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: Hannah Eudy__________ Date: 09-22-2018___

Cooperating Teacher: Alison Thurman__________________ Grade: First______
School District: Northshore School District School: Shelton View Elementary School
University Supervisor: Lori White
Unit/Subject: Early Number Activities/Math_____
Instructional Plan Title/Focus: Adding and Subtracting 0 and 1

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose: Teacher candidates explain how this instructional plan develops students’
conceptual understanding of overall content goals. This is sometimes also called a “rationale” and
includes a “what, why, how” general statement (see also Central Focus in edTPA)

Additionally, explain where in a unit this lesson would be taught. What lesson topic came prior to this
one (yesterday) and what related lesson will come after this one (tomorrow)?

The students will be learning how to add and subtract 0 and 1 to other numbers to find the total. All the
total numbers will be within 5, and the goal is that they become proficient in adding and subtracting 1
and 0 to and from numbers. They will recognize that these numbers being added and subtracted create a
noticeable pattern that they can find and get excited about. Why they are learning this is because I want
them to have a greater number sense and be able to manipulate numbers with the patterns they create.
How they will be learning about this is through visual aids, hands on manipulatives, partner work, and
individual time with the numbers. Some students who are lower ability will be worked with separately
so that they are able to understand the concept just like the other students. The lesson that came before
this is working with numbered groups, math mountains, and equations. This lesson is in the middle of
the unit, and what will come after this is further practice with these patterns and more numbered groups.

b. State/National Learning Standards: Teacher candidates identify relevant grade level concepts/content
and align them to Content Standards—Common Core Standards or Washington State EALRs, or
National.
CCSS.MATH.CONTENT.1.OA.D.8
Determine the unknown whole number in an addition or subtraction equation relating three whole
numbers. For example, determine the unknown number that makes the equation true in each of the
equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.
CCSS.MATH.CONTENT.1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies
such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading
to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction
(e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums
(e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
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c. Content Objectives (to be copied in Assessment Chart below) and alignment to State Learning
Standards:

1. SWBAT… Solve addition equations within 5 including a partner of 0

2. SWBAT… Solve addition equations within 5 including a partner of 1
3. SWBAT… Solve subtraction equations within 5 including a partner of 0
4. SWBAT… Solve subtraction equations within 5 including a partner of 1

Aligned standard:
CCSS.MATH.CONTENT.1.OA.D.8
Determine the unknown whole number in an addition or subtraction equation relating three whole
numbers. For example, determine the unknown number that makes the equation true in each of the
equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.
CCSS.MATH.CONTENT.1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies
such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading
to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction
(e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums
(e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Language Objectives:
1. SWBAT… Write what numbers are the partners and the totals when adding and subtracting within 5
2. SWBAT… Use words like plus, subtract, and equal when noticing the patterns within 5 in group
discussions

Aligned standard:
CCSS.MATH.CONTENT.1.OA.D.8
Determine the unknown whole number in an addition or subtraction equation relating three whole
numbers. For example, determine the unknown number that makes the equation true in each of the
equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.
CCSS.MATH.CONTENT.1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies
such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading
to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction
(e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums
(e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

d. Previous Learning Experiences: Teacher candidates should explain what students know and have
learned that is relevant to the current lesson topic and process.

As of now, students have learned how to make numbered groups to reach a certain number. They know
how to count on when verbally asked; they know equations and math mountains. The goal here is to
solidify the pattern of adding and subtracting 0 or 1 because it is an obvious pattern after learned and is
useful to a greater number sense. What will be learned today is relevant because the students have
already done impressive work with addition but seem to need help with subtraction. This lesson will
make clear if the students need further work on their addition and subtraction, and if they are confused
on the different signage.

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e. Planning for Student Learning Needs (accommodations, student experiences, prior learning and
experiences):

For students who will need accommodations, I am going to be pulling a small low ability group to
provide extra scaffolding. Students will then be able to get to where everyone else will be to succeed.
Prior learning will set up students well for this lesson because we will be building off what they know,
but in a more patterned fashion with remembering the 0 and 1 rules and recognizing those patterns.
Students will be using their fingers to show me mental math, building math mountains, showing
equations, and solving patterns, all of which they have done or seen before. For an extension activity,
there will be a small question about the pattern, and the kids that are higher ability will thrive with that.

f. Assessment Strategies (Informal and formal)

Teacher candidates should attach questions, worksheets, tests or any additional documentation related to
their assessment strategies, including accommodations or modifications for students with disabilities as
stated in their IEPs. They may also attach appropriate marking rubrics, criteria lists, expectations, answer
keys, etc. Consideration for multiple means of expression should occur here. That is, how will teacher
candidates allow for K-12 students to express their learning in different ways? Will K-12 students be
given some choice?

Content/Language Objectives Assessment Strategies

SWBAT… Solve addition equations within
5 including a partner of 0
SWBAT… Solve addition equations within
5 including a partner of 1
SWBAT… Solve subtraction equations
within 5 including a partner of 0
SWBAT… Solve subtraction equations
within 5 including a partner of 1
Informal: Students will show me that they can do this on
the carpet with their whiteboards, their fingers, and the
worksheet [Figure 1] that I collect. The assessment
strategies while on the carpet will be observing and
checking for their comprehension when they talk with
their partners. When I collect their work, I will see who
needs extra support, and if they are confused on the signs
or if they need more help with subtraction.
Informal: Students will see these modeled and then be
given some to do on their whiteboards. They will have a
chance to show me on their fingers the mental math they
can do. While on the carpet they will have the support of
their peers as well to help solidify comprehension of the
learning goal. Then they will also show me what they can
do on their own on the worksheet given [Figure 1]. From
there I will see what area needs more support for the
students.
Informal: Students will have a chance on the carpet to
work with their partners, use their whiteboards, and show
mental math with their fingers to display their knowledge
of subtracting with 0. They will then be able to work on
their own to show me what they learned [Figure 1], so I
know what the students have learned and what they need
help on.
Informal: Students will have time to show me on the
carpet how they know this based on what they write on
their whiteboards, what their fingers show when doing
mental math, their conversations with partners, and
responses. They will also show me what they can do on
their own in [Figure 1], and I will see what I need to

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 readdress based on what they know and can do, and what
they do not know how to do.
SWBAT… Write what numbers are the Informal: When students are on the carpet with me I will
partners and the totals when adding and observe what they write on their whiteboards. We will
subtracting within 5 practice putting the “p” for partners and ‘t” for total. I
will see who can do write the partners and totals after I
showed them as they have already had practice with it. I
can also check if any of the students add that on their
worksheet [Figure 1].
SWBAT… Use words like plus, subtract, Informal: While on the carpet, I will listen to the students
and equal when noticing the patterns talking to their peers if they are using the words to
within 5 in group discussions describe an equation rather than using or skipping the
sign names. Then when I have them speak out, I will hear
the types of words they are using when they tell me what
they notice.
(Add rows as needed)
*In the right column, describe whether the assessment you’ll collect is informal or formal. Note: most
assessment is considered formative when thinking about day-to-day lessons. Summative is related to
mastery. An exception might be having a “formal” quiz mid-way in a unit to assure that students are on
track with a certain degree of proficiency. Should the quiz indicate students are not progressing, and
adjustment of timing in the instructional “unit” will be required.

g. Student Voice: Student voice is a term used to describe students expressing their understanding of their
own learning process. For your lesson, respond to the three required components of student voice and
identify how students will reflect and/or communicate on their learning or progress toward meeting the
goals. (Use the following table.)

Student-based evidence to be Description of how students

K-12 students will be able to:
students: journals, exit slips, self-
1. Explain student learning
targets and what is required to
meet them (including why
they are important to learn).
2. Monitor their own learning
progress toward the learning
targets using the tools
provided (checklists, rubrics,
etc.).
collected (things produced by
assessments, work samples,
projects, papers, etc.)
Figure 1
Thumbs up or down reflection
will reflect on their learning.
Students will work
independently on this
worksheet and it will reflect
whether they have learned
what is expected of them or
not. They will be given all
the different combinations of
addition and subtraction with
0 and 1.
Students will reflect on their
learning of addition and
subtraction with partners of
0 and 1 with a thumbs up or
a thumbs down. I will
monitor the students while
they are working and then
compare what I observe with
their self-reflection.
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 3. Explain how to access Students will be able to
resources and additional access this worksheet in
support when needed (and their student math book and
how/why those resources will it will not be complete and
help them). they can redo it for extra
Figure 1 practice as this is a copy of
their booklet. Students can
also look over this
worksheet when they are
complete if they want to
compare these answers to
their new answers for extra
practice.

h. Grouping of Students for Instruction: Describe why, how, and where in the lesson students will be
divided into groups, if applicable (e.g., "why" could be to support language learners, for reciprocal
teaching, and/or to use jigsaw, and "how" might include random, ability-based, interest, social purposes,
etc.). Recognize that some lessons or parts of a lesson may call for grouped work or individualized work
or both.
For this lesson students will start out at the carpet with me and their classmates. They will be seeing what
I do, and then they will be using their turn and talk partner when I tell them to do so. I want them to
collaborate because so much more learning and understanding happens when they do so. After the carpet
time they will be working individually on [Figure 1] to show me what they learned and can do. When
they are finished with the worksheet and have attempted the extension question on the back, then they
can do silent reading, writing or drawing.

Section 2: Instruction and Engaging Students in Learning

a. Introduction: Teacher candidates identify how they are going to introduce the concept, skill or task in a
way that gains students’ attention and gets them involved (the lesson “hook”).

“So today class we are going to be learning how to add and subtract with 0 and 1. We will be working
with these patterns together and then individually, and I want you to pay careful attention to the patterns
they make. We will be using manipulatives to represent what we have or do not have, and then I will
send you off, so you can show me what you know.”

b. Questions: Questions teacher candidate will ask during the lesson that drive thinking and learning and
engagement (5 or more questions) and in parentheses, indicate Bloom level and/or question type to
ensure that you are posing questions that push critical thinking and engagement (e.g.
Analysis/Divergent)
1. What patterns do you notice? (Analysis)
2. What does this sign (-) mean? (Comprehension)
3. What does this sign (+) mean? (Knowledge)
4. What does this sign (=) mean? (Knowledge)
5. If I start out with 5 cookies and I give one away, how many will I have? (Application)

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6. If I have 4 cookies and my friend give me one, how many will I have? (Application)
7. If I have 3 pizzas, and I give zero or none to my friend, how many will I have? (Application)
8. If I have 2 pizzas and I and don’t order any more or zero more, how many will I have? (Application)

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

(Add rows as needed)

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Learning Steps and Activities Supporting Theories/Principles
(Why are you doing what you are doing?)
Example: Transition from introduction by asking Supports multiple means of engagement, and
students to look at “inputs” and in pairs, create a allowing students to generate their own inputs
list of additional community assets/contributions from experience; is more culturally responsive
(inputs) for social change diagram. Circulate than teacher generated ideas only.
around groups to observe students’ progress.
1. I say, “Hello class, yesterday we talked Vygotsky: Importance of Language. While
about number groups, and today we are students are seeing examples from the teacher,
going to learn how to add and subtract with they are also working on the examples as a class
0 and 1.” I start writing out the equations and in pairs. This way, students are more likely
on the board (0+0=0, 0+1=1, 0+2=2) and I to remember through collaboration.
label the partners and totals. I say, “What
do you notice about these 3 equations?
Turn and talk with your partner.” Student
may say, “There is a zero in them.” I say,
“Wow you are right, I didn’t even notice
that! Other ideas?” Student might say,
“They don’t get bigger!” I say, “How so?”
Student might say, “Like in 0+2=2, the For students who need additional support, I will
partner 2 is the same as the total.” I say, work with them later, but I can write down what
“Excellent! Any other ideas?” Student is happening, so they can see that adding 0 is
might say, “They increase like 0, 1, 2.” I also adding nothing.
say, “Another great idea! I am impressed
you all saw something different! So, what
if I had 3 cookies and a friend gave me zero
more, how many would I have? Write that
down on your board.”
2. I say, “Now I am going to write out some Vygotsky: Importance of Language. Again,
more equations with 0, but this time I am students are working on this somewhat new
going to use subtraction.” I write down 1- problem with their class, and partners. Many
0=1, 2-0=2, 3-0=3. I also label the partners students had trouble with subtraction in the pre-
and totals. I say, “What do you notice assessment, so the extra support of peers and the
about these subtraction equations? Turn teacher will aid student learning.
and talk with a partner. Remember this sign
(-) means to minus or subtract.” Student
might say, “They stay the same.” I say,
“What stays the same?” Student might say,
“The starting number.” I say, “You bring
up an excellent point. The starting number
is our total in subtraction problems! Any
other things you notice?” Student might
say, “The total is the same as one of the
partners.” I say, “Nice job, anyone else For students who need additional support, will
notice that?” Students nod and shake their receive small group support, but I will try to
hands. “So now, what if I had 4 cubes and I make the real-world examples tangible. I will try
gave 0 away. How many would I have? to draw pictures whenever with color when
Show me with your fingers how many I applicable.
would have.” Students show me 4. If
students give me the wrong answer, I will
show them again with a new example.
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3. I say, “Now we are going to work with Vygotsky: Importance of Language. Students are
addition with 1.” I write down 1+1=2, working in pairs with their carpet partners, and
1+2=3, 1+3=4. “Turn and talk with a working as a whole class to consolidate their
partner about what you notice now.” knowledge of adding 1.
Student may say, “The total is bigger than
the partners.” I say, “Yes good
observation.” Student might say, “The
totals are one more than the biggest
partner.” I say, “Oh interesting, did anyone
else see that?” Students nod. Student might For students who need additional support, they
say, “In order all the numbers increase.” I will have time for small group session with me
say, “How so?” Student may say, “Like 1, later, but for now, I can use the examples I have.
2, 3, and 2, 3, 4.” I say, “Another great If students are not understanding, I can show
observation. So, what if I have 1 apple, and them one more.
a friend give me 4 more. How many will I
have? Write the equation, partners, and
total on your board please!”
4. I say, “Lastly, we are going to be using Vygotsky: Importance of Language. Students
subtraction with 1.” I write down 2-1=1, 3- will have the support of their partners,
1=2, and 4-1=3. “What do you notice now? themselves, the teacher, and the whole class in
Turn and talk with your partner.” Student these subtraction problems. Since the students
may say, “It gets smaller.” I say, “What did not do as well on subtraction in the pre-
gets smaller?” Student may say, “The assessment, extra practice can occur for these
total.” I say, “What is the total again?” sets of problems.
Student may say, “The biggest number.” I
say, “Which is…?” Student corrects
themselves, “Oh yeah, the starting number
for subtraction, so one of the partners gets
smaller.” I say, “Nice, any other ideas?”
Student may say, “They get smaller but in
order, like 1, 2, 3, and 2, 3, 4.” I say, “I
didn’t know 1st graders were so smart,
everyone give yourself a pat on the back!
So, what if I had 5 oranges, and I gave one
to a friend. How many would I have left?
Show me with your fingers.” Students
show me, and I give them one more, if they
did not get it. “Now that we have done all
of the patterns, I am going to write one up
here, and you are going to write the
equation, partners, and totals on your
board. Feel free to check with your
neighbor.” I write down 2-0=_ and 1+2=_
for them. “When you are ready, I will see it For students who need additional support, they
on your board, no need to hold it up. Now, will receive extra scaffolding later, but will still
you are going to go back to your desks to need help in this moment. I will utilize pictures
work individually on this worksheet. When and color when necessary and try to give the
you are finished you may turn it in to students examples that are relevant to them
finished work and then you can read, write, generally revolving around food.
or draw. I will be taking a couple students
back to the small table, and I expect
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 everyone is at 0 voice so I can hear the
students I am working with. I will dismiss
you by rows and then you can get to work.”
I write the directions on the board for the
students who don’t remember what I said.
5. I wrote the directions down so that the Constructivism: Learners construct their own
students will be self-proficient and can knowledge. This is a chance for students to
look up at the board if they cannot apply what they just learned and show me what
remember. As the students will work on they know. The patterns are mixed, so the
their worksheet independently, then they student must pay close attention to the numbers.
will turn it in and still work independently. This prevents them from blindly answering.
I work with the small group of low ability
students to ensure that they succeed like the
other students. We go over the same kinds
of problems that the whole group went over
but with help. If they verbally give me the For students who need additional support, they
answer, I accept that. will receive help within a small group with me
and their peers. I will assess who needs extra
help, and if anyone else seems to need it they
can come as well.

b. Closure: Closure is the signal to students that the lesson is now coming to an end. In closure, teachers
review the learning targets (what was taught) for the day and refocus on what is important.

“Well boys and girls, I am so proud of you for sticking with it and learning how to add and subtract 1 or
0. I was impressed with you noticing the patterns, using the math terminology on the carpet, and
showing to me how much you learned with 0 and 1. You can now show me at your desk if you
understood the learning goal today with a thumbs up. If you did not understand you can show me a
thumbs down. Tomorrow we will build on our knowledge of number groups.”

c. Independent Practice: Describe how students will extend their experiences with the content and
demonstrate understanding in a new and different context (perhaps even outside of the classroom).
Include possible family interaction (identify at least one way in which you might involve students’
families in this instructional plan.)

After completing this lesson, students will be encouraged to go home and tell their families about it.
They can do the same modeling I showed them with pizza and cookies and explain to their family how
to add and subtract 0 or 1 based on giving the item away or receiving the item. That way the student can
explain and be the teacher to their family and solidify their knowledge of the learning goal. What they
learn in this lesson will be relevant to all further math and mental math because it is a fundamental part
of number sense which is one of the most important pieces of knowledge in math.

d. Instructional Materials, Resources, and Technology: Attach a copy of ALL materials the teacher and
students will use during the lesson; e.g., handouts, worksheets, multi-media tools, and any assessment
materials utilized.

 Document camera
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  21 worksheets [Figure 1]
 Manipulative cubes
 Dry erase markers
 Whiteboard
 Math Expressions by Karen Fuson
 Pencils

e. Acknowledgements: Acknowledge your sources

Common Core State Standards Initiative. (n.d.). Retrieved September 12, 2018, from
http://www.corestandards.org/

Fuson, K. C. (2009). Math expressions. Boston, MA: Houghton Mifflin Harcourt.

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Figure 1

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Figure 1 Continued

13. What is the pattern for adding a 0 to a number?

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