Elementary Education - Mathematics

Task 4: Mathematics Assessment Commentary

TASK 4: MATHEMATICS ASSESSMENT COMMENTARY

Respond to the prompts below (no more than 8 single-spaced pages, including prompts) by typing your responses within the
brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be
scored. Attach the assessment you used to evaluate student performance (no more than 5 additional pages) to the end of this
file. If you submit a student work sample as a video or audio clip and you or your focus students cannot be clearly heard, attach a
transcription of the inaudible comments (no more than 2 additional pages) to the end of this file. These pages do not count
toward your page total.

1. Analyzing Student LearningWhole Class

a. Identify the specific learning objectives measured by the formative assessment you
chose for analysis.
[ The specific learning objective measured by the formative assessment chosen for analysis
is regrouping in subtraction. The assessment given before and after the learning segment
had 10 subtraction problems that require regrouping to solve. Each problem was worth 10
points with a total possible score of 100%. ]
b. Provide a graphic (chart or table) or narrative that summarizes student learning for the
whole class. Be sure to summarize student learning for all evaluation criteria submitted
in Mathematics Assessment Task 4, Part D.
[
Student #
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21

Pre
Assessme
nt
0
60
100
90
0
0
0
0
90
0
30
10
60
0
0
30
70
20
10
0
60

Post
Assessmen
t
80
90
100
100
90
90
100
100
90
90
80
100
90
60
100
80
90
80
100
100
80

Copyright 2016 Board of Trustees of the Leland Stanford Junior University.

1 of 4 | 8 pages maximum
All rights reserved.
V5_0916
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.

Elementary Education - Mathematics

Task 4: Mathematics Assessment Commentary

100% of the students in the class improved their score from the pre assessment score.8
students scored a 100% demonstrating complete understanding of regrouping. It is evident
that the student met the learning objective because 100% of the students passed the
assessment. ]
c. Using examples from the summary chart, discuss the patterns of learning across the
whole class relative to

conceptual understanding

procedural fluency

mathematical reasoning/problem-solving skills

[ From the summary chart we can see that 8 students scored a 100% demonstrating
complete understanding of regrouping. On the work samples we can see that the students
were able to use the proper procedures to regroup to subtract. On student sample 1 we can
see that they understood the concept of regrouping and they were able to show the
procedures on their paper. ]
2. Analyzing Student Learning3 Focus Students
From your analysis of whole class student learning, identify one area where students
struggled mathematically. Select 3 student work samples that represent the struggles in
this area. These students will be your focus students for this task. At least one of the focus
students must have specific learning needs, for example, a student with an IEP
(Individualized Education Program) or 504 plan, an English language learner, a struggling
reader, an underperforming student or a student with gaps in academic knowledge, and/or a
gifted student needing greater support or challenge.
a. In what form did you submit the work samples for the 3 focus students? (Delete choices
that do not apply.)

Written work samples in text files

Copyright 2016 Board of Trustees of the Leland Stanford Junior University.

2 of 4 | 8 pages maximum
All rights reserved.
V5_0916
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.

Elementary Education - Mathematics

Task 4: Mathematics Assessment Commentary

b. Analyze the 3 students work samples and describe the students struggle(s) as they
relate to the underlying mathematical understanding and/or concept. Cite specific
evidence from the work samples in relation to mathematical errors, confusions, and
partial understandings.
What do the students errors tell you about their mathematical understanding? For
example, if a student error occurs in a subtraction problem, then the underlying
mathematical understanding may include regrouping, meaning of subtraction, and/or
subtraction as the inverse of addition. The related mathematical understanding becomes
the basis for the targeted learning objective/goal for the students.
[ After grading the post assessment, the most common error that occurred was rushing
through the work and making mistakes. Student 2 was included as a focus student because
of his misunderstanding of retaining place value during subtraction. Due to his mistake of
not keeping place value he got 4 problems wrong. I think the reason he did not get more
wrong is because he was counting down to solve. He made several mistakes yet got the
correct answer as seen in problems 3, 9 and 10. This student is also one of my struggling
readers that is given extra time on assignments when needed. I believe that some of these
mistakes were caused because he re-wrote the horizontal problem to be in a vertical format.
Student 1 made a subtraction error in the ones place on problem 10 leading to an incorrect
answer and she also forgot to take a ten away when she regrouped in problem 6. This
student has struggled with place value so I would like to work with her to practice keeping
place value and subtraction fact to 20. Student 3 was included as a focus student because
she is one of the top student in the class and made careless mistakes on problems 3 and 7
while working and ended up being one of lowest scores on the post assessment. ]
c. If a video or audio work sample occurs in a group context (e.g., discussion), provide the
name of the clip and clearly describe how the scorer can identify the focus student(s)
(e.g., position, physical description) whose work is portrayed.
[ N/A ]
3. Developing Students Mathematical Understanding
a. Based on your analysis of the focus students work samples, write a targeted learning
objective/goal for the students related to the area of struggle.
[ Based on the analysis of the focus students work samples, the students will work carefully
to retain place value while working regrouping in subtraction. ]
b. Describe the re-engagement lesson you designed to develop each focus students
mathematical knowledge in relation to the targeted learning objective/goal. Your
description should include
targeted learning objective/goal from prompt 3a
state-adopted academic content standards that were the basis of the

analysis
strategies and learning tasks to re-engage students (including what you
and the students will be doing)
representations and other instructional resources/materials used to reengage students in learning

Copyright 2016 Board of Trustees of the Leland Stanford Junior University.

3 of 4 | 8 pages maximum
All rights reserved.
V5_0916
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.

Elementary Education - Mathematics

Task 4: Mathematics Assessment Commentary
assessments for monitoring student learning during the lesson (e.g., pair
share, use of individual whiteboards, quick quiz)

[ The re-engagement lesson designed to develop each focus students mathematical

knowledge in relation to retaining place value during regrouping for subtraction will be a
color by number turkey. The students will be required to do a series of 26 subtraction
problems that require regrouping while adding the fun aspect of coloring after solving. The
students will work to solve each problem on a separate piece of paper so that they have
room to show their work. The questions are already written in a vertical format in order to
show the students that are struggling with retaining place value when re-writing a problem.
The students will be able to use any subtraction method they want as long as they show
their work. The students will also be encouraged to use base ten blocks to help them with
regrouping. The students will be monitored through observation as they work and then their
written work for their problem solving will also be a to monitor the students learning. ]

Before responding to prompt 4, you will teach your re-engagement lesson.

This lesson may be taught with the 3 focus students one-on-one, in a small
group, or with the whole class.
4. Analyzing Teaching
Cite evidence from the 3 focus students work samples from the re-engagement lesson to
support your response to prompt 4b.
a. In what form did you submit the 3 students work samples from the re-engagement
lesson?
Written work samples in text files

In audio files
In video files

[ I submitted the written work samples in text files from the re-engagement lesson. ]
b. Analyze the effectiveness of the strategies you used during the re-engagement lesson to
develop students mathematical understanding in the identified area of struggle.
Consider the change in students mathematical understanding or misconception(s) in
relation to the identified area of struggle when describing the effectiveness of the reengagement lesson.
[ The students really enjoyed the re-engagement lesson. As a group we did 3 problems
together using the base ten blocks to show concrete evidence of regrouping. The students
responded well to the use of the manipulatives and seemed to have a better understanding
of the importance of place value while solving a problem. The students took their time while
solving the problems and they made significantly less errors during subtracting which can be
seen in the student work samples. ]
c. If a video or audio work sample occurs in a group context (e.g., discussion), provide the
name of the clip and clearly describe how the scorer can identify the focus student(s)
(e.g., position, physical description) whose work is portrayed.
[ N/A ]
Copyright 2016 Board of Trustees of the Leland Stanford Junior University.
4 of 4 | 8 pages maximum
All rights reserved.
V5_0916
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.