson planner.
3 Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.
4Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write, and
participate in knowledge construction.
!The students will explain their strategies to show how they solved a three-digit addition problem
using the syntax: First I____; Then I_____; Last I_____.
!5. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent
practice?
!
!LESSON 3
Part 1: Classroom Information
!!
Grade: 2 Content Area: Mathematics
Quick draw: First I drew __ hundreds, __ tens, and __ ones to represent the first addend.
Then I drew __ hundred, __ tens, and __ ones to represent the second addend. Last, I
added by place value to get a total of ___.
Number bond or expanded form: First I decomposed the first addend into __, __, and __.
Then I decomposed the second addend into __, __, and __. Last I added by place value to
get a sum of ___.
Other strategies: First I_____. Next I_____. Then I_____. Last I_____.
!
Discourse6: The students will complete a written response on the Three-Digit Word Problem
worksheet using this syntax.
4. Language Objective: What is/are the language objective(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using transition words
such as similarly, different from or by contrast. Note: be sure to copy and paste this into the top
of the lesson planner.
!The students will explain their strategy in solving a two-step word problem involving three-digit
addition using the syntax: First I_____. Next I_____. Then I_____. Last I_____.
5. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent
practice?
5 Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.
6Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write, and
participate in knowledge construction.