Student Teaching edTPA Indirect Instruction Lesson Plan Template

Subject: Mathematics

Central Focus: Tens and Ones

Common Core/Essential Standard Objective:

CCSS.MATH.CONTENT.K.NBT.A.1
Compose and decompose numbers from 11 to
19 into ten ones and some further ones, e.g., by
using objects or drawings, and record each
composition or decomposition by a drawing or
equation (such as 18 = 10 + 8); understand that
these numbers are composed of ten ones and
one, two, three, four, five, six, seven, eight, or
nine ones.

Date submitted:

Date taught:

Daily Lesson Objective: Students will be able to show how numbers are in tens and ones. The students will be able to
show and represent the numbers by drawing objects.
21st Century Skills: Use systems thinking

Academic Language Demand (Language Function and

Vocabulary):

Prior Knowledge: Use addition and subtraction to find out the ones and tens from each number. The students will know
to write the number in the appropriate equation.

Activity

1. Engage

2. Explore

3. Explain

Description of Activities and Setting

Each of the students will have block counters that they can connect and break
apart to represent the numbers. With the counters, the students will be able to
see when they have a ten and then will need to use individual blocks to
represent the ones.
I will ask the students to put 12 counters in front of them. Once everyone has
12 counters in front of them, I will ask them is there anyway that we can take
the 12 individual counters and make a group of tens and a group of ones? I
will ask the students talk to the other students at their table and see if they
agree or disagree with each other. We will come back together and I will ask
the class if anyone thinks we can. I will tell them that yes, we can have a
group of tens and 2 in the ones group. We would write that equation as
12=10+2. When we write this equation we can see that there are tens and
ones in the number 12.
I will give students a worksheet with four different numbers (15, 18, 11, and
16) and ask them to write beside the number the equation for each one. I want
them to use their counters to figure out the answer.
I will ask the students to focus and we are going to go over the four different
ones that they just tried. I will ask the students different questions to
understand how they found their answers. I will ask different students for
each of them to tell me and show me how they figured out the equation with
their counters. How did you know that 15=10+5? (Switch out the numbers
for the other three that they worked on). How many ones do you have
remaining? How did you know that there were tens and ones?

Time

4. Elaborate

5. Evaluate
Assessment Methods of
all objectives/skills

6. Assessment Results of
all objectives/skills

I give the students another worksheet with three problems on it to work on

individually. I want to make sure that the student understands how they get
the tens and ones and is not just agreeing with the people around them. The
new numbers are 12, 14, 19, and 17. I want the students to draw on their
paper to represent tens in one group and ones another group. Under each
number there will be a place for the equation that they right and a box for tens
and a box for ones. The students will draw circles or another object to
represent the number that go in each box. I will be walking around the room
to make sure that the students understand it. If they do not, then I will stop
and help them and explain it a little more.
I will walk around when the time is going up and ask different students how
they found the answer. I will ask them individually to show me the objects
they have drawn.
I want the students to show me the objects drawn in the correct box. I want them to have
the equation written out as well. I want to make sure that they understand how they got to
the answer they got to.
8 Points:
6 points: correct equation and drawn in the correct box
2 points: work is shown on paper

Students that have 4 out of 6 points or higher understand the concept.

Targeted Students Modifications/Accommodations
Student/Small Group Modifications/Accommodations
I will make sure that the student is receiving more oneon-one attention and that the student is understand the
concept being taught. After teaching it to the class, I
will go over to them and explain it again, but just to
them. I will make sure that the directions on the paper
are simply put for easier understanding.
Materials/Technology: worksheets and counters
Reflection on lesson:

CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______