CATALINA FOOTHILLS SCHOOL DISTRICT

LESSON PLANNING FORM (TAP)

(For a Single Lesson, on One Day)
Name Zhiwei Shepard
School Sunrise Drive Elementary School
Subject or Grade 1st Grade Math
Unit (if applicable) Unit 1, Number sense /Problem solving
Date of September 21, Wednesday
Observation 10:30-11:15am
LESSON-AT-A-GLANCE
Lesson Title Problem Solving
Estimated Time for 45 minutes
Lesson
CFSD OperationsandAlgebraicThinking(OA)
Measurement 1.OA.1
Topics and Useadditionandsubtractionwithin20tosolvewordproblemsinvolvingsituationsofaddingto,
Standards / takingfrom,puttingtogether,takingapart,andcomparing,withunknownsinallpositions,e.g.,
Benchmarks byusingobjects,drawings,andequationswithasymbolfortheunknownnumbertorepresent
theproblem.
1.OA.6
Addandsubtractwithin20,demonstratingfluencyforadditionandsubtractionwithin10.Use
strategiessuchascountingon;makingten(e.g.,8+6=8+2+4=10+4=14);decomposinga
numberleadingtoaten(e.g.,134=1331=101=9);usingtherelationshipbetween
additionandsubtraction(e.g.,knowingthat8+4=12,oneknows
128=4);andcreatingequivalentbuteasierorknownsums(e.g.,adding6+7bycreatingthe
knownequivalent6+6+1=12+1=13).

Deep Learning Critical thinking and problem solving

Proficiencies/ (Analysis and Interpretation Reasoning Problem Solving/Solution Finding)
Performance Areas
Educational N/A
Technology
Standards
Learning Goals I can use math strategies to solve problems
ELD N/A
Standards/Goals (if
applicable)

Prior Knowledge
1. Relationship between number and quantity
2. Analyzing related information and figuring out what the problem is
3. Use drawing to show how to solve a problem
Integration Areas Art, math, literacy

Differentiation for Students will do their work individually and one-on-one support will be provided if they need.
Student Needs Challenges will be given to those who need, for example trying as many ways as they can to
solve problems.
LESSON DEVELOPMENT: NARRATIVE OF INSTRUCTIONAL PROCEDURES
CFSD; 6/10-6/14 - Teacher Assessment Program (TAP); Approved by the Governing Board 5/8/12 &
7/11/13
Refer to Lesson Planning Form Descriptions to complete the Lesson Plan
 Activator
Telling students that they have an opportunity to solve some math problems and explaining that a
strong thinker will try to use different ways to solve problems. Remind them that they will need
to use strategies to solve todays problem. I will tell students that I will read the problem several
times and give students enough time to think over and ask some volunteers to act out the
problem.
Instructional The whole class time
Strategies/ Reading the word problem two or three times as necessary. Use questions throughout the whole
Processing instruction, for example What are important information?, Why it is important? , Why you
Structures think so? What do I need to find out to solve this problem? etc. Students will be asked to
verbalize their thinking. Several volunteers will be asked to act out the problem using math
strategies like drawing, counting, ect.
Independent work time
After volunteers acting out the problem, students will have a chance to solve the problem in as
many different ways as they can independently.

Formative Practice assessment: Watch students doing their work and understand students better
Assessment(s)/ Do students make sense of the word problem?
Checking for How are they solving the problem?
Understanding How are they recording their work?
Are students using their number sense to help them solve the problem?

Summarizer Students sit down at carpet together and reinforce the strategies that help them solve the problem
and also mention the confusion and difficulty that kids may encounter while doing independent
work. Concluding what worked and what does not work.

Are there special circumstances that the evaluator should be aware of when observing this class?
Please attach a seating chart if available and appropriate.

CFSD; 6/10-6/14 - Teacher Assessment Program (TAP); Approved by the Governing Board 5/8/12 &
7/11/13
Refer to Lesson Planning Form Descriptions to complete the Lesson Plan