edTPA Lesson Plan Template
To be implemented on Day #1 of the EdTPA
Grade & Subject Area: 4th Grade Math
Date for Planned Lesson: Monday, March 6, 2023
Lesson Title
MN/CC State Standard(s)
Central Focus
Learning Target for this Lesson
Academic Language (AL)
Needed modifications/supports
Resources & materials needed
Lesson Part
Phase 1
State Target & Activate Prior
Knowledge
Equivalent Fractions
MN Standard: Numbers & Operations. 4.1.2.1: Represent equivalent fractions using
fraction models such as parts of a set, fraction circles, fraction strips, number lines and
other manipulatives.
Represent and compare fractions in real-world and mathematical situations.
Content Objective: Students will be able to identify equivalent fractions.
Language Objective: Students will be able to explain the steps to identify equivalent
fractions.
a. Domain-specific academic vocabulary
Denominators, numerators, equivalent, solve
b. General academic vocabulary ex: essay, illustrate, contrast, critique, table …
Compare, represent, explain
c. Sentence Frame
The ______ _______ is the numerator.
The _____ ______ is the denominator.
Equivalent means the ________.
d. In Lesson Part 1 Assessment, students will try the assigned problem independently
about finding equivalent fractions. They will be able to answer the question, “does 4 go
into 6?” to figure out which two fractions are equivalent. I will ask the students,
“equivalent means...?”, and they will be able to answer the question.
In Lesson Part 3 Assessment, students will be asked to do a ‘Turn & Talk’ with the person
sitting next to them to find an equivalent fraction for ¾.
In Lesson Part 4 Assessment, students will be asked to complete an exit ticket that has
two questions about equivalent fractions.
EL students will accomplish the stated learning objective with the added support from the
teacher using the reteach worksheet, and they will be able to use a multiplication table.
The ASD student will accomplish the stated learning objective with a multiplication table to
answer the question, “does x go into this number?” For example, “does 4 go into 6?”, the
ASD student will be able to use the multiplication table to answer that question to find
equivalent fractions. This student will also be given prewritten examples of equivalent
fractions, and each example will show the steps of finding equivalent fractions.
SMART Board, McGraw Hill teacher resource book, McGraw Hill online PowerPoint for
Chapter 8 Lesson 8, McGraw Hill student individual textbooks Chapter 8 Lesson 8
Activity description / teacher does Students do
Have the Chapter 8 Lesson 8 McGraw Hill PowerPoint Students will get out their
on the SMART Board on slide number one. Each student math workbooks and turn to
should have their mathematics workbooks out and open chapter 8 lesson 8.
to the first page of lesson 8 and a pencil. Read the Students will answer the

Phase 1 Assessment
Phase 2 Teacher Input / Inquiry
Phase 2 Assessment
Phase 3 Guided Practice
Phase 3 Assessment
Phase 4 Independent practice
Phase 4 Assessment
learning objectives aloud to the students or have the questions the teacher asks.
students read it aloud as a whole class. Click slide 2 on Students will be able to
the McGraw Hill PowerPoint provided by the. Curriculum. explain their reasoning for
Point to the first problem and have students tell the why two fractions are
teacher which two fractions are equivalent. Ask the equivalent.
students what equivalent means and note which students
were able to tell you what equivalent means.
Note which students were able to answer the questions, Students will answer the
“does 4 go into 6?”, and “equivalent means?” questions and say what
equivalent means.
Have students follow along as the teacher thinks out loud Students will follow along
and explains the steps needed to find equivalent with the teacher and will
fractions. Have students answer questions about answer questions about
equivalent fractions, and note which students are able to equivalent fractions as the
answer those questions and the students that need teacher goes through each
additional support. problem on the SMART
Board.
Note which students are understanding the learning Students will show the
objective thus far by having students hold up a ‘thumbs teacher how they are feeling
up’ if they understand completely, ‘thumb to the side’ if about learning the learning
they sort of get it, or a ‘thumbs down’ if they still don’t objective.
understand the learning objective.
Write the fraction ¾ on the whiteboard for students to Students will work with a
see. Have students write the fraction ¾ on a piece of partner to find an equivalent
paper and have students find an equivalent fraction for ¾ fraction for ¾. Students will
with a partner doing a ‘Turn & Talk’. Roam the room use vocabulary and
assisting students that may need support finding an background knowledge to
equivalent fraction. Once every partner group is explain the process.
completed with the question, work through the problem
as a whole class.
The teacher will ask a ‘Turn & Talk’ question. The teacher Students will use vocabulary,
will say, “with the person sitting next to you, find an background knowledge, and
equivalent fraction for the fraction ¾.” While roaming the examples to find an
room, note common misconceptions and mistakes equivalent fraction for ¾ with
students are making when finding an equivalent fraction. a partner.
Were students able to correctly find an equivalent
fraction?
Give each student an exit ticket slip to complete. The exit Students will work
ticket will have two questions on it regarding equivalent independently to complete
fractions. The first question states, “Circle the fractions the exit ticket. Students will
that are equivalent”. The second question states, also work independently to
“Generate two equivalent fractions for the given fraction”. complete the assigned
Once students have completed their exit ticket, the problems on the
teacher will have students complete the independent independent practice
practice for chapter 8 lesson 8 (problems 2-8). worksheet in their
workbooks.
Collect and check students’ individual answers on their Students will either work
exit tickets. Note which students were able to get the independently or with the
correct answers and the students that need additional teacher to complete their
support. For students that need additional support, have independent practice
those students come to the back table and work with the worksheet (problems 2-8)
teacher on their independent practice worksheet
 (problems 2-8).

Phase 5 Restatement & Closure
“Students will be able to identify equivalent fractions Students will self-assess
using the steps needed. Were we able to find equivalent how they feel about finding
fractions using basic multiplication facts? Show me a equivalent fractions.
thumbs up, thumb sideways, or thumbs down on how you
feel about equivalent fractions. Thumbs up means you
could explain this to someone that has never learned
about equivalent fractions. Thumbs sideway means you
need a little bit of support. Thumbs down means you
don’t understand equivalent fractions at all and want the
teacher to reteach.”

Phase 6 Summative Next Steps Students Reteach Extend New Topic

AR x
AF x
AS x
AP x
AH x
BT x
BS x
BK x
CC x
EZ x
EMC x
EEL x
GW x
HF x
IP x
JK x
LH x
NO x
NP x
RS x
TZ x
TQ x
Reteach- Students need further support with identifying
equivalent fractions.
Extend- Students could use further practice identifying
equivalent fractions.
New Topic- Students are ready to use models to identify
mixed numbers.
edTPA Lesson Plan Template
To be implemented on Day #2 of the EdTPA
Grade & Subject Area: 4th Grade Math
Date for Planned Lesson: Tuesday, March 7, 2023
Lesson Title
MN/CC State Standard(s)
Central Focus
Learning Target for this Lesson
Academic Language (AL)
Needed modifications/supports
Resources & materials needed
Lesson Part
Phase 1
Mixed Numbers
MN Standard: Numbers & Operations. 4.1.2.2: Locate fractions on a number line. Use
models to order and compare whole numbers and fractions, including mixed numbers and
improper fractions.
Build fractions from unit fractions by applying and extending previous understandings of
operations on whole numbers.
Use models to write mixed numbers.
Content Objective: Students will be able to write mixed numbers using models.
Language Objective: Students will be able to explain how to use models to write mixed
numbers.
a.Domain-specific academic vocabulary
Mixed numbers, whole numbers, fractions, denominator, numerator, solve
b. General academic vocabulary ex: essay, illustrate, contrast, critique, table …
Represent, explain, models
c. Sentence Frame
The ______ _______ is the numerator.
The _____ ______ is the denominator.
A mixed number has two parts. A whole number part which is________, and a
fraction part which is ________.
d. In Lesson Part 1 Assessment, students will identify the different parts of a fraction
using the words numerator and denominator, and students will identify the parts of a
mixed numbers using the words whole number, fraction, numerator, and denominator.
In Lesson Part 3, students will be asked to draw a model on their paper. Students will be
asked to write a mixed number to represent the model with a partner.
In Lesson Part 4, students will be asked to complete an exit ticket to check for
understanding. The exit ticket consists of two problems, using models to write a mixed
number.
EL students will accomplish the stated learning objective with the added support from the
teacher using the reteach worksheet.
The ASD student will accomplish the stated learning objective with the added support of a
printout of a labeled mixed number. This student will also be given a visual of how to use
a model to write a mixed number.
SMART Board, McGraw Hill teacher resource book, McGraw Hill online PowerPoint for
Chapter 8 Lesson 9, McGraw Hill student individual textbooks Chapter 8 Lesson 9,
pencils.
Activity description / teacher does Students do
Have the Chapter 8 Lesson 10 McGraw Hill PowerPoint Students will get out their
State Target & Activate Prior
Knowledge
Phase 1 Assessment
Phase 2 Teacher Input / Inquiry
Phase 2 Assessment
Phase 3 Guided Practice
Phase 3 Assessment
on the SMART Board on slide number one. Each student math workbooks and turn to
should have their math workbooks out turned to chapter 8 lesson 9. Students
chapter 8 lesson 9. Before going into the lesson, write a will answer the questions,
mixed number on the white board. Read the learning “how many are completely
objective aloud or have students read the learning shaded?” and “how many
objective aloud as a whole class. Explain to students parts are shaded in this
the different parts of a mixed number. “They have two one?”.
parts. A whole number part and a fraction part.” When
writing the mixed number on the board, start with the
whole number. Explain and remind students what a
whole number is. Then, write the fraction part. Remind
students that a fraction has a numerator and a
denominator. Use a model to show students that the
numerator (top number) is how many are shaded, and
the denominator (bottom number) is how many equal
parts there are in the model. Go to slide one of the
PowerPoint. Think out loud for the students to hear
your thought process. Ask the students, “how many
are completely shaded?”. Then ask students, “how
many parts are shaded in this one?”.
Note which students were able correctly identify each part Students will respond out
of a mixed number and a fraction. Were students able to loud to identify the parts of a
identify the whole number, fraction, numerator, and mixed number and a fraction
denominator? using the correct vocabulary.
Have students write the mixed number the teacher wrote Students will ask questions if
on the whiteboard in their math workbooks. The teacher they have any. Students will
will keep the labeled mixed number on the whiteboard for answer questions the
the entire lesson. Have students answer the questions, teacher may have.
“how many are completely shaded?” and “how many
parts are shaded in this one?”. As the teacher is showing
students how to use a model to write a mixed number,
the students will follow along with the teacher.
Note which students are understanding the learning Students will show the
objective thus far by having students hold up a ‘thumbs teacher how they are feeling
up’ if they understand completely, ‘thumb to the side’ if about learning the learning
they sort of get it, or a ‘thumbs down’ if they still don’t objective.
understand the learning objective.
Click to slide two of the McGraw Hill PowerPoint provided Students will work with a
by the curriculum. Have students write the mixed number partner using the “Think,
problem on a piece of paper to solve with a partner using Pair, Share” method to solve
the ‘Think, Pair, Share” method. Roam the room and give the problem. Students will
additional support to students that you notice are still use the needed steps to
struggling with using models to write mixed numbers. write a mixed number using
Once the entire class is completed with the problem, work models.
through the problem as a class. Have students write
down everything you write on the board, even if they got
the answer correct; repetition is important.
While roaming the room during the “Think, Pair, Share”, Students will use a model to
note which students were able to use the model to write a write a mixed numbers using
mixed number. Note which students were able to use the “Think, Pair, Share”
vocabulary to justify their answer (e.g., a mixed number method with a partner.
has a whole number and a fraction part). Were students Students will also explain the
able to use a model to write a mixed number and identify two parts of a mixed number
the parts of a mixed number? (a whole number part and a

Phase 4 Independent practice
fraction part).
Have students complete an exit ticket at the end of the Students will complete an
lesson. The exit ticket consists of two questions. Both exit ticket about writing
questions state, “Write a mixed number for the model mixed numbers using
below”. The students will complete the exit ticket models independently. If
independently before moving onto the independent students can write mixed
practice page in their mathematics workbooks. numbers using models
correctly, they will work on
the independent practice
page independently.

Phase 4 Assessment The teacher will collect the exit ticket from every student Students will either work with
and check for understanding. For the students that need the teacher to complete the
additional support, they will work with the teacher on the independent practice page
independent practice page at the back table. The teacher or work independently at
will walk the students through the steps of writing mixed their desks after completing
numbers using models. The teacher will refer to the the exit ticket.
example on the whiteboard previously written to remind
students what a mixed number looks like.

Phase 5 Restatement & Closure
“Students will be able to write mixed numbers using Students will self-assess by
models. Were we able to write mixed numbers using holding up a one, two, or
models today? I want you to show me one, two, or three three about how they feel
about how you feel about writing mixed numbers using about writing mixed numbers
models. A one means you don’t understand it at all, two using models.
means it makes sense a little more today, and three
means you understand it and could explain this to
someone else.”

Phase 6 Summative Next Steps Students Reteach Extend New Topic

AR x
AF x
AS x
AP x
AH x
BT x
BS x
BK x
CC x
EZ x
EMC x
EEL x
GW x
HF x
IP x
JK x
LH x
NO x
NP x
RS x
TZ x
TQ x
Reteach- Students need further support with using
models to identify mixed numbers.
Extend- Students could use further practice using models
to identify mixed numbers.
New Topic- Students are ready to mixed numbers as
improper fractions and write improper fractions as mixed
numbers.
edTPA Lesson Plan Template
To be implemented on Day #3 of the EdTPA
Grade & Subject Area: 4th Grade Math
Date for Planned Lesson: Wednesday, March 8, 2023
Lesson Title
MN/CC State Standard(s)
Central Focus
Learning Target for this Lesson
Academic Language (AL)
Needed modifications/supports
Resources & materials needed
Lesson Part
Phase 1
State Target & Activate Prior
Mixed Numbers and Improper Fractions
MN Standard: Numbers & Operations. 4.1.2.2: Locate fractions on a number line. Use
models to order and compare whole numbers and fractions, including mixed numbers and
improper fractions.
Build fractions from unit fractions by applying and extending previous understandings of
operations on whole numbers.
Write a mixed number as an improper fraction.
Write an improper fraction as a mixed number.
Content Objective: Students will be able to write mixed numbers and improper fractions.
Language Objective: Students will be able to explain the steps to change a mixed number
to an improper fraction.
Students will be able to explain the steps to change an improper fraction to a mixed
number.
a. Domain-specific academic vocabulary
Mixed numbers, improper fractions, whole numbers, denominator, numerator, solve
b. General academic vocabulary ex: essay, illustrate, contrast, critique, table …
Compare, represent, explain
c. Sentence Frame
The ______ _______ is the numerator.
The _____ ______ is the denominator.
d. In Lesson Part 1 Assessment, students will identify the different parts of a fraction
using the words numerator and denominator, and students will identify the parts of a
mixed numbers using the words whole number, fraction, numerator, and denominator.
In Lesson Part 3, students will
EL students will accomplish the stated learning objective with the added support from the
teacher using the reteach worksheet.
The ASD student will accomplish the stated learning objective with the added support of a
printout of a labeled mixed number, and a visual aide of the steps to change a mixed
number to an improper fraction, and change an improper fraction to a mixed number, and
they will complete the assignment work in a small group setting.
SMART Board, McGraw Hill teacher resource book, McGraw Hill online PowerPoint for
Chapter 8 Lesson 10, McGraw Hill student individual textbooks Chapter 8 Lesson 10 pg.
543-548, pencils, individual student whiteboards, expo whiteboard marker.
Activity description / teacher does Students do
Have the Chapter 8 Lesson 10 McGraw Hill PowerPoint Students will get out their
on the SMART Board on slide number one. Each student math workbooks and turn to
 Knowledge
Phase 1 Assessment
Phase 2 Teacher Input / Inquiry
Phase 2 Assessment
Phase 3 Guided Practice
Phase 3 Assessment
Phase 4 Independent practice
Phase 4 Assessment
should have their math workbooks out turned to chapter 8 lesson 10.
chapter 8 lesson 10. Before going into the lesson, write a
mixed number on the white board. On slide one, activate
students’ prior knowledge; using models to write a mixed
number. Explain to the students
the parts in a mixed number, using the words whole
number and fraction. Click to slide two. Explain and
demonstrate to students what the learning objective is for
today.
Note which students were able correctly identify each part Students will respond out
of a mixed number and a fraction. Were students able to loud to identify the parts of a
identify the whole number, fraction, numerator, and mixed number and a fraction
denominator? using the correct vocabulary.
Click to slide three and do example one. As I am Students will ask questions if
demonstrating and explaining the problem out loud, the they have any. Students will
students will follow along and write the procedure in their answer questions the
math workbooks. Give students time to write their work in teacher may have.
their workbooks. During this time, I will think aloud and
show students the way my brain thinks about these
problems.
Note which students are understanding the learning Students will show the
objective thus far by having students hold up a ‘thumbs teacher how they are feeling
up’ if they understand completely, ‘thumbs sideways’ if about learning the learning
they sort of get it, or a ‘thumbs down’ if they still don’t objective.
understand the learning objective.
On slide number three, have students write the problem Students will try the problem
on their whiteboard. Have student try the problem by independently by themselves
themselves first, and then have the person sitting next to and have a partner check
them check their answer. While roaming the room, note their answer. The teacher
which students are understanding the lesson and assist will roam the room as
students that are still not understanding the lesson. students are having
discussing with their partner
about the problem.
Students will use their individual whiteboards to figure out Students will use vocabulary
the problem and check their answer with a partner. The to explain the steps they
teacher will assist students that need additional support took to complete the problem
with the problem. to a partner.
Have students complete an exit ticket. The exit ticket has Students will complete the
four questions (two about writing a mixed number as an exit ticket independently and
improper fraction and two about writing an improper turn it into the teacher before
fraction as a mixed number). Students will be asked to moving onto the independent
complete the exit ticket independently and turn it into the practice page.
teacher before moving onto the independent practice
page for lesson 10.
The teacher will collect the exit ticket from every student. Students will work either
The teacher will use the exit tickets to decide which work with the teacher or
students need additional support with the lesson. For the independently to complete
students that need additional support, will work with the the independent practice
teacher at the back table to complete the independent page.
practice page. If students don’t need additional support,
they will work independently at their desks to complete
the independent practice page.
Phase 5 Restatement & Closure “Students will be able to write mixed numbers and Students will self-assess
improper fractions. Were we able to change mixed how they feel about writing
numbers to improper fractions? Were we able to change mixed numbers and
improper fractions to a mixed number? Use the thumbs improper fractions using the
up, thumbs sideways, thumbs down method again to “thumbs up, thumbs
check for students’ understanding of the lesson. Thumbs sideways, or thumbs down”
up means you could explain this to someone that has method.
never learned about mixed numbers and improper
fractions. Thumbs sideway means you need a little bit of
support. Thumbs down means you don’t understand how
to write mixed numbers and improper fractions at all.”

Phase 6 Summative Next Steps Students Reteach Extend New Topic

AR x
AF x
AS x
AP x
AH x
BT x
BS x
BK x
CC x
EZ x
EMC x
EEL x
GW x
HF x
IP x
JK x
LH x
NO x
NP x
RS x
TZ x
TQ x
Reteach- Students need further support with writing
mixed numbers as improper fractions and writing
improper fractions as mixed numbers.
Extend- Students could use further practice writing mixed
numbers as improper fractions and writing improper
fractions as mixed numbers.
New Topic- Students are ready to add and subtract
fractions.