SPE edTPA Unit/Lesson Plan Format

Name: Jasmine Avery Grade: 4th grade Content Area: Mathematics

Focus Learner’s IEP Goal:

Jasmine with compose and decompose multi-digit numbers with 80% percent accuracy
Unit’s Learning Goal:
The student will compose and decompose multi-digit numbers with 80% accuracy.
Related grade level DPI Standard:
4th grade
Baseline data used in planning:

Expressive or receptive communication skill being addressed:

Focus Learner’s IEP accommodations and/or modifications:

- Test Read Aloud ( in all subjects)

Lesson #_1 of 3
Lesson plan objective  By the end of the lesson, the student will accurately add multi-digit
(in behavioral terms) numbers by regrouping with 80% accuracy.

Required Materials,  Base 10 blocks

Equipment, and  Number lines
Technology  Large whiteboard
 Marker pens
 Worksheet with multi-digit addition problems
 Calculator for accommodation (if necessary)

Lesson’s Hook/Focus &  Start with a brief discussion: “Why is it important to know how to add large
Review/Anticipatory numbers in real life? Can you think of situations where you would need this
Set/ Motivation skill?”
 Demonstrate how base 10 blocks can represent large numbers, making it more
visual and understandable.
Teacher Input: o Begin with a mini-lesson on place value, focusing on the
Teaching Strategies importance of aligning numbers correctly when adding multi-digit
numbers.
o Model addition using both base 10 blocks and a number line to
illustrate regrouping.
o Step-by-step explanation of the standard algorithm for multi-digit
addition, emphasizing regrouping.

Planned support(s):  Provide a visual aid (base 10 blocks) to represent numbers.

Learning goal supports  Use number lines for students who benefit from linear representation.
Planned support(s):
Communication goal o Offer verbal prompts during problem-solving.
o Encourage the student to explain their thinking process while
solving the problems.
Guided Practice  Work through a few sample problems on the whiteboard with student
input, allowing them to use base 10 blocks to represent and solve the
problems.
Independent Practice Provide a worksheet with several multi-digit addition problems. Monitor the
student, offering prompts and guidance as needed.
Closure of Lesson  Recap the importance of regrouping and how the tools (base 10 blocks, number
lines) helped in understanding the concept.
 Ask the student to share one new thing they learned about adding multi-digit
numbers today.
Assessment data to be  Observation notes during guided practice.
collected  Accuracy of problems completed on the independent practice worksheet.
Follow-Up:  Generalization: Encourage the student to practice regrouping with real-life
How will you teach for numbers (e.g., prices, distances).
generalization,  Maintenance: Assign small daily problems to reinforce skills.
maintenance, and/or  Self-directed learning: Encourage the student to use base 10 blocks
self-directed use of independently when practicing at home.
knowledge and skills

Lesson #_2 of 3
Lesson plan objective By the end of the lesson, the student will accurately subtract multi-digit numbers
(in behavioral terms) with regrouping, with 80% accuracy.
Required Materials,
Equipment, and  Base 10 blocks
Technology  Number lines
 Large whiteboard
 Marker pens
 Worksheet with multi-digit subtraction problems
 Calculator for accommodation (if necessary)
Lesson’s Hook/Focus & Begin by asking: “Have you ever had to figure out how much change you get
Review/Anticipatory when buying something? How did you do it?” This will connect the concept of
Set/ Motivation subtraction to real-life experiences.
Teacher Input:
Teaching Strategies o Review the process of subtracting with regrouping.
o Model subtraction using base 10 blocks, showing how to regroup
(borrow) when necessary.
o Demonstrate using the standard algorithm for multi-digit
subtraction, emphasizing where and why regrouping happens.

Planned support(s):  Use manipulatives (base 10 blocks) to help visualize regrouping in subtraction.
Learning goal supports  Provide number lines for students who benefit from linear representation.
Planned support(s):  Offer visual cues on the board to remind the student when to regroup.
Communication goal  Use sentence starters to help the student explain the subtraction process.
Guided Practice Solve a few subtraction problems on the whiteboard together, allowing the student
to use base 10 blocks to represent numbers and solve the problems.
Independent Practice
Provide a worksheet with multi-digit subtraction problems. Monitor progress and
offer guidance as needed.
Closure of Lesson
Review the key points of regrouping in subtraction. Ask the student to explain one
problem aloud, focusing on the steps they took to solve it.

Assessment data to be  Observe accuracy and strategy use during guided practice.
collected  Record the student’s success on independent problems (target 80% accuracy).
Follow-Up:  Generalization: Practice regrouping with subtraction at home (e.g.,
How will you teach for distances traveled, money spent).
generalization,  Maintenance: Short daily subtraction problems to reinforce regrouping
maintenance, and/or skills.
self-directed use of  Self-directed learning: Encourage the student to use the number line or
knowledge and skills base 10 blocks independently at home.

Lesson #_3 of 3
Lesson plan objective  By the end of the lesson, the student will compose and decompose multi-
(in behavioral terms) digit numbers using place value understanding with 80% accuracy.

Required Materials,  Place value charts

Equipment, and  Base 10 blocks
Technology  Whiteboard and markers
 Worksheet with exercises on composing and decomposing numbers

Lesson’s Hook/Focus & “How can you take a big number like 536 and break it into smaller parts? What if
Review/Anticipatory you needed to add parts back together?” Use this to introduce the concept of
Set/ Motivation composing and decomposing numbers.
Teacher Input:  Begin by reviewing place value (ones, tens, hundreds, thousands).
Teaching Strategies  Demonstrate how to break down (decompose) a number into its place value
components using base 10 blocks and a place value chart.
 Model how to compose a number by combining base 10 blocks.
Planned support(s):  Provide a place value chart for visual support.
Learning goal supports  Use base 10 blocks to physically represent the process of composing and
decomposing numbers.
Planned support(s): Use prompts and questions to guide the student in explaining the composition and
Communication goal decomposition of numbers.
Guided Practice  Decompose and compose several numbers together on the whiteboard,
using both the place value chart and base 10 blocks for support.

Independent Practice  Provide a worksheet with tasks asking the student to decompose and
compose various multi-digit numbers. Offer assistance as needed.

Closure of Lesson Recap the importance of understanding how to break numbers apart and put them
back together. Have the student decompose and compose one number aloud to
demonstrate understanding.
Assessment data to be  Monitor student performance during independent practice (target: 80%
collected accuracy).

Follow-Up:  Generalization: Encourage the student to practice decomposing and

How will you teach for composing numbers in real-life situations (e.g., counting money or quantities).
generalization,  Maintenance: Provide a daily exercise on decomposing/composing numbers.
maintenance, and/or  Self-directed learning: Allow the student to use place value charts and base
self-directed use of 10 blocks during independent practice at home.
knowledge and skills