TPA- Referenced Lesson Template

Lesson Title
MN/CC State Standard(s)

Central Focus
Learning Target
Academic Language (AL)
a. Domain-specific vocabulary
b. Any needed sentence structures
c. Language demands: Planned points
where students would use AL
Needed modifications/supports
Planned points for specific students

Lesson Part
Part 1: Initiating Instruction
Preview
Review of pre-requisite
knowledge/skills

Name: Mackenzie Bentzin

Date: 9/28/2015 Grade: Kindergarten
Time: 45 min.
Lesson 7

K.1.1.2. Read, write, and represent whole numbers

from 0 to at least 31. Representations may include
numerals, pictures, real objects and picture graphs,
spoken words and manipulatives such as
connecting cubes.
To help students gain familiarity with quantities and
their names.
Students will assemble quantities using shapes and
associate them with the written symbol.
I will build numbers using shapes and know the
number symbol and name.

Allow time for students with IEPs to get additional

support in the activity.

Activity description/teacher does

Students do

Students will be seated on the rug. If needed,

stop to do a brain break activity. Ask students to
recall what they did the previous week in math.
Who remembers using the red and blue
squares? What did we do with them?

Recall previous lessons.

Share the different
patterns they built using
the red and blue
squares.

Allow time for answers. Remind students that

we used red and blue foam shapes to build
numbers. They were allowed to make the
number however they wanted using the blue,
red or both squares.
What were some different ways that you built
your number?
Assess 1.1
Check for Understanding
Part 2: Teacher Input/ Inquiry
Like last week, today we will be building
Identify the number that
different numbers, but instead of using the red
is built on the board.
Intro of learning target
and blue squares, we will be using triangles and Brainstorm different

Explanation/procedures
Teacher demonstration
Teacher think aloud

diamonds. This will help us become more

familiar with the numbers and their names.

ways that they can build

the number three.

Bring up SMART Board document with

numbers and shapes. Demonstrate the activity,
bringing down the number three. Use both the
triangles and diamonds to build number.
What number do I have on top? How many
shapes do I have here? Are they all the same
shape? You can build your numbers however
you want, just as long as you have the right
amount of shapes.
Assess 1.2
Check for Understanding
Part 3: Guided support/practice
Paired/collaborative work
Individual work & partner
check
Teacher(s) roam & assist

Students will be instructed to get a math tray,

foam numbers, and shapes. They will each
have their own tray and pieces. Once students
are at their tables, allow for exploration with
shapes. This should take about two minutes.

Students will
demonstrate their
knowledge of quantities
by using shapes to
show the quantities.

Regroup class and turn the focus to the SMART

Board. Instruct students to assemble their tray
to look like the board (numbers on top and
shapes on bottom).

Students will use

different shapes and
patterns to show
quantities.

The first number you are going to be building is

two. So everyone pull down your number two
and decide how you will build it using your
shapes.

Students will compare

with a neighbor how
they assembled the
assigned quantity.

After about one minute, tell them to put their

hands in their laps if they are done. When you
see that everyone is done, ask for a volunteer
to come up to the board and show the class
how they built their two. When the student is
done, ask the class if anyone else built their two
like that, reminding them that even though
theirs might look different than someone elses,
it still makes two.
The next number we are going to build is five.
Pull down your number five and take a minute
to think about a creative way that you can build

your number five.

Allow more time for students to get creative with
the shapes. After about three or four minutes,
tell them to put their hands on their heads if
they are done. Once everyone is done, invite
them to turn to a neighbor and compare each
others numbers. Ask for another volunteer to
come up to the board and show how they built
their five. Again, ask the class if anyone else
built their five the same way. Ask for another
volunteer who built their five a different way to
come to the board.
Ask students to put their shapes and numbers
back and call tables to put their things away. If
time allows, send them to their math center.
Assess 1.3
Check for Understanding
Part 4: Closure
Just like last week with the red and blue
squares, we built numbers using shapes. No
Restate learning target
matter how you built your numbers, you still
showed the quantity. This helps us become
familiar with numbers and their symbols.

Part 5 Class Overview of Assessment Results: Include a template for a class overview of data assessment for
each lesson. This can be as simple as a class roster with a place to mark 3 levels of proficiency such as Strong,
Moderate and Developing.
Note: When submitting your EdTPA for formal scoring, it is recommended that you conduct a planned preassessment to be done at the beginning of your 3-5 lesson sequence, as well as a planned post-assessment
to be done at end of your 3-5 lesson sequence.