‭ dTPA Lesson Plan #1‬

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‭Teacher Candidate Name:‬‭Kaylee Muenzhuber‬
‭Grade & Subject Area:‬‭2nd Grade Mathematics‬
‭Date for Planned Lesson:‬‭February 26-27, 2024‬

‭ esson Title‬
L ‭ odel Numbers to 1,000‬
M
‭MN/CC State Standard(s)‬ ‭Minnesota K-12 Academic Standards in Mathematics 2.1.1.2:‬
‭Compare and Represent Whole Numbers Up to 1,000 With An‬
‭Emphasis On Place Value and Equality - Use Place Value to‬
‭Describe Whole Numbers Between 10 and 1000 in Terms of‬
‭Hundreds, Tens, and Ones‬
‭Central Focus‬ I‭dentify a whole number up to 1,000 using hundreds, tens, and‬
‭ones.‬
‭Learning Target for this‬ ‭Students will use hundreds, tens, and ones to identify a whole‬
‭Lesson‬ ‭number up to 1,000.‬
‭Academic Language (AL)‬ ‭a. hundreds, tens, ones‬
‭a. Domain-Specific‬ ‭b. model, identify‬
‭Academic Vocabulary‬ ‭c. __ hundreds, __ tens, and __ ones is ___.‬
‭b. General Academic‬
‭Vocabulary‬ ‭d. In phase 1, students will model a given number using hundreds,‬
‭c. Sentence Frame‬ ‭tens, and ones.‬
‭d. Point in Lesson Where‬
‭Students Will Be Given‬ ‭In phase 2 through 4, students will identify a number by using‬
‭Opportunity to Use‬ ‭hundreds, tens, and ones.‬
‭Academic Vocabulary‬
‭Needed‬ ‭Student ‘TT’ is fully-replaced, so they won’t accomplish the stated‬
‭Modifications/Supports‬ ‭learning target. They will do work at their level that is given to them‬
‭by and done with their SPED teacher.‬
‭ tudent ‘EI’ will accomplish the stated learning target with some‬
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‭assistance from their SPED teacher.‬
‭ tudents ‘SH’, ‘KK’, and ‘WT’ will accomplish the stated learning‬
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‭target with minor help from the math ADSIS teacher who pushes in‬
‭Resources & Materials‬ ‭Newline Board, Laptop, Doc Camera, Camera App, 7.2‬
‭Needed‬ ‭Worksheets (pg. 319-324), 21 Pencils, 21 Whiteboards, 21‬
‭Dry-Erase Markers, 21 Socks‬
‭ esson Part‬
L ‭Activity Description / Teacher Does‬ ‭ tudents Do‬
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‭Phase 1: State Target &‬ ‭ earning Target:‬‭State the learning‬
L ‭Learning Target:‬
‭Activate‬‭Prior‬ ‭target in chunks and direct students‬ ‭Students will repeat‬
‭Knowledge‬ ‭to repeat after you.‬ ‭after the teacher.‬
‭●‬ ‭I can‬ ‭ ctivate Prior‬
A
‭●‬ ‭use hundreds, tens, and ones‬ ‭Knowledge:‬‭Students‬
‭●‬ ‭to identify‬ ‭will get out a pencil,‬
‭●‬ ‭a whole number up to 1,000.‬ ‭place pg. 319 in front of‬
‭Activate Prior Knowledge:‬‭Start by‬ ‭them, and put pg. 321‬
‭passing out worksheet pg. 319 to the‬ ‭off to the side. Students‬
‭students. Pass out pg. 321 at the‬ ‭will listen to the teacher‬
‭same time. Using the camera app‬ ‭read the directions.‬
‭and doc camera, project pg. 319 on‬ ‭Students will model the‬
‭the Newline Board. Read students‬ ‭given number on pg.‬
 t‭he directions at the top of the page:‬ ‭ 19 by using squares for‬
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‭“Model the number. Make a quick‬ ‭hundreds, lines for tens,‬
‭sketch to match”. Direct students to‬ ‭and circles for ones.‬
‭draw squares for hundreds, lines for‬
‭tens, and circles for ones. As‬
‭students complete this task, walk‬
‭around the classroom and glance at‬
‭student work. Keep in mind the‬
‭names of students who made a‬
‭correct model.‬
‭Phase 1 Assessment‬ ‭After students have finished modeling‬ ‭ tudents will return their‬
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‭the number, have them put their pencil‬ ‭pencil to their pencil tray‬
‭in their pencil tray. Then, ask a student‬ ‭and share their model if‬
‭(who got it correct) to tell you what they‬ ‭asked to. Students will‬
‭drew for their model. As they tell you,‬ ‭show the connection‬
‭draw it on the board. After finishing the‬ ‭sign if they drew the‬
‭model, direct students to show the‬ ‭same model as the‬
‭connection sign if they drew the same‬ ‭student who shared.‬
‭model as the student who just shared.‬
‭Make note of the names of students‬
‭who don’t show a connection sign.‬
‭Phase 2: Teacher‬ ‭Flip over the worksheet and direct‬ ‭ tudents will flip over‬
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‭Input/Inquiry‬ ‭students to do the same. Walk students‬ ‭their worksheet and‬
‭through the example problem at the top:‬ ‭listen to the teacher go‬
‭“They started by counting their‬ ‭through the steps in the‬
‭hundreds, tens, and ones blocks. As‬ ‭example problem.‬
‭they counted, they filled in the table.‬ ‭Students will go through‬
‭Finally, they completed the sentence by‬ ‭these steps again with‬
‭filling in the blanks”. Go through these‬ ‭the teacher for #1 and‬
‭steps with students for #1 on pg. 320‬ ‭#2. Students will raise‬
‭and #2 on pg. 321. Encourage‬ ‭their hands to answer‬
‭student-led learning by having students‬ ‭questions.‬
‭walk you through the steps.‬
‭Phase 2 Assessment‬ ‭Direct students to get out their‬ ‭ tudents will get out‬
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‭whiteboards, markers, and socks. Tell‬ ‭their whiteboards,‬
‭students that they will complete #3 and‬ ‭markers, and socks.‬
‭#4 on their own and then write their‬ ‭Students will complete‬
‭answers down on their whiteboard. Give‬ ‭#3 and #4 on their own‬
‭students about 2 minutes to do all this.‬ ‭and then write their‬
‭Then, direct students to show you their‬ ‭answers down on their‬
‭whiteboards by saying: “Show me your‬ ‭whiteboard. Students‬
‭boards in 3, 2, 1”. Scan over each‬ ‭will show their‬
‭student’s board and make note of the‬ ‭whiteboards to the‬
‭names of students who didn’t answer‬ ‭teacher when asked.‬
‭correctly. After looking over the boards,‬
‭have students put their boards down‬
‭and go through problem #3 and #4.‬
‭Phase 3: Guided Practice‬ ‭Go through problem #5 with the‬ ‭ tudents will draw a‬
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‭students. Have students draw a picture‬ ‭picture to match the #5‬
‭while you read what number Newton is‬ ‭clues that the teacher is‬
‭thinking about. After reading, go over‬ ‭reading. Students will‬
‭the pictures students made and the‬ ‭share the number they‬
 ‭ umber they came up with. Then, flip‬
n ‭ ame up with if asked.‬
c
‭over your worksheet to pg. 322 and‬ ‭Students will flip over‬
‭have students do the same. Go through‬ ‭their worksheet to pg.‬
‭the example problem at the top. Instruct‬ ‭322. Students will go‬
‭students to count the markers in order‬ ‭through the steps for the‬
‭by starting with the hundreds packs,‬ ‭example problem with‬
‭then the tens packs, and finally the‬ ‭the teacher.‬
‭individual markers that represent ones.‬
‭Phase 3 Assessment‬ ‭Move to #6. Show students how to‬ ‭ tudents will make a‬
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‭make a hundreds-tens-ones table to‬ ‭hundreds-tens-ones‬
‭show their work. Then, direct students‬ ‭table for #6. Students‬
‭to complete #6 with their desk neighbor‬ ‭will complete #6 with‬
‭and come to you to get it checked once‬ ‭their desk neighbor and‬
‭they’re finished. Take note of any‬ ‭then go to the teacher to‬
‭misconceptions you see while looking‬ ‭get it checked.‬
‭through student work.‬ ‭END OF DAY 1‬
‭ ND OF DAY 1‬
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‭Phase 4: Independent‬ ‭START OF DAY 2‬ ‭START OF DAY 2‬
‭Practice‬ ‭ and out worksheet pg. 323. Using the‬
H ‭ tudents will answer‬
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‭camera app and doc camera, project‬ ‭questions to lead the‬
‭pg. 323 on the Newline Board. Ask‬ ‭teacher through the‬
‭questions to help students lead you‬ ‭steps of the example‬
‭through the steps of the example‬ ‭problem. Students will‬
‭problem at the top of the page. Flip over‬ ‭flip over their worksheet.‬
‭the worksheet and instruct students to‬ ‭Students will chorally‬
‭do the same. Have students chorally‬ ‭read #4 with the teacher.‬
‭read #4 with you. Discuss and answer‬ ‭Students will participate‬
‭as a whole class. Move on to #5. Read‬ ‭in a class discussion in‬
‭the problem to the students. Ask‬ ‭order to answer #4 and‬
‭students what you want them to make‬ ‭#6. Students will draw a‬
‭to show their work. Draw a‬ ‭hundreds-tens-ones‬
‭hundreds-tens-ones table below #5 and‬ ‭table under #5. Students‬
‭have students follow suit. Go on to #6.‬ ‭will complete the‬
‭Discuss and solve as a whole class.‬ ‭worksheet.‬
‭Finally, direct students to complete‬
‭#1-3, #5, and the review problems at‬
‭the bottom of pg. 324 before turning in‬
‭their worksheet to the basket.‬
‭Phase 4 Assessment‬ ‭As students turn in their worksheets, go‬ ‭ tudents will turn their‬
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‭through and check them. Write down‬ ‭worksheet into the‬
‭each student’s score out of 20 on a‬ ‭basket when finished.‬
‭class roster (#1-2 = 7 points each; #3 =‬ ‭Students will then work‬
‭4 points; #5 = 2 points). Provide‬ ‭on their extra math‬
‭feedback for students who need it.‬ ‭packets. Students will fix‬
‭Have students fix any incorrect work.‬ ‭any work that needs to‬
‭be fixed if asked to.‬
‭Phase 5: Restatement &‬ ‭Restate Learning Target -‬‭Ask‬ ‭Restate Learning‬
‭Closure‬ ‭students: “Were you able to use‬ ‭Target:‬‭Students will‬
‭hundreds, tens, and ones to identify‬ ‭use sign language to‬
‭a whole number up to 1,000?” Have‬ ‭show if they met the‬
‭learning target.‬
 ‭ tudents show you with sign‬
s ‭ elf-Assessment:‬
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‭language.‬ ‭Students will give a‬
‭Self Assessment:‬‭Instruct students to‬ ‭thumbs up, thumbs‬
‭give you a thumbs up, thumbs‬ ‭sideways, or thumbs‬
‭sideways, or thumbs down to show‬ ‭down to show how‬
‭how comfortable they feel with using‬ ‭comfortable they feel‬
‭hundreds, tens, and ones to identify‬ ‭with using hundreds,‬
‭whole numbers up to 1,000. “Thumbs‬ ‭tens, and ones to‬
‭up means you could explain it to‬ ‭identify whole numbers‬
‭someone else. Thumbs sideways‬ ‭up to 1,000.‬
‭means you can do it with just a little‬
‭help. Thumbs down means you want‬
‭it explained again.”‬
‭Phase 6: Summative‬ ‭Use phase 4 assessment scores to put‬
‭Next Steps‬ ‭students into one of the first three‬
‭categories. Student “TT” is fully‬
‭replaced, so they don’t follow the class‬
‭curriculum, and they won’t fall into any‬
‭of the first three categories.‬
‭Does Not‬ ‭Partially‬
‭Students‬ ‭Meets - 3‬ ‭N/A‬
‭Meet - 1‬ ‭ eets - 2‬
M
‭TB‬ ‭X‬
‭LC‬ ‭X‬
‭JD‬ ‭X‬
‭JF‬ ‭X‬
‭SH‬ ‭X‬
‭AH‬ ‭X‬
‭EI‬ ‭X‬
‭JJ‬ ‭X‬
‭JJW‬ ‭X‬
‭SK‬ ‭X‬
‭KK‬ ‭X‬
‭KLe‬ ‭X‬
‭KLo‬ ‭X‬
‭RL‬ ‭X‬
‭ZO‬ ‭X‬
‭MP‬ ‭X‬
‭PRB‬ ‭X‬
‭LS‬ ‭X‬
‭BS‬ ‭X‬
‭TT‬ ‭X‬
‭WT‬ ‭X‬
‭RT‬ ‭X‬

‭ oes Not Meet:‬‭Reteach the lesson in‬