Lesson Plan or Unit Plan Format

Elementary Education Program (EEP)

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Candidate Morgan Tomlinson Semester/Year 2/Spring 2020

Date/Time March 25, 2020 Lesson Duration 12:35pm – 12:50pm

Lesson Title How many?

Subject Math number talk Grade Level(s) 4

Overview
Link to CDF 1a: Demonstrating Knowledge of Content and Pedagogy

A brief description of the lesson’s content and how it relates to a larger unit of instruction.
Explain why the skills and knowledge are important for students to develop. Include prerequisite
student knowledge required to meet lesson outcomes and relationship to future learning.

After previously working with students on their addition and subtraction, the teacher has
identified that select students do not understand the steps of multi-digit addition and subtraction
problems. The teacher will go over the steps of how to correctly add or subtract multi-digit
addition and subtraction problems. Overall, understanding how students break down and solve
multi-digit addition and subtractions problems will help during a larger unit of instruction. This
will help the students because a large portion of work requiring students to add and subtract
larger mathematic equation.

Content Standard(s)
Link to CDF 1c: Setting Instructional Outcomes

Standardized statements about what the students should know or be able to do (i.e., The
Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III) that
align with the enduring understandings, essential questions, and student learning objectives.

4.NBT.B.4
Fluently add and subtract multi-digit whole numbers using the standard algorithm.

Mathematical practice(s)
MP7 Look for and make use of structure

Knowledge of Students
Link to CDF 1b: Demonstrating Knowledge of Students

A description of 1) students’ current level of understanding and experiences with the content in
the lesson, 2) the students’ interests, unique characteristics, and needs.

The levels of understanding in this class vary greatly from those that fall well below meeting the
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 standard to those that meet the standard. The majority (24/28) are meeting or close to meeting
the standard. The three students for the number talk have all fall well below. Their errors range
from misunderstanding place value, subtraction computation errors with regrouping. One of the
3 students I will be working with are MLLs and have fallen even below a grade 3 standard. Due
to this, I will be using simpler numbers with addition and subtraction as we go through the
process of reviewing steps, place value, and regrouping with addition and subtraction.
This number talk held within a small group will help to give the students understanding and
complete future assignments and coursework with ease by addressing the student’s individual
needs in the small group. These students will also benefit from this lesson because a review on
addition and subtraction is subject to be taught this coming April 24, 2020.

Student Learning Objectives/Instructional Goals

Link to CDF 1c: Setting Instructional Outcomes

What the students are expected to be able to do and/or to know by the end of the lesson or by
the end of multiple lessons.

By the end of the lesson students will be able to/should know:

 Solve a multi-digit equation using the proper steps of the standard algorithm of addition and
subtraction.
 Correctly solve a multi-digit problem along with understanding when they have obtained the
correct answer rather than continuing to solve a problem that has the correct answer.
 Prepared to solve multi-digit addition and subtraction problems using the proper steps of the
standard algorithm.

Academic Language Demands and Supports

Link to CDF 1a: Knowledge of Content and Pedagogy
Link to CDF 1b: Knowledge of Students

The ways that students will be required to use content area language during the lesson and the
instructional strategies to be used to help the students to meet the language demands.

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  I will be going over vocabulary before introducing the rich question to the students. The students will
be able to use this student friendly vocabulary to held articulate their answers during the sharing
section of the number talk lesson. The students will need this academic language when they verbally
give explanations of their answers, ideas, and questions during the instructional time given for the
number talk.

Steps for addition and subtraction using the standard algorithm:

1. Line up the numbers you are adding or subtracting.
2. (Subtraction)Look at the ones place. Do I need to decompose and recompose numbers in order to
subtract?
3. Decompose(borrow) and recompose(regroup) means we need to sometimes borrow and regroup.
4. Repeat with other place values.

Lesson Procedures
Link to CDF 1a: Demonstrating Knowledge of Content and Pedagogy
Link to CDF 1e: Designing Coherent Instruction

A description of the sequence of learning experiences (what the teacher will do and say and
what the students will do during the lesson) including the launch of the lesson, the ways the

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 materials will be presented, the ways the students will actively engage in learning, the questions
posed, and the lesson closure.
Before (Launch)
The teacher says/does:
I will have 3 students come with me to the talk Include 3 anticipated responses to your rich
in the back of the class and we will begin by
talking about what we are doing.
“I am going to present to you a word problem
and you are going solve this problem
mentally. During this time, we won’t talk or
say our answers. I would just like you solve
this problem mentally. We will share our
answers once everyone is ready.”
Ponder if this will be an addition or
subtraction problem.
Rich question/situation:
You have 84 blocks and you gave your friend
18. How many blocks do you have now?
During (Engage)
The teacher says/does:
1. During this time the students are
thinking independently. Once all
students are ready:
Guide question #1: How many blocks do you
have? Please share your answers.”
Guide question #2: “Share with me how you
got this answer by sharing the steps you took
to solve for how many blocks you now have.”
“Did anyone get something different?” and
explain your answer?
Guide question #3: “How did you get this
answer?”
“Can anyone repeat what your peer said in
your own words?”
“So, your saying that...”
“Is there another explanation for what he/she
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The students say/do
question in this section.
1. Students begin to solve the problem
independently. Then wait for the
remaining students to finish and put
their thumb up.
2. Sit and ponder the problem presented.
Then ask for assistance.
3. Student solves the problem quickly and
is asked to see if they can present
another way to solve this problem
while waiting for the other students to
complete their work.
Responses to rich question:
1. “I have….”
2. “I don’t understand what type of
equation this problem is…”
3. “I got the same thing as….”
The students say/do
Question #1:
Answers from students:
- “I have…. blocks”
- “I didn’t get that, I got, …”
Question #2:
1. “First I…
2. “Then I…”
3. “I got something different, I….”
Question #3:
Answer from students:
- “I got this equation by…”
- “I can. He/she is saying that….”
- “Yes, another explanation is that…”
 said…”

After (Debrief)
The teacher says/does:
Guide question #1: “When I introduced the
word problem did you know right away that it
was subtraction. If yes, explain how? If not,
explain why?”
Guide question #2: “What makes more sense
about (addition and) subtraction problems
now?” and “What questions do you still have
about addition or subtraction problems?”
Guide question #4: “Did communicating with
your peer help you to see the steps of
addition or subtraction problems? And “Was
there an explanation used that will help you in
solving problems in the future?”
The students say/do
1. This explanation was helpful
because…
2. I still don’t understand…
3. I understand how to solve addition or
subtraction word problems now
because...”
4. I liked this way because…
5. This didn’t work for be because…
6. I didn’t understand that because…
7. I would like to try this out because…

Instructional Materials/Resources
Link to CDF 1d: Demonstrating Knowledge of Resources

All materials, handouts, resources, and technology tools that are needed to execute the lesson.

The materials that will be used during this lesson are a white board, expo pens. I will supply the
materials for the students use during the number talk lesson.

Lesson Plan Reflection (if lesson is carried out)

Link to CDF 4a: Reflecting on Teaching

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 1) Include a picture of the student responses. 2) An analysis of the effectiveness of the lesson
(what worked well? what did not work as well?) in terms of student learning and the extent to
which the instructional outcomes were achieved based on specific evidence from the lesson and
references to evidence-based practices and theories of student learning. 3) A description of how
you will use what you learned from reflecting on this lesson in your future teaching.

1.  What worked well IN TERMS OF STUDENT LEARNING?  What evidence can you
site for this?

What worked well in my number talk lesson was the set up in the room and how I
approached the style of the lesson to the students. The students and I were in a corner of
the room with a movable white board. This was a great set up because it didn’t distract
the students I worked with or the rest of the people in the room. In addition, it is important
that the students feel comfortable and in a safe place to learn, communicate, and share
their ideas. I like to spend time talking with the students before we dove into instruction
and this is what I did for the number talk. Before beginning the number talk, I wanted it to
be clear that the students were going to spend time thinking on their own before we
shared out answers.  When I presented the problem, the students were wanting to share
their answers aloud. Although, they followed directions and if they had finished early by
mentally solving the problem, they were asked to keep thinking about the steps they took
to solve this problem. The students didn't struggle to wait to share their answers although
they were eager to solve the problem and to be done first.
The talk move questions I chose for the students to respond to during the middle of my
lesson were helpful. The questions I used helped to gain understanding of the students
thinking process and their understanding of how to solve multi-digit addition and
subtraction problems. Below I have a sheet in which I recorded the students responses to
my talk move question. As you can see the students were direct and answered in full and
information sentences. In addition, to the setup of the lesson being appropriate and the
directions being clear, the questions I use to guide the conversations boosted the
students' responses.

Figure 1: The students responses to the talk move questions in full sentences. This figure
shows how the talk move questions worked in gaining full and informational sentences
from my students.

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 Figure 2: This is a picture of the written work on the “board”. The students explained their
answers to me as I wrote the steps, they shared with me on the board.

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 2. What did not work well IN TERMS OF STUDENT LEARNING? What evidence can
you site for this?

In planning the lesson, I would like to have worked with the students more before
delivering this lesson. I would have been able to provide problems that are more
challenging yet not impossible for the students to understand or solve for an answer. 
However, the numbers I chose for the equation were easy for the students, I chose
smaller numbers for a reason. It was important for the students to focus on the steps
rather than finishing the problem first. The students I worked with love a challenge and
they also love to work with big numbers.  Although, it is not about racing or finishing first.
Furthermore, what did not work well in terms of students learning is, I could have
explained that to my students in the beginning to work slowly because they tend to work
fast. When the students work fast to get an answer they are not focused on the problem,
the steps, or their achievement.  They are focused on a challenge of being faster than a
peer. In my future lessons I hope to be more direct about instruction based on the
students, their challenges, their needs, and their way of learning. Another thing I could
look out for in my future lessons is the level of competitiveness amongst certain
students.  Although a challenge against peers can be fun and engaging it is not always
the best route to learn and retain information. Overall, I want to create a safe learning
environment and not a competitive one.

Figure 3: This picture shows a student's response to the answer.  This student missed
steps and missed direction. The student was trying to work fast to get the problem done
that they missed steps and didn’t receive and answer.

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 3. To what extent did you achieve the instructional outcomes?  Look at the SLO.
What evidence can you site for this? Look at the student work.  Make comments
about their work as part of your evidence. Cite numeric data from the student
work.

In reflection to my experience with the number talk lesson plan I felt that I meet the
students halfway at their level of understanding while still providing a challenge in having
the students verbally tell me their answers and explain them to me and their peers.  The
students gained understanding of the process of the standard algorithm with addition and
subtraction through communication and going over explicit steps to solving these types of
problems. After communicating with the students about their experience with the number
talk, they liked being able to share their thinking and hear thoughts from their
classmates.  In fact, the students would like to do another number talk in the coming
week. During the number talk 1 of the 3 students I worked with had trouble with the steps
of the standard algorithm. This student did not understand that they missed a step and
therefore received a wrong answer. When I used the talk move question “Can you
explain what your peer said in your own words?” The student took the time to look at their
problem and uncover what they had skipped during the process of solving the problem.
Below I have an example that shows the students answer to the talk move question.

Figure 4:  This picture is showing the students' response to the talk move question.  The
answer shows their thinking and how they understood what they missed and how they
can go about fixing it.

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 The remaining 2 of the three students I worked with breezed through the problem and
had an easier time working with the numbers I used for the problem.  These students
were also able to tell me their steps in how they solved the answer. After working with
the students on smaller numbers, I presented another problem towards the end of the
initial number talk.  The students silently thought about their answers, we worked through
the problem aloud, and talk move questions were presented. During this round, the
students worked slowly rather than quickly trying to finish to beat their peers.  3 out of 3
students were able to fully understand the steps, communicate about their work, and
explain how their peers solved their problems. To a great extent, this helped the students
to slow down and to focus on the problem they were solving rather than the distractions
around the room.  I was pleased with their work and new understanding. The students
were developing proficiency and now they are proficient in this area

4. Relate what happened in this number with practices and theories that you have
covered in your classes (It could be what you learned in another class for the COE
or for example your psychology 100 prerequisite class or our math 111/112.)

In relation to my past learning, the number talk provides a well-directed lesson that all
students can gain knowledge from as well as strengthen their current understanding. 
When I was in my math 111/112 classes, we learned of multiple ways to solve problems.
This helped me during the number talk to be prepared for answers the students had. I
didn't realize how many ways there are to solve mathematical equations until I was in the
prerequisite classes for math.  In addition, the number talk relates to my learning and
understanding of the CDF. In domain 3: Instruction, I focused on communicating with
students(3a) and using questions and different techniques during discussion(3b). There
are many other areas in which I met before instruction, during instruction, and after. 
Although, 3a and 3b were the two that stuck with me throughout the number talk lesson.
It was important that the questions were asked appropriately and at the right time in order
to keep discussion and communication flowing throughout the lesson. Following that, the
different techniques used such as, talk move questions, helped guide the students to
discussion with their peers and with me.

5. What do you take away from doing this number talk that will help you as you plan
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 and teach a future lesson?

I took away a deeper understanding of how important it is to communicate during

instruction. Furthermore, to have communication between teacher and students. I also
took away how important it is to use the right questions to receive informational answers
from the students. I didn’t fully understand how to direct a math lesson until I was given
the chance to work with a small group by conducting this number talk.
I learned that it makes a different in the word choice composed in a question. For
example, it makes a difference when you say, “Can you explain what your peer got in a
different way?” rather than only saying “What did you get?”.  The students are constantly
thinking and approaching problems in different ways through strategically place and
create talk move questions that allow the students to further their understanding. In
reflection to this lesson, I hope to use talk move questions more and learn to place them
in different way to gain intellectual answers and responses from the students.

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