T&L Instructional Plan Template

8/15/2014
(edTPA Aligned)

Background Information (When doing the actual edTPA, leave out identifiers)
Teacher Candidate: Miss Nielson
Date: Fall 2015
Cooperating Teacher:
Grade: Third
School District:
School:
University Supervisor: Cathy Hayes
Unit/Subject: Mathematics
Instructional Plan Title/Focus: Lesson 2-1 Addition Meaning and Properties

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose:
Some real-world problems involving joining, separating, part-part whole, or comparison can be solved
using addition. In this lesson students will explore different ways to solve and model addition using the
commutative, associative, and identity properties of addition. Students will learn that certain
relationships or properties are always true for the addition of whole numbers, and in knowing this can
learn basic addition math facts more efficiently.
b. Alignment to State Learning Standards:
3.NBT.2 Fluently add and subtract within 1,000 using strategies and algorithms based on place value,
properties of operations, and/or the relationship between addition and subtraction.
3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and
explain them using properties of operations.

ELP.2-3.8. (Level 3) An ELL can determine the meaning of words and phrases in oral presentations and
literary and information text using context, some visual aids, reference materials, and a developing
knowledge of English morphology, in oral discourse, read-alouds, and written texts about familiar
topics, experiences, or events.
Determine the meaning of less-frequently occurring words and phrases, content specific words, and some
idiomatic expressions.
c. Content Objectives:
SWBAT: solve addition problems using the three properties of addition.
SWBAT: write a number sentence.
Language Objectives:
SWBAT: identify the following math terms: addends, number sentence, sum, commutative property,
associative property, and identity property.
d. Previous Learning Experiences:
Students have had prior experience with adding single, double, and triple digit numbers using strategies
based on place value and properties of operations. Students have also had practice with mentally adding
10 or 100 to any given number 100-900.
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e. Planning for Student Learning Needs (accommodations, student experiences, prior learning and
experiences):
Prior to starting the in class work, we as a class will go through the worksheet and highlight/underline
key words. We will then discuss them and write down synonymous words that will make them easier to
understand (in combination with our hand signals). This will especially be helpful for ELL students. We
will also be watching the enVision video online which is packed with pictorial examples and even
comes in other languages. During the I do portion of my lesson I will also be sure to model my
thinking aloud and under the ELMO. Because the worksheet sections are scaffolded and because
students are ability grouped, students who are below or approaching standard can work at a level that
best suit their learning needs.
f. Assessment Strategies (Informal and formal)
Content/Language
Objectives
SWBAT: identify the
following math terms:
addends, number sentence,
sum, commutative property,
associative property, and
identity property. (Language)

Assessment Strategies

Formative: I will primarily monitor student progress through an in-class

worksheet and students math journals.
After students have individually watched the enVision video (available in
multiple languages), we (as a class) will go through the vocabulary terms
in our math journals using the gradual release of responsibility model. For
each of the vocabulary terms I will provide my own examples (I do) and
then ask students to make up their own (We do). Students will write both
my and their examples in their journals, and I will draw popsicle sticks to
randomly select students to share their examples.
For each of the properties, we will also create hand gestures that help us
remember what each of the properties mean. Randomly throughout the day
I will ask students (as a class) to show me the hand gestures for each of the
properties.
On their worksheets students will be asked to perform the following tasks
with their partners:
Highlight one number sentence
Circle the addends within that number
sentence
Draw a box around sum of that number
sentence
And identify three problems that
demonstrate the three properties of
addition by labeling them (associative,
commutative, and identity).
After class, I will collect their journals and in-class worksheets to take
notes on what individual students need help on. These notes will help
determine my heterogeneous ability groups for success time.
Summative: I will measure students formal understanding of the
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objectives through a Quick Check worksheet. The morning following this

lesson, students will complete the Quick Check individually as an entry
task. During this time they may not ask for help in relation to the content.
For this worksheet students will be asked to:
1) Write a number sentence
2) Circle the addends of their number sentence
3) Box the sum of their number sentence
4) Identify the correct number sentences for visuals that model
examples of the addition properties.
SWBAT: solve addition
problems using the three
properties of addition.
(Content)

Formative: The in-class worksheet contains three sections: Reteach,

Practice and Enrichment (optional) which utilizes a scaffolding approach
that individualizes/challenges students learning with each progressing
section. The worksheet will contain addition problems that ask the student
to identify the properties of addition being used as well as ask students to
solve addition problems using the addition properties.
Summative: The Quick Check Entry Task will contain a problem that
asks students to make a number sentence true by solving an addition
problem using one of the properties of addition.

SWBAT: write a number

sentence. (Content)

Formative: I will collect students math journals at the end of the day and
look at their written examples of number sentences. I will also look at
what students highlighted on their in-class worksheet.
Summative: The Quick Check Entry Task will ask students to write down
their own number sentence. This number sentence must contain addends,
an addition and equals symbol, and a sum.

g. Student Voice

K-12 students will be able to:

1. Explain student learning 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, exit slips, selfassessments, work samples,
projects, papers, etc.)
Math Journal: I can
highlighted target statements
Quick Check Entry Task:
Question #5

Description of how students

will reflect on their learning.

Personal communication
during our closure
discussion; students will
be asked the following:
- How can knowing the
properties be helpful
when solving addition
properties?
- What are some
examples of when you
might use
addition/addition
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properties outside of
class?
2. Monitor their own learning
progress toward the learning
targets using the tools provided
(checklists, rubrics, etc.).

Quick Check question #5

Math Journals: I can
highlighted target statements

3. Explain how to access

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

Quick Check question #6

For question #5 students

will be asked to list the
learning targets followed
by a face ( ) that
represents their
understanding of said
target.
Students can check off
target statement in their
journal if they feel
confident in their ability
to carry out said target. If
they still need help they
can draw a question mark
next to it.
For question #6 students
identify three places they
can go to get math help,
as well how those
resources can help them.

Grouping of Students for Instruction

enVisionMath Video: Students will individually watch the math lesson video on their chrome books in a
language of their choosing.
Vocabulary Review: (Individual/Whole class) students will individually write their own examples and then
share with the class
In-class Worksheet: (heterogeneous ability grouping) students below standard will be in small groups with
myself and the para, students approaching/at standard in pairs under the supervision of a parent helper.
Quick Check: Individual

Section 2: Instruction and Engaging Students in Learning

1. Introduction: Students will begin the lesson by grabbing their chrome books/headphones and logging
onto their Pearson accounts (students will be dismissed by table groups and reminded of chrome book
etiquette). They will be instructed to click on Topic 2: Number Sense (Addition and Subtraction)
followed by 2-01 Addition Meaning and Properties to watch the video. When students finish watching
the video I will instruct them to put away their headphones and place their laptops vertically to the side
of their desks. While they are waiting for their peers to finish up, they can review math vocabulary from
the previous lesson.

Hook: Once everyone is caught up, I will display the word Addition under the projector and ask
students to think about what this word means to them.
2. Learning Activities:
Describe what the teacher will do and say and students will do during the lesson. Write it as a procedural
set of steps. As a part of this process include:
o Connections between students own lives, experiences, cultures, interests and the content. *
o Questions teacher candidate will ask during the lesson that drive thinking and learning and
engagement (5 or more questions) *
o Active learning over passive learning*
o Multiple means of access to the content for the K-12 students*
Verbal/Auditory
Visually
Text
Pictorially
Kinesthetically
Hand gestures/signals
Interactive video
o Multiple means of expression of learning by the K-12 students*
Oral
Written/Pictorially
Kinesthetic
o How the teacher candidate will assess the learning of the students (from table above) *
1) Video (see introduction description)
2) Hook: students will be given a minute of think time to discuss what addition means with their
elbow partner, specifically focusing on what, where, when, why, and how. I will draw popsicle
sticks to randomly select students to share their answers.
This will allow me to informally assess students prior knowledge of the content as well as
personal connections/experiences.
During this time I will also have my paper passer outers hand out the vocabulary sheets and
learning targets.
3) Learning Targets:
a. Students will glue their learning target sheets into their math journals. (I will model on
ELMO)
b. I will ask students to remind me of where they can find the learning targets in the classroom.
c. I will ask for volunteers to read the learning targets and students will follow along and
highlight the I can statements for the day. (I will model and follow along on ELMO)
i. I will write down the following question on the white board and ask students to think
about it throughout the lesson: Why might knowing the properties of addition be
helpful for solving addition problems?
4) Vocabulary Terms:
a. Students will glue their vocab sheets in the vocabulary section of their journals. (I will model
on ELMO)
b. And again I will have volunteers read aloud the definitions.
5) The next portion of our lesson will break down the vocabulary using the gradual release of
responsibility model. During this time students will be focused on taking notes and participating in
active discussion/turn and talks. An example of how this will be carried out is as follows:
a. I will write the vocabulary word in my journal under the ELMO, ex: Commutative Property
b. I will ask if anyone know what the word means. If I get head shakes, we will break it down.
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i. Has anyone heard of their relatives use the word commute?

1. It means to go from one place to another, usually in a car. (Note that both
words start with C!)
c. I will then model with my hands a back and forth gesture and talk about how this can help us
remember what commutative property means.
d. I will write down an example of the property (4+6 = 6+4) and illustrate how both ways have
the same sum and then ask students to make up their own examples.
i. I will draw popsicle sticks for students to share their examples with the class.
e. This vocab layout will be carried out in the following order: number sentence, addend, sum,
property (What does property mean?), commutative property, associative property, and
identity property. (I, the teacher, would only create a gesture for the first property. Students
will be in charge of coming to a consensus for the other two).
6) In-Class worksheet:
a. Heterogeneous ability groups/pairs
b. As a class we will go through and identify all our vocabulary words by highlighting them in
blue.
c. I will use the gradual release of responsibility model to go through three random problems on
the worksheet. For example:
1. I do #5 (students follow along)
2. We do #6 (I ask for a volunteer to walk us through it, students follow along).
3. You do (Students work on the rest of the worksheet with their small groups or
partners).
ii. On the Elmo I will leave directions for students to do the following on their
worksheets using their pink highlighters:
Highlight one number sentence
Circle the addends within that number sentence
Draw a box around sum of that number sentence
And identify three problems that demonstrate the three properties of addition
by labeling them (A=associative, C=commutative, and I=identity).
7) Assessment:
a. I will have a parent helper correct the in-class worksheets and write down the names of the
students who missed each problem.
b. I will go through math journals and look at students written examples for each vocab term.
c. Based on those observations I will form ability groups for the subsequent success time.
d. Students will complete the Quick Check Entry Task the following morning. This will allow
me to better adjust my ability groups as well as give me insight into student voice.
3. Closure:
The last five minutes of this lesson will be dedicated to whole class discussion. Students will be told
about their Bonus Math assignment and then asked to discuss the following questions with their
partners:
1) How might knowing about the properties of addition help you to solve addition problems?
2) What are some examples of when you might use the properties of addition outside of math class?
After a couple of minutes of discussion we will regroup, and I will draw popsicles sticks to randomly
select students to share their responses.
4. Independent Practice:
To incorporate family interaction within this lesson I will ask students to go home and re-watch the
video with someone. It can be a parent, sibling, friend, or any other relative. Students will then extend
their experiences with the content by completing the optional bonus portion of this task. For bonus
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points students can write their own examples of each of the three properties with their person and get
it signed off.

5. Instructional Materials, Resources, and Technology

Technology:
Elmo
Chrome books/head phones
enVisionMath video
Materials: (see below)

6. Acknowledgements:
Instructional lesson plan adapted from enVisionMath Common Core Lesson 2-1 Addition Meaning and
Properties

Quick Check
2-1
Name: _____________________________ Date: _____________
1. Which number goes into the
5 + (3+

to make the number sentence true?

) = (2+3) + 5

A. 2
B. 5
C. 6
D. 10
2. Which number sentence is modeled on the number line?
3
4

0
A.
B.
C.
D.

3+1=4
0+7=7
3 + 7 = 10
3+4=7

3. Write your own number sentence! Use arrows to label the addends and circle the sum.

4. Which number sentence matches the picture?

A. 3 + 3 = 6
B. 1 + 5 = 6
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C. 6 - 0 = 6
D. 0 + 6 = 6
5. Find the learning targets for this lesson and write them down below. Next to your
learning targets draw a smiley face if you get it
straight face if you kind of get it

sad face if you need help

or a

_______________________________________________________________________
_______________________________________________________________________
___________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
6. List at least three ways you can get help if you are having trouble with math. How will
these ways help you?

_______________________________________________________________________
_______________________________________________________________________
___________________________________________________________

Bonus Math

Go to the Pearson website: https://www.pearsonsuccessnet.com and log on

to your account. (Remember your username is your initials followed by
your lunch number and the password is MathIsGreat!). Your assignment
is to re-watch The Topic 2 Number Sense: Addition and Subtraction, 2-01
Addition Meaning and Properties video with a person in your home. After
you have watched the video, you will write your own number sentences on
a separate sheet of paper: one that show the commutative property, one
that shows the identity property, and one that shows the associative
property. Be sure to write the name of each property next to the number
sentence. (Also, dont forget to write your name on your paper !)

Bonus Math

Go to the Pearson website: https://www.pearsonsuccessnet.com and log on

to your account. (Remember your username is your initials followed by
your lunch number and the password is MathIsGreat!). Your assignment
is to re-watch The Topic 2 Number Sense: Addition and Subtraction, 2-01
Addition Meaning and Properties video with a person in your home. After
you have watched the video, you will write your own number sentences on
a separate sheet of paper: one that show the commutative property, one
that shows the identity property, and one that shows the associative
property. Be sure to write the name of each property next to the number
sentence. (Also, dont forget to write your name on your paper !)
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