Artifact #6: Math Lesson Plan

The math lesson I chose for my artifact demonstrates my ability as as educator to be able

to properly plan, implement and assess students. The math lesson is for a grade one class and it

shows how I am able to plan a lesson and ensuring that all accommodations and modifications

are accounted for. The lesson contains information regarding the students prior knowledge and

backgrounds, which is important in order to inform instruction. It also have an anticipatory set,

which will help makes students excited about the lesson. I incorporated the use of a book in the

math plan, as I love reading and I try to incorporate literacy as much as possible. The lesson

allows students to interact with one another, so that they are not just sitting and listening to me.

INTASC Standards

Standard #5: Application of Content. The teacher understands how to connect concepts

and use differing perspectives to engage learners in critical thinking, creativity, and collaborative

problem solving related to authentic local and global issues.

NYS Code of Ethics for Educators

Principle 2: Educators create, support, and maintain challenging learning environments

for all.

Educators apply their professional knowledge to promote student learning. They know

the curriculum and utilize a range of strategies and assessments to address differences. Educators

develop and implement programs based upon a strong understanding of human development and

learning theory. They support a challenging learning environment. They advocate for necessary

resources to teach to higher levels of learning. They establish and maintain clear standards of

behavior and civility. Educators are role models, displaying the habits of mind and work

necessary to develop and apply knowledge while simultaneously displaying a curiosity

and enthusiasm for learning. They invite students to become active, inquisitive, and discerning

individuals who reflect upon and monitor their own learning.

The Ontario Ethical Teacher Standard

Care - The ethical standard of Care includes compassion, acceptance, interest and insight for

developing students' potential. Members express their commitment to students' well-being and

learning through positive influence, professional judgment and empathy in practice.

P-12 NYS Common Core Learning Standards for ELA, Math and Social Studies
Data Management and Probability - Collection and Organization of Data Common Core

1.MD.4

Represent and interpret data.

4. Organize, represent, and interpret data with up to three categories; ask and answer questions

about the total number of data points, how many in each category, and how many more or less

are in one category than in another.

Ontario Ministry of Education Expectation

Overall Expectations By the end of Grade 1, students will: read and describe primary data

presented in concrete graphs and pictographs.

TEAC/CAEP Claims 1-3

Claim 2: Medaille College graduates meet the needs of diverse learners through effective
pedagogy and best teaching practices.

Medaille College Department of Education

Lesson Plan
Teacher Candidate’s Name: Joanne Venerus Date:
Saturday, April 7, 2018

Context for Learning (edTPA)

Where is the school where you are teaching located? City: _√__ Suburb: _______ Town:_______ Rural: ______

Grade level: ___1_____ Number of students in the class: ___24_____

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students
that will affect your instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications,
Classifications/Needs Students Pertinent IEP Goals

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students
English Language Learners 2 These two students will be pulled from class for
40 minutes per day. During this time the ENL
teacher will go over any worksheets that they are
provided. The worksheets will be related to the
days lesson. This way the ENL students will
already have some knowledge about what the
teacher will be teaching.
Hearing Impairment 2 These two students will sit at the front of the
classroom away from the doorway. This will
eliminate any outside noise coming from students
or teachers walking up and down halls. The
teacher will also use various visual aids and talk
at a slower pace.

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students

Lesson 2 of a 4 Day Learning Segment

Subject and Lesson Topic: Math

Grade Level: One Lesson Duration: 40 minutes

Central Focus of the Learning Segment
The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme,
essential question, or topic within the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices,
2016).

During this learning segment students will begin to demonstrate an ability to collect and organize primary data that
is categorical and display the data using one-to-one correspondence.

Knowing Your Learners

What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt
2a)

In Kindergarten “children communicate mathematical thinking orally and visually, using everyday language, an
emerging mathematical vocabulary, and a variety of representations (e.g., constructions, pictures, dramatizations)”
(The kindergarten program, 2016). During their time in Kindergarten students were taught how to communicate
what they notice using mathematical vocabulary.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Building on what the students learned last year, the teacher will introduce new mathematical vocabulary. Since the
students learned how to sort various objects and how to use tally marks, the teacher will teach them how to represent
these items and data using various graphs.

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA
Handbook, Task 1, Prompt 2b)

The students are a very mixed group culturally. They are mostly from a low socioeconomic background often with
little educational support at home. Some of the students live near the school and some do not.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Due to this knowledge, the morning question will be “How did you get to school?”. This question will relate to
today’s lesson.
Curriculum Standards

Data Management and Probability - Collection and Organization of Data Common Core 1.MD.4
Represent and interpret data.
4. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total
number of data points, how many in each category, and how many more or less are in one category than in another.

Overall Expectations By the end of Grade 1, students will: read and describe primary data presented in concrete
graphs and pictographs.

Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include
statements that identify what students will
be able to do by the end of the lesson and are
aligned to the standards identified above.
Using formal and/or informal assessment
tools, how will you evaluate and document
your students’ progress on each of the
objectives?
If applicable, explain how you will adapt
assessments to allow students with
specific needs to demonstrate their
learning.
(edTPA Task 1, Prompt 5b)

The students will be able to illustrate
the data they collect by creating
pictographs.
The teacher will use a formative
assessment. The teacher will ask the
students questions regarding the data
they collected last class. This will
assess whether or not the students
understood the last lesson. This is
important as today’s lesson will be
about creating pictographs using data.
For the ENL students the teacher
will pair up one ENL student with
a non-ENL student. The teacher
will not assess the ENL students at
this time. By having them paired
with a non-ENL student, hopefully
they will understand the material a
little better and they can see how
data is collected.
For the students with a hearing
impairment, the assessment will
remain the same. The ENL
students will be given extra time to
complete the task.

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c)
Function
Looking at your standards and
objectives, choose the one Bloom’s
word that best describes the active
learning essential for students to
develop understanding of concepts
within your lesson.
Vocabulary
Key words and phrases students
need to be able to understand and
use
Strategies teachers provide to help learners understand, use,
and practice the concepts (edTPA Task 1, Prompt 4d)
For the ENL learners the teacher will provide sample
Illustrate pictographs that they can look at to become familiar
with the words and concepts. This way when the
teacher starts to teach about pictographs hopefully
they will have a better understanding of what the
teacher is teaching.
For the ENL students the teacher will label the
Data collection classroom with English words. This way they are
Table (as it relates to able to read the words and understand them. Doing so
math) they can start to make connections.
Pictographs

Syntax
Describe ways in which students
will organize language (symbols,
words, phrases) to convey
meaning.
Students will create their
pictographs by completing
the worksheet and
representing the data using
pictures.
There will be examples of pictographs up on the wall
behind the teacher. This way when the teacher is
teaching the lesson the students will have something
to reference. The ENL students will have already
seen these examples, as the ENL teacher has already
introduced pictographs to them during their one on
one support sessions.

Discourse
How members of a discipline talk, The students will discuss During this exercise peer tutoring will be most
write, and participate in this concept by using math effective. Having the ENL learners paired up will
knowledge construction and
communicate their understanding
vocabulary such as “I am help with their use of language. Just by hearing the
of the concepts collecting data in order to words is useful. Also they can practice using the
create a pictograph”. “I words in a safe supportive environment.
wonder which category
will have more answers”.
Once I receive your
answer I will create a
pictograph.”
Instructional Process Accommodations and/or
Modifications and/or Supports
Anticipatory Set/Motivator The teacher will be standing by
the carpet area where the students
Boys and girls, the purpose of today’s lesson is to learn how to organize data gather for a whole class lesson.
and to be able to represent the data using pictographs. The teacher will be greeting
students in an enthusiastic
As the students enter the classroom in the morning, the teacher will ask them manner. The teacher will ensure
to choose a cut out (a shoe, a car, a bus or a bike) they wish to colour while we that the students who are hearing
listen to the morning announcements. This will spark their curiosity about impaired sit close to them so that
what today’s lesson will be about. they are able to read their lips.
Also the teacher will ensure that
they use a lot of hand gestures and
talk slowly. For the ENL learners,
another student will model for
them what the expectation is.
Instructional Procedures Before the teacher starts the lesson
they will “review prior learning
● Students will gather on the carpet when they arrive. skills” (Algozzine, Campbell &
● Teacher will ask the students the different ways we can get to school in Wang 2009 p. 3). While the
the morning. students are providing the teacher
● Students will turn to their elbow partner and discuss the different ways. their opinion the teacher will
● Once you have received the answers from the students the teacher will ensure that they “provide
choose three of them to vote on. immediate, frequent, explicit
● Teacher will ask students “Now that we have our three categories, what feedback” (Algozzine, Campbell
do we have to do now?” & Wang 2009 p. 3). This way
 ● Students will raise their hands to answer and say “we need to ask our they will know whether or not
friends how they got to school this morning? they are on the right track.
● Teacher says “great, and how do you think we should do that?”
● Student will answer, by using the precuts to represent the answers.
● Teacher will say “great idea”
● Students will then use their clipboards and create their table. They
should have the words car, bus and walk on the left hand side. They
will then go around and ask their friends how they got to school this
morning and will use the precuts to complete the answers.
● Students will have completed their pictographs.
● Teacher will display the completed pictographs on the wall.
● Lastly, the teacher will summarize what we have learned during this
lesson and what we will be learning the next lesson.

Closure

Today’s lesson was all about learning how to present data in concrete graphs.
We also became familiar with words such as concrete, pictographs and primary
data.

Before you leave please write on a sticky note one thing you learned and one
thing you would like to learn more about.
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments,
slides, and interactive white-board images.

(T) Chart with a table entitled “How did you get to school today?”
Clipboards
precuts of shoes, bus and cars
Glue sticks
Pencils