Math Lesson Plan

Candidate’s Name: Carolina Perez

Lesson Title:  Expanded Form

Lesson Goal/Topic : Students will be able to showcase any number in its expanded form.

Objectives  (edTPA requirement)

1.2.c The student is expected to: use objects, pictures, and expanded and standard forms to represent numbers up to
120.
1.2.g The student is expected to: represent the comparison of two numbers to 100 using the symbols <, >, or =.
1.5.c The student is expected to: use relationships to determine the number that is 10 more and 10 less than a given
number up to 120.

Planning to Support Varied Student Learning Needs  (edTPA requirement)

The lesson has been structured to cater to every student in our classroom. We have math stations
that will be incorporated to keep all students busy and actively practicing the objectives stated above. All
of our stations have already been introduced therefore the students are familiar with them and will need
little assistance once in them, and they will be rotated in order for each student to visit each station. One
of the stations is small group with the teacher to practice what was taught in the lesson to the whole class.
This way every student is able to receive some one on one teaching.

Knowledge of Students to Inform Teaching and Learning (edTPA requirement)

I have come to understand that I have many students that finish their assignments early, do not
put enough thought and effort into their assignments, or that just need an extra five minutes with the
teacher after a lesson. Incorporating math stations while the teacher helps the students exercise the skill
taught in the lesson, allows everyone to stay busy. This lets me know they will stay on task at least to
some degree. The stations have also been picked to incorporate coloring, and manipulatives which is
something our class gravitates to. Our class is full of early readers, knowing this, our stations do not
have long directions attached to them like some of our literacy stations do. They are simple to maneuver
which will lower the chance of one of the students interrupting small group work.

Materials, Resources, Instructional Strategies (edTPA requirement)

 Math folders
 Expo markers
 Manipulatives (Flin the tens, Adrian ones)
 White board
 10 more/10 less cards
 Alligator greater than/less than manipulatives
 Number cards
 10 more/less 1 more/less coloring sheet
 Computers
 Crayons
 The lesson will take place at the community carpet and this is when we will as a class practice
how to write our “magic number” in several ways such as: picture form, standard form, written
form, expanded form, and showing their tenths and ones place.
  They will then be sent out to their stations and they will be in groups of 4-5. They will be
strategically placed so there is always a strong “leader” who can answer any questions they may
have about the station or need assistance to accomplish it correctly.
 After the rotations have been completed they will receive their exit ticket, and if needed, the
teacher will pull a small group of students who she sees was continuously struggling even while
in small group work with her to finish the exit ticket.

Procedures (edTPA requirement)

TIME Lesson Purpose Teacher Action Student Action

Segment Justify your instructional choices.
How will this impact student
What will the you be saying,
doing, writing? How will you
What will the students be saying, doing,
writing, reading?
learning? monitor and adjust?

I am first doing a whole Teacher will call Students will bring their
class instruction in students to the carpet math folder to the carpet
order to model the with their math folder which contains their
steps or thinking and expo marker. reusable math charts.
strategies they will
need in order to fill in
the blanks correctly.

This will impact Teacher will think of a The students will

7 min Open student learning magic number and participate when called
because younger will call on students to upon to help the teacher
students need to be help her fill in the write the number in
shown an example of answers and how to different forms
how their work needs write the number in
or should be done and different forms. She
in a proper order. may do two examples
in order to bring back
to remembrance what
they will need to be
doing when they are
in small group work
and in their exit ticket.

Stations have been The teacher will send Students will arrive at one
chosen to keep all the students off to out of the five math
students actively their math stations. stations and will at some
learning and practicing point be able to visit each
their math skills. one.

These specific skills and The teacher will work The students will be at a
practices have been with a small group of station in which they will
chosen because they are students (4-5) and do have to:
in the scope and an extension of the  Work with the
25 Active sequence schedule the lesson they did as a teacher on
min Learning teachers follow and whole and will use expanded form
also because these are manipulatives to show with manipulatives
skills they will need to tenths and ones place.  Use a white board
be experts at for their and 10 more/less
nine weeks testing. cards to write 10
more or 10 less to
The teacher has chosen the right and left of
to work with a small the number they
group on expanded have on their
form, because cards.
documentation is  Use an alligator
needed to find out who manipulative that
is understanding the uses the signs <,>,
lesson and who might to showcase the
just be looking at their relationship of
neighbors work during greater than and
whole group teaching. less than between
two numbers they
will randomly pick
from a stack of
cards.
 Color a worksheet
and then connect
numbers to their 10
more/less or 1
more/less
correspondent
 Go to a computer
and log on to their
math website
 Work on a coding
activity and will
match a number to
a new form of the
number and will
code their bee
robot to move to
the designated
number

The exit ticket chosen After they have all The students will put their
specifically targets gone to each station stations away and will
expanded form which and the teacher has receive an exit ticket to
is a skill much of the seen each group, she accomplish that will be
class has lacked in. will ask them to put based on the lesson they
their stations away worked on having to do
 10 Close If needed, the teacher and begin to hand out with expanded form.
min will pull a small group the exit ticket.
to work on the exit
ticket because I have
noticed some students
do not put any effort in
their work that is taken
for a grade. Also, this
will be effective to keep
a close eye on the
students who get
distracted and tend to
run out of time to finish
their exit ticket.

Identifying and Supporting Academic Language (edTPA requirement)

● Expanded Form
● Standard Form
● Manipulatives
● Greater Than
● Less Than
● More
● Less

Assessment to Monitor and Support Student Learning (edTPA requirement)

The informal assessment will be when the students are working with the teacher in their small
group. This allows the teacher to see who is understanding the concept and who may need extra help. The
formal assessment is an exit ticket that they will turn in at the end of the class for a grade. If the teacher
sees that it is needed, she will pull a small group of students she saw during her informal assessment was
struggling to assist in accomplishing the exit ticket. This exit ticket will be a handout with a “magic
number” at the left side of the paper. They will need to fill in the two blank spaces next to their magic
number that will show what tens and ones are needed to make up this magic number. i.e. 23 = __ + __