Student Teaching edTPA Indirect Instruction Lesson Plan Template

Subject: Math

Central Focus: Word problems

Common Core/Essential Standard Objective:

2.OA.1: Use addition and subtraction within
100 to solve one- and two-step word problems
involving situations of adding to, taking from,
putting together, taking apart, and comparing,
with unknowns in all positions, e.g., by using
drawings and equations with a symbol for the
unknown number to represent the problem.

Date submitted:

Date taught:

Daily Lesson Objective: Students can solve addition and subtraction word problems that involve two steps
(doing one computation, and using that answer to perform a second computation that leads to the solution of the
problem).
21st Century Skills:
Learning and Innovation Skills
Critical Thinking and Problem Solving

Academic Language Demand (Language Function and

Vocabulary):

Prior Knowledge: Use addition and subtraction within 10 to solve one-and two-step word problems involving
situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all
positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the
problem.

Activity

1. Engage

Description of Activities and Setting

I will give students the word problem (There were 16 kids on the soccer
field. 22 kids decided to join in. Now how many kids are on the soccer
field?) We will work on this word problem together as a group while I
am explaining how to figure out the result unknown and how we could
set up an equation for this problem. I will explain to students the start
change result strategy.
I will solve the word problems using math counters.
I will give students another word problem (There were 29 pennies in
the piggy bank. You put 28 more pennies in the piggy bank. Now how
many pennies are in the piggy bank?) I will ask students questions like,
what do we know? What are we trying to figure out? How might you
solve this word problem? I will ask students to break the word problem
into the three parts, the first part being start, the second part being
change, and the third part being result. I will ask students questions
such as What part is the start unknown? What part is the change
unknown? What part is the result unknown? How do you know?

Time

2. Explore

3. Explain

4. Elaborate

5. Evaluate
Assessment Methods
of
all objectives/skills

I will give students four cards with a word problem on each card.
Students will work out the word problems together as a group. Students
are using math counters while completing these word problems to help
them answer the questions.
I will ask students questions about the word problems they just did as a
group. I will ask students to explain their work.
How did you know to use addition or subtraction in the problem?
How did you know to start with that number and end with the other
number?
Show me the steps you took to figure out the problem.
Students solved three more word problems in their math notebooks
using their own equations. Students could either use the counters or
they could draw pictures to help them figure out the right answer.
During this time I answered any questions the students had.
I gave students a worksheet with three word problems. Students were to
work on these independently. I will walk around and check for students
understanding. I will ask the following questions
What steps did you take to figure out the answer?
How did you know to use addition or subtraction in the problem?
How did you use the counters to find your answer?
How does your picture you drew help figure out the answer?
Students will use addition and subtraction within 100 to solve one- and two-step
word problems involving situations of adding to, taking from, putting together,
taking apart, and comparing, with unknowns in all positions, e.g., by using
drawings and equations with a symbol for the unknown number to represent the
problem.

6 points: got the correct answer

6. Assessment Results of
3 points: student showed work
all objectives/skills
1 point: explained work
10 points= total
Students must complete the worksheet with 8 out of 10 points to have met the
standard.
Targeted Students
Modifications/Accommodations:
1. Use Task Analysis very specific, tasks in
sequential order.
2. Always keep your language simple and
concrete. Get your point across in as few words as
possible. Typically, its far more effective to say,
Pens down, close your journal and line up to go

Student/Small Group Modifications/Accommodations:

outside than It looks so nice outside. Lets do

our science lesson now. As soon as youve finished
your writing, close your books and line up at the
door. Were going to study plants outdoors today.
3. Teach specific social rules/skills, such as turntaking and social distance.
4. Give fewer choices. If a child is asked to pick a
color, say red, only give him two to three choices
to pick from. The more choices, the more confused
an autistic child will become.
5. If you ask a question or give an instruction and
are greeted with a blank stare, reword your
sentence. Asking a student what you just said helps
clarify that youve been understood.

Materials/Technology: White board, counters, and different word problems.

Reflection on lesson:

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