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Lesson 1

Winona State TPA-Referenced Lesson Plan

Teacher Candidate Name: __Mikaela Merten_______________


Grade & Subject Area:_1st-Math______________________________
Date for Planned Lesson:__2/2/17_____________________________
Personal Goal: What lesson delivery skill do you want to improve?
Something I would like to improve is rephrasing or reteaching during a lesson. Being able
to restate something in a way that makes sense to the specific group of students I am
teaching.

*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Lesson Title More Than and Less Than Number Stories
MN/CC State Standard(s) MN Standard: Numbers and Operations: 1.1.1.2: Read, write and represent
- direct quote from MN standards whole numbers up to 50.
documents MN Standard: Number and Operations: 1.1.1.5: Compare and order whole
- if only focusing on one part of a numbers up to 120.
given standard, underline the part MN Standard: Numbers and Operations: 1.1.1.6: Use words to describe the
being focused upon relative size of numbers. Use the words equal to, not equal to, more than, less
than, fewer than, is about, and is nearly to describe numbers.
Mn Standard: Numbers and Operations: 1.1.1.1: Use place value to describe
whole numbers between 10 and 100 in terms of tens and ones.

Central Focus To provide practice with more than and less than number stories: and provide experiences
- derived from standard, with writing number models for number stories.
- communicates general goal

Learning Target for this Lesson The student will be able to explain more than and less than and will be able to write
- concisely says what students will be number models for number stories.
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. Domain-specific academic vocabulary: more than, less than, number model, number
a. Domain-specific Acad vocabulary story, relation symbol.
b. General Academic vocabulary
(words used in school across many b. General academic vocabulary: compare.
subject areas) c. Sentence Frame: X is more than, or less than Y because Z.
c. Syntax Sentence Frame: Example
sentence that students can use d. In Part 1 Assessment (below), Students will discuss with a partner what the name of the
to accomplish target symbol is and will respond as a class the name of the symbol.
d. Point in lesson where students will
be given opportunity to use
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports For the English language learner definitions will be modified.
a. Identify how some form of
additional support will be
provided for some aspect of the
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence
frames
Resources & materials needed Smartboard interactive powerpoint, Everyday Math journal

Lesson Part Activity description / teacher does Students do


Phase 1 a) Learning Target: Teacher will read: Today we will
State Target & Activate Prior be practicing more than and less than number
Knowledge stories and then writing the number models for
a) Post the learning target the number story.
statement and indicate whether b) Activate Prior Knowledge: Teacher will pass out
the teacher or student(s) will pre-test for students to complete. Once students
read it aloud finish pick a few numbers, have students find the
Students will decide which
b) Engage students in activity to number before or after and ask students to find
number comes before or
elicit / build prior background the number in the tens or ones place.
after and will then decide
knowledge Example:
which number is in the
The number just after 19. (20) Circle the digit in the
ones or tens place.
ones place. (0)
The number before 30. (29) Circle the digit in the
tens place. (2)
The number after 49. (50) Circle the digit in the ones
Students will decide which
place.
animal is heaviest and will
Review the meanings of the relation symbols < and
then choose which symbol
>. Display slide 5 with a picture of a porpoise
to place between the
with the weight clearly labeled as 98 lbs. and a
animals.
cat labeled as 7 lbs. discuss which animal is
heaviest and decide which symbol to place
between the animals, < or >.
Discuss why we chose the specific symbol. As
students compare the two-digit numbers
encourage them to study the tens digit of each
number first. Explain that if the number in the
tens place is the same then students will need to
compare the number in the ones place. If the
tens digit is different students can then compare
the numbers in the tens place and decide which
one is greater or smaller.
Phase 1 Assessment Assessment: Write three sets of numbers on the Students will use their
Explain the plan to capture data board to compare. (26, 38) (15, 8) (58, 45) students arms to show which
from this phase of the lesson will use their arms to show which way the symbol direction the symbols will
will be facing between these sets of numbers. face between each set of
Students will discuss with a partner what the name numbers.
of the symbol is. As a class students will respond
with the correct relation symbol name. (more than,
less than)
Phase 2 Teacher Input / Inquiry Project slide 6, which has the picture of a rabbit
- Explain procedures labeled as 6 lbs. and an eagle as 15 lbs. Show the
- Demonstration the task correct relation symbol on the board. Include the
- Teacher think aloud number story On Monday morning, the zoo keeper
weighed some of the animals. She found that the
eagle weighed more than the rabbit. Explain to
students how to create a number model from the
number story. To create the number model we take
the numbers from the number story. In this case 6
and 15 and choose the correct relation symbol.
Example: 6 < 15.
Keep practicing with other animal number stories
using the Smartboard interactive PowerPoint.
(slides 7-9) As each pair of animals is shown create
a number story to go along with the animals and
their numbers.
Example: a raccoon is 23 inches long and a cat is
12 inches long. 23 > 12
A koala is 24 inches long and a rabbit is 11 inches
long. 24 > 11
A fox is 20 inches long and a rabbit is 11 inches
long. 20 >11.

Phase 2 Assessment Assessment Example: 3 quick comparing questions Students will respond with
Explain the plan to check for written on the board. Problems may include: 25 and their answer using their
understanding of steps / 15, 12 and 20, 45 and 35. Students will show their arms to show greater than
procedures demonstrated in responses using sign language to show an L for less or less than.
this phase than or an M for more than.

Phase 3 Guided Practice Have students open their Everyday Math journals to Students solve problems
- Paired/collaborative work page 90. (slide 10) As a class work through along with teacher.
- Teacher(s) may roam & assist problems 6-10. Read problems aloud. Discuss with
students how to add large number like those in
number 7. Explain that we first need too look at the
number in the tens place and add them. (5+4=9)
This number will be in the tens place of our sum.
Next we look at the ones place and add them.
(0+1=1) This number will be in the ones place of our
sum. (Our sum will equal 91.)
6. 7 lb. + 6 lb. < 15 lb.
7. 120 lb. > 50 lb. + 41 lb.
8. 14 lb. + 15 lb. > 23 lb.
9. 75 lb. < 56lb. + 23 lb.
10. 14 lb. + 6lb. > 19 lb.

Have students solve a few on their own and share


their answers with the class, explaining how they
found their answer.
Phase 3 Assessment Students will complete number ten of the journal Solve number 10 and
Explain the plan to check for page independently. Once they have solved it they respond with the
ability to apply demonstrated will give a thumbs up. On the count of three all answer when prompted.
steps/procedures during students will whisper the answer.
guided practice
Phase 4 Independent practice On their own students will complete Math journal Students will complete
- Individual student work page 89 (Slide 11) Less than and More than journal page 80 and
Number Models. Teacher will wonder around as Home- Link 5-6
students complete the page and assist students as individually.
needed.
When most students finish, review the page with
students and write the correct answers on the
board. Students will also complete Home Link 5-6
as homework. The handout will be completed at
home and returned for evaluation the following day.
Phase 4 Assessment Assessment: As correct answers are written on the board Students will check their
Explain plan to check for ability for journal page 89 have students give a thumbs up if the answers as solutions are
to apply demonstrated got the correct answer. Check individual answers on found. Home link 5-6 will
handout. When Home link 5-6 is returned answers will be be taken home and
steps/procedures during
assessed and students needing extra support will be
independent practice completed.
determined.
Lesson 2

Winona State TPA-Referenced Lesson Plan

Teacher Candidate Name: _Mikaela Merten_____________________


Grade & Subject Area:_1st grade-Math_________________________
Date for Planned Lesson:____________________________________
Personal Goal: What lesson delivery skill do you want to improve?
I would like to improve on using better vocabulary when explaining mathematical solutions.
Learning to use grade appropriate vocabulary.

*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Lesson Title Comparison Number Stories
MN/CC State Standard(s) MN Standard: Number and Operation: 1.3.2.1: Identify pennies, nickels, and
- direct quote from MN standards dimes; find the value of a group of these coins, up to $0.37.
documents MN Standard: Number and Operation: 1.1.1.5: Compare whole numbers up to 37
- if only focusing on one part of a MN Standard: Number and Operation: 1.1.2.1: Use words, pictures, objects,
given standard, underline the part numerals, to model and solve addition and subtraction problems in comparing
being focused upon situations.

Central Focus To solve greater than and less than number stories involving coins and finding the
- derived from standard, difference.
- communicates general goal

Learning Target for this Lesson Language functions: Students will be able to explain how they use a number line or
- concisely says what students will be counting up strategies to find a solution.
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. Domain-specific academic vocabulary: Pennies, Nickels, Dimes, more than, less than,
a. Domain-specific Acad vocabulary difference
b. General Academic vocabulary
(words used in school across many b. General academic vocabulary: pair
subject areas) c. Sentence Frame: X has (more than, less than) Y. The difference is Z.
c. Syntax Sentence Frame: Example
sentence that students can use d. In Lesson Part 2 Assessment (below), Students will explain the strategy they used to a
to accomplish target partner and what the difference is.
d. Point in lesson where students will
be given opportunity to use
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports Definitions will be modified for English language learners.
a. Identify how some form of
additional support will be
provided for some aspect of the
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence
frames
Resources & materials needed Everyday Math journal pages

Lesson Part Activity description / teacher does Students do


Phase 1 Learning Target: Teacher will read the objective for
State Target & Activate Prior the days lesson.
Knowledge Students will be able to solve number stories
a) Post the learning target involving differences.
statement and indicate whether Activate Prior Knowledge: Using the Smartboard
the teacher or student(s) will interactive PowerPoint begin review by creating
Students will help solve
read it aloud number stories involving coins for students to
the number stories and
b) Engage students in activity to solve using the relation symbols < or >
explain how they got their
elicit / build prior background Example: Dimes (D) Nickel (N) Pennies (P)
answer.
knowledge
DDNNPPP(33 cents) > DDNNP(31 cents)

DDNP(26 cents) < DDD(30 cents)

DNNPPP(23 cents) < NDNPPN(27 cents)

NNPPNDD(37 cents) > PPPPNDD(29 cents)

Phase 1 Assessment Assessment: Students solve problems on slates and Students solve
Explain the plan to capture data display for teacher to see. problems on their
from this phase of the lesson slates.

Phase 2 Teacher Input / Inquiry Display slide with the number story Lou saved 5
- Explain procedures cents. Lisa saved 8 cents. Who saved more money?
- Demonstration the task How much more money? Students will solve the
- Teacher think aloud Allow students time to solve the problem number story. A few will
independently. Ask for suggestions on how students be called upon to explain
solved the problem, then call a student up to the how they got their answer.
board to show their work and explain how they go One will be called to the
their answer. If not suggested explain to students board to show us how
the following solution strategy: they solved the problem.
Makes a row of pennies for Lou and a row of
pennies for Lisa, line them up.
PPPPP

PPPPPPPP

Pair pennies from Lous set with pennies from Lisas


set. The pennies that are not paired tell us how
many more pennies Lisa has than Lou.
Practice another problem.
Al has 12 cents. June has 7 cents. Who has less Students will solve the
money? (June) How much less? (5 cents less) following problems on
Students can solve the problem using their slates. their slates using the new
On the board write 12-7=5. Explain that the answer strategy.
(5) is called the difference of 12 and 7. To support
English language learners, discuss the everyday
and mathematical meanings of the word difference.

Practice extra problems.

Christina has 8 pennies. John has 5 pennies. Who


has more?
Bergen has 9 pennies. Madisyn has 4 pennies. Who
has less? (Madisyn) How much less? (5 pennies
less) What is the difference? (5) Write the number
model. (9-4=5)

Remind students that to find the difference between


two numbers it is helpful to ask ourselves How
many more do I need to add to the smaller set to
have as many in the larger set?
This language will remind students to add up to
subtract.

Phase 2 Assessment Assessment: Individuals will write answers on indiv


Explain the plan to check for whiteboards. Will turn to a partner and explain how they
understanding of steps / found a solutions and what their difference is.
procedures demonstrated in
this phase

Phase 3 Guided Practice Solve example problems below as a class to further


- Paired/collaborative work practice finding the difference between numbers.
- Teacher(s) may roam & assist Students may use number grid to help them solve.

Start at 10. Count up to 18. What is the distance Students will use their
between 10 and 18? number line or number
Start at 22. Count up to 35. What is that distance grid at their desk to help
between 22 and 35? solve the problems.
Start at 35. Count back to 22. What is the distance
between 35 and 22?
Start at 62. Count back to 50. What is the distance
between 62 and 50?
Start at 35. Count up to 75. What is the distance
between 35 and 75?

Emphasize to students that the distance between


the numbers is also the difference.

Display Math Masters page 144 Comparing Coin


Collections on the Smartboard. Students will complete
problems one and two
Once most have finished the first two problems from page 144 on their
discuss various solutions as a class. One strategy
could be to count the value of each set of coins and own, using slates.
find the difference. Another strategy would be to
cross out pairs of matching coins and then compare
the value of the remaining coins.
Example: Matching coins are highlighted.
Mike: DDNNNP
Anna: DDDNNPP
Using the matching coin strategy students can
clearly see that Mike has a nickel remaining and
Anna has a dime and a penny. Telling us that Anna
has 6 cents more than Mike.

Phase 3 Assessment Assessment: Check students responses as they display Students will find
Explain the plan to check for them from their slates. solutions using their
ability to apply demonstrated slates.
steps/procedures during
guided practice

Phase 4 Independent practice Students will open their Everyday Math journals to Students will complete
- Individual student work page 92. And will complete the page on their own as page 92 on their own. If
teacher wanders and assists those who need needed they may use
support. Students will complete Home Link 5-7 at manipulative coins to help
home and bring the following day for evaluation. them find answers to the
questions, Who has
more? How much more?
For students who will not
need as much time as
others to complete page
92, these students will
write the number models
for each of the problems
along with solving the
original questions.
Phase 4 Assessment Assessment Example: Check indiv answers on handout.
Explain plan to check for ability
to apply demonstrated
steps/procedures during
independent practice

Phase 5 Restatement & Closure a) Today we learned how to solve number stories using
a) Restate learning target coins and finding the difference.
Assessment Example: Students will raise 1 to 3 fingers in
b) Explain a planned opportunity
the air to indicate how solid their understanding is from 3
for students to self-assess (I could explain this to someone else) to 1 (I want would
their perceived level of want it explained to me again before explaining it to
mastery for the target. someone else)
Lesson 3

Winona State TPA-Referenced Lesson Plan

Teacher Candidate Name: _Mikaela Merten____________________


Grade & Subject Area:_1st grade-Math________________________
Date for Planned Lesson:____________________________________
Personal Goal: What lesson delivery skill do you want to improve?
While allowing students to use manipulatives such as slate, I would like to improve my
management of using the slates. Such as when students can be writing on their slates and
where their marker should be when they are not.

*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Lesson Title Solving Number Stories
MN/CC State Standard(s) MN Standard: Number and Operation: 1.1.1.1: Use place value to describe whole
- direct quote from MN standards numbers between 10 and 100 in terms of tens and ones. Example: Recognize 21
documents through 29 as 2 tens and a particular number of ones.
- if only focusing on one part of a
given standard, underline the part MN Standard: Number and Operation: 1.1.2.1: Use words, pictures, objects,
being focused upon length-based models (connecting cubes), numerals, and number lines to model
and solve addition and subtraction problems in part-part-total, adding to, taking
away from and comparing situations.

MN Standard: Number and Operation: 1.2.2.1: Use real-world situations involving


addition and subtraction basic facts, using objects and number sentences.

MN Standard: Number and Operation: 1.2.2.4: Use addition or subtraction basic


facts to represent a given problem situation using a number sentence.
Central Focus To practice solving a variety of number stories that involve relations, addition, and
- derived from standard, subtraction.
- communicates general goal

Learning Target for this Lesson Language functions: Students will be able to explain the strategy they used to solve a
- concisely says what students will be number story and also represent the story using manipulatives or pictures.
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. Domain-specific academic vocabulary: Difference, number story, number model,
a. Domain-specific Acad vocabulary represented
b. General Academic vocabulary
(words used in school across many b. General academic vocabulary: add, subtract,
subject areas) c. Sentence Frame: I used X strategy to solve a number story and represented it using Y.
c. Syntax Sentence Frame: Example d. In Phase 1 Assessment (below), students will be asked to explain how they solved the
sentence that students can use problem to a partner, describing the strategy they used and how they represented the
to accomplish target problem.
d. Point in lesson where students will
be given opportunity to use
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports Definitions will be modified for English language learners.
a. Identify how some form of
additional support will be
provided for some aspect of the
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence
frames
Resources & materials needed Smartboard interactive powerpoint, Everyday Math journals, slates and markers.

Lesson Part Activity description / teacher does Students do


Phase 1 Learning Target:
State Target & Activate Prior Teacher will say Today we are going to practice
Knowledge solving number stories that involve greater than,
a) Post the learning target less than, addition, and subtraction. Then we will
statement and indicate whether have the chance to create some of our own
the teacher or student(s) will number stories.
read it aloud Activate Prior Knowledge:
Students will give
b) Engage students in activity to To review place values with students have students
suggestions and write
elicit / build prior background write the following on their slates, give an
responses on their slate.
knowledge example and check students slates:
Write a two digit number
With 3 in the ones place
With 5 in the ones place
With 8 in the ones place

Write a 2 digit number


With 7 in the tens place
With 4 in the tens place
With 9 in the tens place

Write the largest 2-digit number


Write the smallest 2-digit number

To activate students algebraic thinking have them


Take out their animals weight cards they cut out on
the first day of the lesson. Have students place the
Students will place animal
koala and eagle in front of them. Draw a comparison
cards in front of them for
diagram on the board and ask the following:
reference. On their slates
How much does the koala weigh? (19lb, which is
they will copy the
the larger quality and will be written in the top box of
comparison diagram that
the comparison diagram.)
is written on the board
How much does the eagle weigh? (15lb, which is
that correlates with each
the small quantity and will be written in the bottom
left box.) problem.
What is the difference between 19 and 15? (4,
which will be written on the line on the bottom of the
diagram.)

Example of comparison diagram is below.

Quantity
19

Quantity
15





Difference

Phase 1 Assessment Assessment: Students will turn and talk. They will pick Students will discuss
Explain the plan to capture data two animal cards and decide which is larger and how two animal cards and
from this phase of the lesson much larger. Teacher will wander and make note of
conversations. their difference.

Phase 2 Teacher Input / Inquiry Continue practicing number stories with students
- Explain procedures and introduce the names of different number stories.
- Demonstration the task Slide 5 represents the diagrams associated with
- Teacher think aloud each type of problem. Help students find the
solution on a number line and fill in the diagrams to
explain to students how the solution was found and
where the numbers came from.

Relations: My cat weighs 7 pounds and my rabbit


weighs 6 pounds. Which weighs more? (The cat)

Change-to-less: If a 23-pound raccoon sheds 2


pounds of fur, how much will it weigh? (21 pounds)

Change-to-more: Kareem has 3 cats; One of the


cats has a litter of 6 kittens. How many cats does
Kareem have in all? (9 cats and kittens)

Parts-and-total: A 50-pound boy holds a 7-pound


cat and steps on a scale. How many pounds do they
weigh together? (57 pounds)

Comparison: How much less does a 7-pound cat


weigh than a 14-pound fox? (7 pounds)

Phase 2 Assessment Assessment: 2 quick questions. I have a domino one side Students will solve
Explain the plan to check for has 6 the other had 9. Which has more and how much number stories using
understanding of steps / more? Sal has 8 pennies Ben has 6. Who has less and slates.
procedures demonstrated in how much less? Individuals will write answers on
this phase individual slates and teacher will make note of students
who misses 1 or more.
Phase 3 Guided Practice Review with students how to use a number line to
- Paired/collaborative work solve a number story. Complete numbers 1 and 2 of
- Teacher(s) may roam & assist Math Masters page 145 as a class. Have students
complete number three individually, teacher may
roam and assist students who need support.

Begin with the example shown at the top of the


page.
Carols has 3 pennies, (draw a box labeled 3
pennies to the number three above the number line)
Lynn has 7 pennies (draw a box labeled 7 pennies
to the number 7 below the number line)
Who has more money? How much more?

Start at 3 and count the hops until you reach 7 (4


hops.) Explain to students that 4 is the difference
between 3 and 7.
Work through numbers 1 and 2 as a class using the
same strategy to solve.

Phase 3 Assessment Assessment: Once students have completed Math Students will create
Explain the plan to check for Masters page 145, have students create number their own number
ability to apply demonstrated stories involving dominos, or money/objects saved stories and discuss and
steps/procedures during or spent. solve with a partner.
guided practice
Examples:
A domino is chosen; it has 5 dots on one side and 3
dots on the other.
What is the total number or dots? Which half of the
domino has more dots? How many more?

Ellie has 8 pennies in her piggy bank. She received


5 more for her birthday. How many pennies does
she have total?

Phase 4 Independent practice Students will complete page 94 in their Everyday


- Individual student work Math journals individually. (Slide 7) Walk students
through the example at the top of the page. Ask
students Can anyone suggest a different story for
the picture? (Picture is a bundle of 4 balloons and
another of one balloon.) Students now complete the
page on their own. Creating a number story, a
number model, and a picture to go with the story.
Phase 4 Assessment Assessment: Check individual answers on handout.
Explain plan to check for ability
to apply demonstrated
steps/procedures during
independent practice
Phase 5 Restatement & Closure A) Today we learned different kinds of number stories and
a) Restate learning target how to solve them. We also learned how to create our
own and solve them.
b) Explain a planned opportunity
Assessment Example: Students will raise 1 to 3 fingers in
for students to self-assess the air to indicate how solid their understanding is from 3
their perceived level of (I could explain this to someone else) to 1 (I want would
mastery for the target. want it explained to me again before explaining it to
someone else)