Early Childhood edTPA Lesson Plan Template

Learning Experience
Title of Lesson: Review with Eddie the Grasshopper
Central Focus: Subtraction on Open Number Lines
Grade level(s): 2nd
Lesson Duration: 50 minutes Date Lesson is
Taught: 02/03/22
Instructional Format (Whole Group, Small Group, Workshop, Centers, etc): whole group
State Standards Objective(s) Assessment Tool(s) Mastery or
(Establish Goals) Performance Level Criteria
State Standard for TSWBAT subtract numbers Students will be Mastery Criteria is P (at least
Math: through 99 using an open assessed using a paper 70%) or at least 5/6 questions
2.MDA.5 Represent number line. math test consisting of correct
whole numbers as 6 problems where they
lengths from 0 on a will have to subtract Passing Criteria is NY (60-
number line diagram two-digit numbers 69%) or 4/6 questions correct
with equally spaced through 99 using an
points corresponding open number line. Not Passing Criteria is U (59%
to the number 0, 1, 2, or below) or 3/6 or fewer
…, and represent questions correct.
whole-number sums
and differences
through 99 on a
number line diagram

Assessment description:
Students will receive an assessment with 6 subtraction problems and number lines. Students will label
their number lines with the correct numbers and subtract using “hops” of mostly 10’s, 1’s, or 5’s. Some
students may elect to make “hops” of larger numbers based on their current math levels.
 Instructional Plan
Materials/Equipment

Per Class Per Group Per Student

Promethean Board Pencil
Review Flipchart Math Assessment
Dry Erase Board
Dry Erase Marker
Eraser

Content-Specific Vocabulary:
- Open Number Line – A number line without any numbers
- Subtraction – to take away
- Difference – the answer to a subtraction problem

Instructional Procedures

● Introduction (3 minutes)
o This week we have been talking about subtracting on an open number line
with our friend Eddie the grasshopper. Possible questions:
▪ Does anyone remember what an open number line is?
▪ What is subtraction? Is my number getting bigger or smaller?
▪ What number do I put on my number line?
▪ Where does the number go? Which way do I hop?
● Main Activity (45 minutes)
o Review
▪ Give each student a white board, dry erase marker, and eraser
● Give students 1 minute to draw on their whiteboards if they
choose
o Tell students that once the minute is up their
whiteboards should only be used for math and they
should not be drawing, coloring, or writing messages on
the board.
▪ Work through several problems with the students on their
whiteboards
● Do the first one together and have students tell you what to do
(what number to put on the line, what number to break apart,
which hops to make, and the answer to each piece of
subtraction).
● Ask students if there is a way we can do this problem with the
least amount of jumps? How do we know we did the right
number of jumps?
▪ Have students solve a few problems on their own.
● When they have an answer, have students trade their
whiteboards with their partner and discuss what they did, if
 they got the same answer, if they subtracted the right numbers,
if there is another way they can solve the problem.
● Ask students if they would like to show the way they did their
problem on the board.
o Do 2 students who subtracted with different strategies.
Have the class explain what the student did.
▪ Tell students we are going to play a quick game
● Have students work with their partner rows to solve a problem
on the board
● The group that has their answer first and it is right gets a point
o Students must work together, one student cannot do all
of the work for their group. Discussion must occur.
▪ Collect white boards, markers, and erasers
▪ Have students take out a pencil, get a testing cover, and a test
▪ Have students complete the assessment
● When students are finished have them turn in the assessment
at my desk and return their testing cover
● Early finishers may read silently, work on their alliteration
illustration activity, or work in their busy bee folder quietly
● Closure and Transition (2 minutes)
o Instruct students to close their eyes
▪ Ask students how they feel about subtraction on an open number line
● Thumbs up – good
● Thumbs down – bad
● Thumb to the side – okay
o Have students open their eyes and instruct them to clear off their desks

Differentiation of Instruction
Accommodations/Modifications/Supports for students
- Student 2 missed 1st grade instruction and was placed in 2nd grade this year due to her age.
Due to this gap in instruction, she struggles with addition and subtraction through 20. For
this student, I have taped a small hundreds chart to their desk for them to use throughout
math lessons and on math assessments to help her gain 1-to-1 correspondence and be able
to subtract larger numbers that she hadn’t been exposed to prior to this year coming from
Kindergarten. For this student, I also incorporate turn and talks during instruction and
guided practice for them to be able to talk through problems and clarify their thinking.
- Student 3 is diagnosed with Tourette’s and requires the ability to move throughout
lessons with adequate space. I give this student the opportunity to join different groups
during turn and talks to allow them time to move around the classroom. I also
incorporated actions such as touch your toes, do jumping jacks, clap, etc to show that you
agree with someone’s answer to give him the opportunity to be active throughout the
lesson.

References/Resources
● This is an original lesson plan idea