EDU2003 Lesson Plan Using the edTPA Framework

Your Name: Jamilex Polonia

Grade level this plan is for: Materials you’ll use: White board, calculator, powerpoint
Freshman 


Central Learning Focus and Planned Learning Outcomes

Central Focus What steps are required for factoring?
(Content)
ELA Anchor Standard Apply properties of operations as strategies to add, subtract, factor, and expand linear expression with rational
coefficient.
Standards for
Mathematical Practice

Learning Standard(s) 7.EE Expressions and Equations

for the Central Focus

Objectives based on the Students will be able to add and subtract to form a difference of square.
Learning Standards Students will be able to factor by using their multiplication skills.
listed above

Prior Academic Students will need to be able to combine like terms, and the basics to difference of square.
Knowledge

Anticipated Issues Some students may not be able to differentiate the difference between multiplying a variable and raising it to a root
as opposed to adding common variable without a root.
 Academic Language Demands
Language Used Factor
(Vocabulary, Syntax, Combine Like terms
Discourse) Raised to a power
Difference of square
Meeting the Language The word factor will be modeled throughout classroom examples.
Demands The term combine like terms will be reviewed in class to see what was learned previously.

Assessment Type
Assessment Task
(Informal or
Description
Formal) (Student Tasks)
Students will be put into
groups and each group
member will be asked to
find the answer to a question
Informal by completing a different
(During Instruction) puzzle. The students will be
asked to work together to
help each other solve the
factoring problems.
Formal N/A
(After Instruction)
Assessment
Planned Modifications to
Assessment Tasks
If it appears students are not
working together, I will
work with the groups to
understand why they’re not
working together. If the
students don’t understand
the concept, I will slow the
pace down, answer student
questions, and rephrase the
directions to the assignment.
N/A
Evaluation Criteria and Feedback for Students

(Teacher Tasks - What evidence of student learning related to the
learning objectives and central focus does the assessment task
provide? What feedback will you provide the students?)
During this informal assessment, students may or may not
be able to complete all factoring equations. After
completing their puzzles we will go over the answers in
class and have students from each group come to the board
and show different ways of solving the same problem. If a
student needs help solving the problem I will let their peers
help them and when they complete the problem re-explain
the section that the student had trouble with.
N/A

Instructional Strategies and Learning Tasks

Launch / Motivation /
Anticipatory Set
(Engage)
Instructional Core
Sequence
(Explore, Explain, Elaborate)
Students will come into the classroom sit with their groups which is going to be picked out by me. To begin the
lesson, students will be asked to complete a four question do now individually to assess they’re factoring skills.
After 10 minutes I will go over the answers and how I arrived at my answer showing all my work. I will than go
into a 15-20 minute lesson where the students learn what factoring is and how to factor. They will learn how to do
inverse multiplication to factor an equation, as well as practice taking factors and distributing them by
multiplication to form one equation with like terms. I will teach the lesson using a PowerPoint adding problems
Structured Practice & that the class will try together to understand the new concepts being taught to them. I will let students ask me
Application questions throughout my lesson to help them understand the material better. After my lesson I will introduce the
activity that they will be working on for the rest of the class. Each student in the group will get a different puzzle
(Formal Assessment or
to help solve a crime investigation. There will be a question asked on top of each student’s paper, to find the
Evaluate)
answer they have to complete a factoring problem and show all of their work to get credit and to complete the
worksheet. The students will work together if they need help and when they complete their worksheet, they will
share answers with their group members to identify who committed the crime.
Closure
Closure: The students are going to be asked to make up their own crime that the suspect committed and to bring it
to class the next day.
How does your lesson The lesson includes language arts because the students are asked to make up a story using their creativity to make
plan include language a crime and then link the suspect to it.
arts, math, or social
studies content?

Extension Activity Any group that completes the activity while other groups are still working will be asked to figure out who the
original suspect is and then come up with their own story to link the suspect to another crime.
Differentiation/Planned Materials and Instruction: All students will use the same materials. During my lesson I will showcase different
Additional Support ways that you can factor and get the correct answer. Students will be asked to try every method and pick the
method that works the best for them.
(Special Needs, ELL,
Gifted, Apathetic)
 Teaching Analysis
Which lesson aspects
worked?

Which did not work as

well as you planned?

What would you need to

say/do tomorrow, based
on how well this lesson
worked today?

Specific Changes

Resources
NEW JERSEY STUDENT LEARNING STANDARDS for Mathematics. (n.d.). Retrieved April 15, 2019, from
https://www.nj.gov/education/cccs/2016/math/standards.pdf