T&L Instructional Plan Template

(Updated 4/17/15)
(edTPA Aligned)
Overview
The information included in this document is to support faculty in teaching about and supporting students with the
T&L (and edTPA) Instructional Plan. While there are many variations of lesson plans, this format meets
departmental requirements and is aligned with the 2014 edTPA as well.
Background Information (When doing the actual edTPA, leave out identifiers)
Teacher Candidate: Anna ReidDate:
Cooperating Teacher: Wendy Baldwin
School District: Walla Walla Public Schools
University Supervisor: Michelle Reiff
Unit/Subject: Math
Instructional Plan Title/Focus: Number Talks

September 14, 2016

Grade:2nd
School: Prospect Point

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose:
Number Talks focus on giving students the opportunity to strengthen their accuracy, efficiency and flexibility
when it comes to solving math problems. This activity is a mental math activity where students discuss their
thoughts and ideas with the whole class. They also must be able to clarify and explain their thinking to the
teacher and the entire class. Number talks are meant to expand the students thinking by seeing how other
students think and solve different math problems.
Number Talks can be completed throughout the entire school year, however this Number Talk followed a
lesson about adding with doubles and friends of ten. After this Number Talk, students will be working on
understanding the language that is presented in word problems and how to create number sentences from a
word problem.
b. State/National Learning Standards:
CCSS.MATH.CONTENT.2.OA.A.1 Represent and solve problems involving addition and subtraction.
CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others.
c. Content Objectives (to be copied in Assessment Chart below) and alignment to State Learning
Standards:
1. SWBAT explain their thought process to their classmates.
2. SWBAT listen attentively to other students explanations.
Aligned standards:
CCSS.MATH.CONTENT.2.OA.A.1
CCSS.MATH.PRACTICE.MP1
Language Objectives:
1. SWBAT use math vocabulary in their explanations.
Aligned standard: CCSS.MATH.PRACTICE.MP3 (construct viable arguments)
d. Previous Learning Experiences: Previous to this lesson, students have been learning about using doubles
and friends of ten to solve math problems. I will remind students of these strategies and encourage them to
use them when solving the problem.
e. Planning for Student Learning Needs:
1

Since this is not the students first Math Talk, they will be familiar with the concept that is presented in this
lesson. As far as accommodations go, I will give the students an ample amount of wait time to assess and
evaluate the problem. During this time they will also begin to form their explanations. Students have
previous knowledge with ten frames and this specific math problem does look somewhat like a ten frame
with the different array of dots.
f. Assessment Strategies
Content/Language Objectives
SWBAT explain their thought process to
their classmates.
SWBAT listen attentively to other students
explanations.
SWBAT use the math vocabulary in their
explanations.

Assessment Strategies
Informal: Teacher will listen and record students thought
process on the poster. Students names will be written next
to their thoughts.
Informal: Teacher will evaluate each students participation
by giving a student a score between one and three, three
being the highest using the rubric below.
Informal: Teacher will write the math vocabulary used in
their explanation, next to their answer on the poster.

Math Talk expectations and guidelines:

Quietly put your thumb up when you have an idea.
Listen attentively to your classmates.
Justify your thinking.
Use math vocabulary.
Be respectful to your other classmates.
Remember, there are no wrong answers.
Participation rubric:
1
Students are not engaged, talking to
others, making unnecessary noise,
and not contributing to the
discussion.

2
Students are somewhat engaged,
may be talking to others, somewhat
contributing to the discussion.

3
Students are fully engaged and
attentive, students are quiet when
others are speaking and students are
fully contributing to the discussion
by sharing their thoughts and ideas.

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.)
Exit slip

2. Monitor their own learning

progress toward the learning
targets using the tools provided
(checklists, rubrics, etc.).

Participation rubric

3. Explain how to access

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

Exit slip

Description of how students

will reflect on their learning.

Students will explain why it is

important that we participate
in these Math Talks.
The students will also selfevaluate their participation
during the lesson using the
same rubric, giving
themselves a score of one,
two, or three.
Students will answer the
question, What is one good
resource you can use when
you are stuck on a math
problem?

h. Grouping of Students for Instruction:

Students will be kept in a whole group for the entirety of the lesson to listen to each others thoughts and ideas
as we verbally discuss the mental math strategies they used to solve the problem.
Section 2: Instruction and Engaging Students in Learning
a. Introduction:
Kiddos! Here we see a bunch of random dots, but I want you to be math investigators and get to the bottom
of this case by figuring out how many dots there are. When you have an idea I want you to silently put a
thumb up, for every idea you have after that I want you to put up another finger. I will give you a minute to
gather your thoughts. If you are up to the challenge, I want you to find an image in the dots!
b. Questions:
How many dots do you see? (Understanding)
Can you name one of our math strategies that you just used? (Remembering)
How did you add the dots together? (Understanding)
Why do we do these math talks? (Applying)
Can you justify your answer further? (Understanding)
c. 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 in the left column of table below. On the right, refer to a supporting
learning theory or principle driving that activity and/or your rationale for doing what you are doing.
Prompts for right hand columnsupporting theories/principles. In the right column, use references from
texts, research/peer reviewed journals, or other learning theories to support your choice of activities. You
might draw from your 301 and/or your methods courses here.
o Connections between students own lives, experiences, cultures, interests and the content.
3

o
o
o
o
o
o
o

Active learning over passive learning (e.g. SCI Learning Experiences laddersimulation over verbal)
Theoretical support for learning activities (e.g. Culturally responsive strategy, or processing)
Multiple means of representation for the K-12 students (UDL principle)
Multiple means of engagement for the K-12 students (UDL principle)
Multiple means of expression of learning by the K-12 students (UDL principle)
Accommodations and modifications for students with diverse needs, including those with disabilities (as
candidate will assess the learning of the students (from table above)

Learning Steps and Activities

1. Transition from introduction by asking

students to share how many dots they see.
Now that you have had some time to think
about the dots and how many there are, I
would like you to raise your hand and share
with the class your ideas. Remember, there
are no wrong answers because we are all
learning together!
2. Great, now that we have an idea of how
many dots there are here, I would like you to
share with the class how you counted the
dots.
3. While students are explaining their thoughts,
I will ask them to explain further, and justify
their answer. I will also ask them to tell the
class what kind of strategies they used to
count up the dots.

Supporting Theories/Principles
(Why are you doing what you are doing?)
Vygotsky- Importance of Language:
Students are given the chance to discuss and work
through a problem as a whole class. They will be
able to learn from one another and understand each
others thought process.

Constructivism:
Through discussion, students will be able to
actively involve themselves in the problem and
will not be passively absorbing new information.
Piaget- Schema:
By knowing what my students have previously
learned in the classroom, I will be able to bring up
those same strategies and the students will be able
to recognize when they are using them and how
they are helpful.
4. During each explanation, I will draw a visual U.D.L. Principle 1- Multiple Means of
on the poster of how the students saw the dot. Representation:
If students see the dots in pairs, I will draw a The teacher will be able to demonstrate different
line appropriate to the size of the dot array. If representations of each explanation to provide
students with clarity, and accessibility. This will
there is any confusion I will ask, Can you
allow students who learn better visually to better
explain your answer in a different way?
understand each explanation.
Students will not be able to come up to the
board to draw how they saw the problem,
they must explain in words.
U.D.L Principle 1- Guideline 2:
5. Along with visually representing the
Here the teacher will be providing students with a
problem, I will ask, How did you add the
mathematical explanation by putting the students
dots up? How can we write that in a number
thoughts into a number sentence. This will offer
sentence? I will then use each addend that
another form of representation which will also
they explain and put it into a number
provide clarity to a different group of learners.
sentence next to the visual.
6. After each student has contributed an idea we U.D.L. Principle 3- Provide multiple means of
engagement:
will discuss why number talks are important
Students will be able to evaluate themselves to
and what we learned from one another.
better understand their motivations and interests
Students will then complete the exit slip and
when it comes to math. They will be able to selfevaluate themselves using the participation
regulate which will provide them with a better
rubric.
opportunity to engage in class discussions in the
future.

d. Closure:
Wow! You guys were able to visualize these dots in so many different ways, that not even I could think of!
Let us go over our learning goals one more time by discussing why we do these number talks, does anyone
have an idea? Great, that is exactly why we do these talks, so that we can see how our other classmates solve
these problems and so we can learn from one another!

e. Independent Practice:
I would like you to go home and have a Math Talk with someone in your family. You can draw your own
array of dots and explain to your family member how you see the dots and then ask them to explain how they
see the dots. You will then be learning from your parents and I think even your parents will learn a thing or
two from you as well!
f. Instructional Materials, Resources, and Technology:
Poster:

Exit Slip:
1. Why is it important to participate in our Math Talks?
2. What is one resource and/or strategy you can use when you are stuck on a math problem?
3. Do you like our Math Talks? Circle the smiley face that explains how you feel about our Math Talk today.

g. Acknowledgements:
Hall, L. (n.d.). Learning Theories in the Classroom. Retrieved September 20, 2016, from
https://education.wsu.edu/documents/2015/09/learning-theory-in-the-classroom.pdf
Rose, D. H., & Gravel, J. (2014, March 7). Principle I. Provide Multiple Means of Representation | National
Center On Universal Design for Learning. Retrieved September 27, 2016, from
http://www.udlcenter.org/aboutudl/udlguidelines/principle1
Teachers Pay Teachers- Primary Bliss
https://www.teacherspayteachers.com/Product/Number-Talks-A-Yearlong-Program-for-Second-GradeCommon-Core-Aligned-1975663