Lesson 1

Winona State TPA-Referenced Lesson Plan

Teacher Candidate Name: __Mikaela Merten_______________

Grade & Subject Area:_1st-Math______________________________
Date for Planned Lesson:__2/2/17_____________________________
Personal Goal: What lesson delivery skill do you want to improve?
Something I would like to improve is rephrasing or reteaching during a lesson. Being able
to restate something in a way that makes sense to the specific group of students I am
teaching.

Lesson Title
MN/CC State Standard(s)
- direct quote from MN standards
documents
- if only focusing on one part of a
given standard, underline the part
being focused upon
*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
More Than and Less Than Number Stories
MN Standard: Numbers and Operations: 1.1.1.2: Read, write and represent
whole numbers up to 50.
MN Standard: Number and Operations: 1.1.1.5: Compare and order whole
numbers up to 120.
MN Standard: Numbers and Operations: 1.1.1.6: Use words to describe the
relative size of numbers. Use the words equal to, not equal to, more than, less
than, fewer than, is about, and is nearly to describe numbers.
Mn Standard: Numbers and Operations: 1.1.1.1: Use place value to describe
whole numbers between 10 and 100 in terms of tens and ones.

Central Focus To provide practice with more than and less than number stories: and provide experiences
- derived from standard, with writing number models for number stories.
- communicates general goal

Learning Target for this Lesson The student will be able to explain more than and less than and will be able to write
- concisely says what students will be number models for number stories.
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. Domain-specific academic vocabulary: more than, less than, number model, number
a. Domain-specific Acad vocabulary story, relation symbol.
b. General Academic vocabulary
(words used in school across many b. General academic vocabulary: compare.
subject areas) c. Sentence Frame: X is more than, or less than Y because Z.
c. Syntax Sentence Frame: Example
sentence that students can use d. In Part 1 Assessment (below), Students will discuss with a partner what the name of the
to accomplish target symbol is and will respond as a class the name of the symbol.
d. Point in lesson where students will
be given opportunity to use
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports For the English language learner definitions will be modified.
a. Identify how some form of
 additional support will be
provided for some aspect of the
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence
frames
Resources & materials needed
Lesson Part
Phase 1
State Target & Activate Prior
Knowledge
a) Post the learning target
statement and indicate whether
the teacher or student(s) will
read it aloud
b) Engage students in activity to
elicit / build prior background
knowledge
Phase 1 Assessment
Explain the plan to capture data
from this phase of the lesson
Smartboard interactive powerpoint, Everyday Math journal
Activity description / teacher does Students do
a) Learning Target: Teacher will read: Today we will
be practicing more than and less than number
stories and then writing the number models for
the number story.
b) Activate Prior Knowledge: Teacher will pass out
pre-test for students to complete. Once students
finish pick a few numbers, have students find the
Students will decide which
number before or after and ask students to find
number comes before or
the number in the tens or ones place.
after and will then decide
Example:
which number is in the
The number just after 19. (20) Circle the digit in the
ones or tens place.
ones place. (0)
The number before 30. (29) Circle the digit in the
tens place. (2)
The number after 49. (50) Circle the digit in the ones
Students will decide which
place.
animal is heaviest and will
Review the meanings of the relation symbols < and
then choose which symbol
>. Display slide 5 with a picture of a porpoise
to place between the
with the weight clearly labeled as 98 lbs. and a
animals.
cat labeled as 7 lbs. discuss which animal is
heaviest and decide which symbol to place
between the animals, < or >.
Discuss why we chose the specific symbol. As
students compare the two-digit numbers
encourage them to study the tens digit of each
number first. Explain that if the number in the
tens place is the same then students will need to
compare the number in the ones place. If the
tens digit is different students can then compare
the numbers in the tens place and decide which
one is greater or smaller.
Assessment: Write three sets of numbers on the Students will use their
board to compare. (26, 38) (15, 8) (58, 45) students arms to show which
will use their arms to show which way the symbol direction the symbols will
will be facing between these sets of numbers. face between each set of
Students will discuss with a partner what the name numbers.
of the symbol is. As a class students will respond
with the correct relation symbol name. (more than,
less than)
Phase 2 Teacher Input / Inquiry
- Explain procedures
- Demonstration the task
- Teacher think aloud
Phase 2 Assessment
Explain the plan to check for
understanding of steps /
procedures demonstrated in
this phase
Phase 3 Guided Practice
- Paired/collaborative work
- Teacher(s) may roam & assist
Phase 3 Assessment
Explain the plan to check for
ability to apply demonstrated
steps/procedures during
guided practice
Project slide 6, which has the picture of a rabbit
labeled as 6 lbs. and an eagle as 15 lbs. Show the
correct relation symbol on the board. Include the
number story On Monday morning, the zoo keeper
weighed some of the animals. She found that the
eagle weighed more than the rabbit. Explain to
students how to create a number model from the
number story. To create the number model we take
the numbers from the number story. In this case 6
and 15 and choose the correct relation symbol.
Example: 6 < 15.
Keep practicing with other animal number stories
using the Smartboard interactive PowerPoint.
(slides 7-9) As each pair of animals is shown create
a number story to go along with the animals and
their numbers.
Example: a raccoon is 23 inches long and a cat is
12 inches long. 23 > 12
A koala is 24 inches long and a rabbit is 11 inches
long. 24 > 11
A fox is 20 inches long and a rabbit is 11 inches
long. 20 >11.
Assessment Example: 3 quick comparing questions Students will respond with
written on the board. Problems may include: 25 and their answer using their
15, 12 and 20, 45 and 35. Students will show their arms to show greater than
responses using sign language to show an L for less or less than.
than or an M for more than.
Have students open their Everyday Math journals to Students solve problems
page 90. (slide 10) As a class work through along with teacher.
problems 6-10. Read problems aloud. Discuss with
students how to add large number like those in
number 7. Explain that we first need too look at the
number in the tens place and add them. (5+4=9)
This number will be in the tens place of our sum.
Next we look at the ones place and add them.
(0+1=1) This number will be in the ones place of our
sum. (Our sum will equal 91.)
6. 7 lb. + 6 lb. < 15 lb.
7. 120 lb. > 50 lb. + 41 lb.
8. 14 lb. + 15 lb. > 23 lb.
9. 75 lb. < 56lb. + 23 lb.
10. 14 lb. + 6lb. > 19 lb.
Have students solve a few on their own and share
their answers with the class, explaining how they
found their answer.
Students will complete number ten of the journal Solve number 10 and
page independently. Once they have solved it they respond with the
will give a thumbs up. On the count of three all answer when prompted.
students will whisper the answer.
Phase 4 Independent practice
- Individual student work
Phase 4 Assessment
Explain plan to check for ability
to apply demonstrated
steps/procedures during
independent practice
On their own students will complete Math journal Students will complete
page 89 (Slide 11) Less than and More than journal page 80 and
Number Models. Teacher will wonder around as Home- Link 5-6
students complete the page and assist students as individually.
needed.
When most students finish, review the page with
students and write the correct answers on the
board. Students will also complete Home Link 5-6
as homework. The handout will be completed at
home and returned for evaluation the following day.
Assessment: As correct answers are written on the board Students will check their
for journal page 89 have students give a thumbs up if the answers as solutions are
got the correct answer. Check individual answers on found. Home link 5-6 will
handout. When Home link 5-6 is returned answers will be be taken home and
assessed and students needing extra support will be
completed.
determined.
Lesson 2

Winona State TPA-Referenced Lesson Plan

Teacher Candidate Name: _Mikaela Merten_____________________

Grade & Subject Area:_1st grade-Math_________________________
Date for Planned Lesson:____________________________________
Personal Goal: What lesson delivery skill do you want to improve?
I would like to improve on using better vocabulary when explaining mathematical solutions.
Learning to use grade appropriate vocabulary.

Lesson Title
MN/CC State Standard(s)
- direct quote from MN standards
documents
- if only focusing on one part of a
given standard, underline the part
being focused upon
*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Comparison Number Stories
MN Standard: Number and Operation: 1.3.2.1: Identify pennies, nickels, and
dimes; find the value of a group of these coins, up to $0.37.
MN Standard: Number and Operation: 1.1.1.5: Compare whole numbers up to 37
MN Standard: Number and Operation: 1.1.2.1: Use words, pictures, objects,
numerals, to model and solve addition and subtraction problems in comparing
situations.

Central Focus To solve greater than and less than number stories involving coins and finding the
- derived from standard, difference.
- communicates general goal

Learning Target for this Lesson Language functions: Students will be able to explain how they use a number line or
- concisely says what students will be counting up strategies to find a solution.
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. Domain-specific academic vocabulary: Pennies, Nickels, Dimes, more than, less than,
a. Domain-specific Acad vocabulary difference
b. General Academic vocabulary
(words used in school across many b. General academic vocabulary: pair
subject areas) c. Sentence Frame: X has (more than, less than) Y. The difference is Z.
c. Syntax Sentence Frame: Example
sentence that students can use d. In Lesson Part 2 Assessment (below), Students will explain the strategy they used to a
to accomplish target partner and what the difference is.
d. Point in lesson where students will
be given opportunity to use
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports Definitions will be modified for English language learners.
a. Identify how some form of
additional support will be
provided for some aspect of the
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence
frames
Resources & materials needed
Lesson Part
Phase 1
State Target & Activate Prior
Knowledge
a) Post the learning target
statement and indicate whether
the teacher or student(s) will
read it aloud
b) Engage students in activity to
elicit / build prior background
knowledge
Phase 1 Assessment
Explain the plan to capture data
from this phase of the lesson
Phase 2 Teacher Input / Inquiry
- Explain procedures
- Demonstration the task
- Teacher think aloud
Everyday Math journal pages
Activity description / teacher does Students do
Learning Target: Teacher will read the objective for
the days lesson.
Students will be able to solve number stories
involving differences.
Activate Prior Knowledge: Using the Smartboard
interactive PowerPoint begin review by creating
Students will help solve
number stories involving coins for students to
the number stories and
solve using the relation symbols < or >
explain how they got their
Example: Dimes (D) Nickel (N) Pennies (P)
answer.
DDNNPPP(33 cents) > DDNNP(31 cents)
DDNP(26 cents) < DDD(30 cents)
DNNPPP(23 cents) < NDNPPN(27 cents)
NNPPNDD(37 cents) > PPPPNDD(29 cents)
Assessment: Students solve problems on slates and Students solve
display for teacher to see. problems on their
slates.
Display slide with the number story Lou saved 5
cents. Lisa saved 8 cents. Who saved more money?
How much more money? Students will solve the
Allow students time to solve the problem number story. A few will
independently. Ask for suggestions on how students be called upon to explain
solved the problem, then call a student up to the how they got their answer.
board to show their work and explain how they go One will be called to the
their answer. If not suggested explain to students board to show us how
the following solution strategy: they solved the problem.
Makes a row of pennies for Lou and a row of
pennies for Lisa, line them up.
PPPPP
PPPPPPPP
Pair pennies from Lous set with pennies from Lisas
set. The pennies that are not paired tell us how
many more pennies Lisa has than Lou.
 Practice another problem.
Al has 12 cents. June has 7 cents. Who has less Students will solve the
money? (June) How much less? (5 cents less) following problems on
Students can solve the problem using their slates. their slates using the new
On the board write 12-7=5. Explain that the answer strategy.
(5) is called the difference of 12 and 7. To support
English language learners, discuss the everyday
and mathematical meanings of the word difference.

Practice extra problems.

Christina has 8 pennies. John has 5 pennies. Who

has more?
Bergen has 9 pennies. Madisyn has 4 pennies. Who
has less? (Madisyn) How much less? (5 pennies
less) What is the difference? (5) Write the number
model. (9-4=5)

Remind students that to find the difference between

two numbers it is helpful to ask ourselves How
many more do I need to add to the smaller set to
have as many in the larger set?
This language will remind students to add up to
subtract.

Phase 2 Assessment Assessment: Individuals will write answers on indiv

Explain the plan to check for whiteboards. Will turn to a partner and explain how they
understanding of steps / found a solutions and what their difference is.
procedures demonstrated in
this phase

Phase 3 Guided Practice Solve example problems below as a class to further

- Paired/collaborative work practice finding the difference between numbers.
- Teacher(s) may roam & assist Students may use number grid to help them solve.

Start at 10. Count up to 18. What is the distance Students will use their
between 10 and 18? number line or number
Start at 22. Count up to 35. What is that distance grid at their desk to help
between 22 and 35? solve the problems.
Start at 35. Count back to 22. What is the distance
between 35 and 22?
Start at 62. Count back to 50. What is the distance
between 62 and 50?
Start at 35. Count up to 75. What is the distance
between 35 and 75?

Emphasize to students that the distance between

the numbers is also the difference.

Display Math Masters page 144 Comparing Coin

Collections on the Smartboard. Students will complete
problems one and two
Once most have finished the first two problems from page 144 on their
discuss various solutions as a class. One strategy

Phase 3 Assessment
Explain the plan to check for
ability to apply demonstrated
steps/procedures during
guided practice
Phase 4 Independent practice
- Individual student work
Phase 4 Assessment
Explain plan to check for ability
to apply demonstrated
steps/procedures during
independent practice
Phase 5 Restatement & Closure
a) Restate learning target
b) Explain a planned opportunity
for students to self-assess
their perceived level of
mastery for the target.
could be to count the value of each set of coins and own, using slates.
find the difference. Another strategy would be to
cross out pairs of matching coins and then compare
the value of the remaining coins.
Example: Matching coins are highlighted.
Mike: DDNNNP
Anna: DDDNNPP
Using the matching coin strategy students can
clearly see that Mike has a nickel remaining and
Anna has a dime and a penny. Telling us that Anna
has 6 cents more than Mike.
Assessment: Check students responses as they display Students will find
them from their slates. solutions using their
slates.
Students will open their Everyday Math journals to Students will complete
page 92. And will complete the page on their own as page 92 on their own. If
teacher wanders and assists those who need needed they may use
support. Students will complete Home Link 5-7 at manipulative coins to help
home and bring the following day for evaluation. them find answers to the
questions, Who has
more? How much more?
For students who will not
need as much time as
others to complete page
92, these students will
write the number models
for each of the problems
along with solving the
original questions.
Assessment Example: Check indiv answers on handout.
a) Today we learned how to solve number stories using
coins and finding the difference.
Assessment Example: Students will raise 1 to 3 fingers in
the air to indicate how solid their understanding is from 3
(I could explain this to someone else) to 1 (I want would
want it explained to me again before explaining it to
someone else)
Lesson 3

Winona State TPA-Referenced Lesson Plan

Teacher Candidate Name: _Mikaela Merten____________________

Grade & Subject Area:_1st grade-Math________________________
Date for Planned Lesson:____________________________________
Personal Goal: What lesson delivery skill do you want to improve?
While allowing students to use manipulatives such as slate, I would like to improve my
management of using the slates. Such as when students can be writing on their slates and
where their marker should be when they are not.

Lesson Title
MN/CC State Standard(s)
- direct quote from MN standards
documents
- if only focusing on one part of a
given standard, underline the part
being focused upon
*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Solving Number Stories
MN Standard: Number and Operation: 1.1.1.1: Use place value to describe whole
numbers between 10 and 100 in terms of tens and ones. Example: Recognize 21
through 29 as 2 tens and a particular number of ones.
MN Standard: Number and Operation: 1.1.2.1: Use words, pictures, objects,
length-based models (connecting cubes), numerals, and number lines to model
and solve addition and subtraction problems in part-part-total, adding to, taking
away from and comparing situations.

MN Standard: Number and Operation: 1.2.2.1: Use real-world situations involving

addition and subtraction basic facts, using objects and number sentences.

MN Standard: Number and Operation: 1.2.2.4: Use addition or subtraction basic

facts to represent a given problem situation using a number sentence.
Central Focus To practice solving a variety of number stories that involve relations, addition, and
- derived from standard, subtraction.
- communicates general goal

Learning Target for this Lesson
- concisely says what students will be
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL)
a. Domain-specific Acad vocabulary
b. General Academic vocabulary
(words used in school across many
subject areas)
Language functions: Students will be able to explain the strategy they used to solve a
number story and also represent the story using manipulatives or pictures.
a. Domain-specific academic vocabulary: Difference, number story, number model,
represented
b. General academic vocabulary: add, subtract,
c. Sentence Frame: I used X strategy to solve a number story and represented it using Y.
c. Syntax Sentence Frame: Example
sentence that students can use
to accomplish target
d. Point in lesson where students will
be given opportunity to use
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports
a. Identify how some form of
additional support will be
provided for some aspect of the
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence
frames
Resources & materials needed
Lesson Part
Phase 1
State Target & Activate Prior
Knowledge
a) Post the learning target
statement and indicate whether
the teacher or student(s) will
read it aloud
b) Engage students in activity to
elicit / build prior background
knowledge
d. In Phase 1 Assessment (below), students will be asked to explain how they solved the
problem to a partner, describing the strategy they used and how they represented the
problem.
Definitions will be modified for English language learners.
Smartboard interactive powerpoint, Everyday Math journals, slates and markers.
Activity description / teacher does Students do
Learning Target:
Teacher will say Today we are going to practice
solving number stories that involve greater than,
less than, addition, and subtraction. Then we will
have the chance to create some of our own
number stories.
Activate Prior Knowledge:
Students will give
To review place values with students have students
suggestions and write
write the following on their slates, give an
responses on their slate.
example and check students slates:
Write a two digit number
With 3 in the ones place
With 5 in the ones place
With 8 in the ones place
Write a 2 digit number
With 7 in the tens place
With 4 in the tens place
With 9 in the tens place
Write the largest 2-digit number
Write the smallest 2-digit number
To activate students algebraic thinking have them
Take out their animals weight cards they cut out on
the first day of the lesson. Have students place the
Students will place animal
koala and eagle in front of them. Draw a comparison
cards in front of them for
diagram on the board and ask the following:
reference. On their slates
How much does the koala weigh? (19lb, which is
they will copy the
the larger quality and will be written in the top box of
comparison diagram that
the comparison diagram.)
is written on the board
How much does the eagle weigh? (15lb, which is
that correlates with each
the small quantity and will be written in the bottom

Phase 1 Assessment
Explain the plan to capture data
from this phase of the lesson
Phase 2 Teacher Input / Inquiry
- Explain procedures
- Demonstration the task
- Teacher think aloud
Phase 2 Assessment
Explain the plan to check for
left box.) problem.
What is the difference between 19 and 15? (4,
which will be written on the line on the bottom of the
diagram.)
Example of comparison diagram is below.
Quantity
19
Quantity
15
Difference
Assessment: Students will turn and talk. They will pick Students will discuss
two animal cards and decide which is larger and how two animal cards and
much larger. Teacher will wander and make note of
conversations. their difference.
Continue practicing number stories with students
and introduce the names of different number stories.
Slide 5 represents the diagrams associated with
each type of problem. Help students find the
solution on a number line and fill in the diagrams to
explain to students how the solution was found and
where the numbers came from.
Relations: My cat weighs 7 pounds and my rabbit
weighs 6 pounds. Which weighs more? (The cat)
Change-to-less: If a 23-pound raccoon sheds 2
pounds of fur, how much will it weigh? (21 pounds)
Change-to-more: Kareem has 3 cats; One of the
cats has a litter of 6 kittens. How many cats does
Kareem have in all? (9 cats and kittens)
Parts-and-total: A 50-pound boy holds a 7-pound
cat and steps on a scale. How many pounds do they
weigh together? (57 pounds)
Comparison: How much less does a 7-pound cat
weigh than a 14-pound fox? (7 pounds)
Assessment: 2 quick questions. I have a domino one side Students will solve
has 6 the other had 9. Which has more and how much number stories using
 understanding of steps /
procedures demonstrated in
this phase
Phase 3 Guided Practice
- Paired/collaborative work
- Teacher(s) may roam & assist
Phase 3 Assessment
Explain the plan to check for
ability to apply demonstrated
steps/procedures during
guided practice
Phase 4 Independent practice
- Individual student work
Phase 4 Assessment
Explain plan to check for ability
to apply demonstrated
steps/procedures during
independent practice
more? Sal has 8 pennies Ben has 6. Who has less and slates.
how much less? Individuals will write answers on
individual slates and teacher will make note of students
who misses 1 or more.
Review with students how to use a number line to
solve a number story. Complete numbers 1 and 2 of
Math Masters page 145 as a class. Have students
complete number three individually, teacher may
roam and assist students who need support.
Begin with the example shown at the top of the
page.
Carols has 3 pennies, (draw a box labeled 3
pennies to the number three above the number line)
Lynn has 7 pennies (draw a box labeled 7 pennies
to the number 7 below the number line)
Who has more money? How much more?
Start at 3 and count the hops until you reach 7 (4
hops.) Explain to students that 4 is the difference
between 3 and 7.
Work through numbers 1 and 2 as a class using the
same strategy to solve.
Assessment: Once students have completed Math Students will create
Masters page 145, have students create number their own number
stories involving dominos, or money/objects saved stories and discuss and
or spent. solve with a partner.
Examples:
A domino is chosen; it has 5 dots on one side and 3
dots on the other.
What is the total number or dots? Which half of the
domino has more dots? How many more?
Ellie has 8 pennies in her piggy bank. She received
5 more for her birthday. How many pennies does
she have total?
Students will complete page 94 in their Everyday
Math journals individually. (Slide 7) Walk students
through the example at the top of the page. Ask
students Can anyone suggest a different story for
the picture? (Picture is a bundle of 4 balloons and
another of one balloon.) Students now complete the
page on their own. Creating a number story, a
number model, and a picture to go with the story.
Assessment: Check individual answers on handout.
Phase 5 Restatement & Closure
a) Restate learning target
b) Explain a planned opportunity
for students to self-assess
their perceived level of
mastery for the target.
A) Today we learned different kinds of number stories and
how to solve them. We also learned how to create our
own and solve them.
Assessment Example: Students will raise 1 to 3 fingers in
the air to indicate how solid their understanding is from 3
(I could explain this to someone else) to 1 (I want would
want it explained to me again before explaining it to
someone else)