EdTPA Lesson Plan
Teacher Candidate Name: Jake Vela
Grade & Subject Area: 2nd Grade - Math
Date for Planned Lesson: August 16, 2022
*Examples are given in the right-hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Lesson Title Fact Families
MN/CC State Standard(s) 2.1.2.1 Use strategies to generate addition and subtraction facts including
- direct quote from MN standards making tens, fact families, doubles plus or minus one, counting on,
documents counting back, and the commutative and associative properties. Use the
- if only focusing on one part of a relationship between addition and subtraction to generate basic facts.
given standard, underline the part
being focused upon Benchmark: Use strategies to generate addition and subtraction facts
including making tens, fact families, doubles plus or minus one, counting
on, counting back, and the commutative and associative properties. Use
the relationship between addition and subtraction to generate basic facts.
Central Focus Fluently add and subtract within 20 using mental strategies.
- derived from standard,
- communicates general goal
Learning Target for this Lesson Students will use related facts to create fact families.
- concisely says what students will be
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. Domain-specific academic vocabulary ex: Fact family, related facts,
a. Domain-specific Acad vocabulary doubles fact, near-doubles fact, count on, count back, sum, difference,
b. General Academic vocabulary addends, add, subtract, minus, take-away, in all, number line, 100’s chart,
(words used in school across many math sentence.
subject areas)
c. Syntax Sentence Frame: Example b. General academic vocabulary ex: turn and talk, pairs, alike, different,
sentence that students can use same, connect, count, family,
to accomplish target
d. Point in lesson where students will c. I can create a fact family by __________.
be given opportunity to use
Phase 5/6
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports Students who are at “approaching level” will be pulled to the kidney table
a. Identify how some form of during independent work time. Students will be provided with connecting
additional support will be cubes of two colors so they can show the number sentence. Teacher will
provided for some aspect of the work closely with students to help them represent the math sentence with
lesson for given student(s) the connecting cubes then help them write down the math sentence (both
- visual, graphic, interactive addition and subtraction).
- reduced text, rewritten text, fill-in the
blank notes, word banks Students at the “beyond level” will work on a hands-on activity with
- graphic organizers, sentence frames another student at their level. One student will write a fact family, then
give their partner clues to help their partner identify the fact family. Such
as: one of the addends is two more than 7. Have the partner give clues
until their partner knows one of the number sentences in the family. Then
tell the student to write the other number sentences to complete the fact
family. Students will switch roles and repeat the activity.
Multi-Language support:
Teacher will write the term fact family and show photos of families. As
teacher shows each photo, say, “This is a family. The people in a family
are related.” Say, “A fact is true.” Give several examples of facts and
identify them as such. For example, “My name is Mr. Vela. That is a
fact.” Teacher will write 4 + 2 = 6 on the board and say, “four plus two is
six. That is a fact.” Then write the remaining number sentences on the
fact family and say, “These are also facts. They are all related. They are
called a fact family.”
Resources & materials needed Whiteboard, eraser, dry erase, math book for independent work, power
point slides, counting cubes, pencils, sticky notes.
Lesson Part Activity description / teacher does Students do
Phase 1 Teacher will read the content objective to Students will listen to
State Target & Activate Prior students. “Mathematicians will fluently add the content objective
Knowledge and subtract within 20 using mental strategies.” read by the teacher.
a) Post the learning target
statement and indicate whether Teacher will have students use “mirrors up” to Students will echo the
the teacher or student(s) will read echo the learning objective. “I will use fact learning objective with
it aloud families to solve math problems.” the teacher.
b) Engage students in activity to
elicit / build prior background Activate Prior Knowledge: Teacher will Students will listen and
knowledge provide a “Problem of the Day” to activate participate in answering
prior knowledge from previous lesson. the “problem of the
Teacher will remind students how addition day” question.
and subtraction are related.
Phase 1 Assessment Note students who participate in responding to
Explain the plan to capture data question(s)/discussion.
from this phase of the lesson
Phase 2 Teacher Input / Inquiry Teacher will explain and define fact family. Students will listen to
- Explain procedures the explanation and
- Demonstrating the task Teacher will model how addition and definition of fact
- Teacher think aloud subtraction are related and what they have in family.
common using a fact family pyramid.
Students will look at
Teacher will emphasize that the math sentences the smart board and see
use the same 3 numbers. how the teacher is
using a fact family
Teacher will work through another fact family pyramid to solve a
pyramid this time having students call out math problem.
answers to help teacher.
Students will listen and
learn that the math
sentences are using the
same 3 numbers.
Students will call out
answers as teacher tries
to fill out another fact
family pyramid.
Phase 2 Assessment Teacher will pay attention to the call out
Explain the plan to check for answers. Are students understanding? If yes,
understanding of steps / proceed. If no, one more example – use
procedures demonstrated in manipulatives.
this phase
Phase 3 Guided Practice Teacher will project new slide with the Students will work
- Paired/collaborative work numbers 12, 9, and 3. Teacher and students together to solve the
- Teacher(s) may roam & assist will use fact family pyramid to solve problem new fact family
#1 together. pyramid on the smart
board.
Teacher will direct students to turn to their
purposeful partner to solve 2 new questions Students will work with
projected on the board. their purposeful partner
and solve 2 new math
Teacher will assist students/pairs who need problems on the smart
assistance. board.
Phase 3 Assessment Students will be working in pairs trying to Two pairs will share
Explain the plan to check for solve 2 new math problems using their their responses.
ability to apply demonstrated whiteboards, dry erase markers and erasures.
steps/procedures during
guided practice Teacher will observe if students are able to
complete the math sentences with their pairs;
assist and provide support to pairs who cannot
solve. Teacher will take note of those who may
need additional support.
Teacher will ask two pairs to share before
moving on.
Phase 4 Independent practice Teacher will direct students to return to their Students will return to
- Individual student work desks and open their math books to page 83. their desks and work on
8 math questions
Students will be asked to complete 8 math independently.
problems and then submit in the teacher basket
when completed. Students will turn in
their work to the
teacher basket.
Phase 4 Assessment Teacher will roam and aid students who are
Explain plan to check for ability to struggling.
apply demonstrated
steps/procedures during Teacher will check individual answers on
independent practice worksheet.
Phase 5 Restatement & Closure Teacher will restate learning target: “Students, Students will listen to
a) Restate learning target today we learned how to utilize fact families to the restatement of the
b) Explain a planned opportunity solve math problems.” learning target.
for students to self-assess
their perceived level of Teacher will hand out sticky notes (for exit Students will fill out
mastery for the target. ticket). Teacher will project the following their exit tickets and
question on the board: What are the related submit them on the
facts in the fact family 9, 9, 18? board.
Sample answers: 9 + 9 = 18, 18 – 9 = 9. The Students may share
addends are the same, so other addition and their responses if/when
subtraction facts are the same. called upon.
Students will stick exit tickets in their
designated spot by the door.
Teacher will ask if there are students who
would like to share their responses.
Phase 6 Summative Next Steps Teacher will review exit ticket and individual
Attach a class roster (first names responses from their independent work.
only) with space to indicate
for each student the needed Teacher will make determination to reteach,
next steps of instruction. extend, or who needs to be pulled into small
group.
* This lesson plan was adapted, with minor modifications, from the McGraw-Hill My Math Curriculum provided by the
district. https://www.mheducation.com/prek-12
