Elementary Education - Mathematics

Task 4: Mathematics Context for Learning Information

TASK 4: MATHEMATICS CONTEXT FOR LEARNING INFORMATION

Respond to the prompts below (no more than 4 single-spaced pages, including prompts) by typing your responses within the
brackets following each prompt. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

About the School Where You Are Teaching

1. In what type of school do you teach? (Type an X next to the appropriate description; if
other applies, provide a brief description.)
Elementary school: __X__
Middle school: _____

Urban: _____
Suburban: _____
Rural: __X__

2. List any special features of your school or classroom setting (e.g., charter, co-teaching,
themed magnet, classroom aide, bilingual, team taught with a special education teacher)
that will affect your teaching in this learning segment.
[This is a pre-k-5th grade elementary school with 511 students. 69.3% of students qualify for
free/reduced lunch. Majority of the students are white at 71%, 22.1% are African-American and
4% Hispanic. There are 37 full-time teachers employed with an average of 13.8 students per
teacher. In this classroom, there are 22 students and 9 with an IEP. Math is taught with a co-
teacher who will take IEP students for intervention.]
3. Describe any district, school, or cooperating teacher requirements or expectations that might
affect your planning or delivery of instruction, such as required curricula, pacing plan, use of
specific instructional strategies, or standardized tests.
[There are not any that will affect my teaching.]

About the Class Featured in this Learning Segment

1. How much time is devoted each day to mathematics instruction in your classroom?
[This classroom devotes an hour and fifteen minutes to math instruction.]
2. Is there any ability grouping or tracking in mathematics? If so, please describe how it affects
your class.
[There is ability grouping and tracking for mathematics in this class. They are placed in groups
based on their Friday assessments. They are group by their strengths and weaknesses. There
is a student data tracker to show which standards and sub-standards are mastered and which
standards need improvement per for each student. They are also group by their strengths and
weaknesses on the benchmark and common assessments.]
3. Identify any textbook or instructional program you primarily use for mathematics instruction.
If a textbook, please provide the title, publisher, and date of publication.
[The math book used during math instruction is McGraw-Hill My Math Grade 3- Volume 2,
McGraw-Hill Education, 2013.]
4. List other resources (e.g., electronic whiteboard, manipulatives, online resources) you use
for mathematics instruction in this class.

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 Elementary Education - Mathematics
Task 4: Mathematics Context for Learning Information

[The classroom has an electronic whiteboard, manipulatives, and the online version of McGraw-
Hill My Math Grade 3- Volume 2, McGraw-Hill Education, 2013.]

About the Students in the Class Featured in this Learning

Segment
1. Grade-level(s):
[The students grade levels in math are below, on, and above.]
2. Number of
students in the class: __22__
males: __9__ females: __13__
3. Complete the charts below to summarize required or needed supports, accommodations, or
modifications for your students that will affect your mathematics instruction in this learning
segment. As needed, consult with your cooperating teacher to complete the charts. Some
rows have been completed in italics as examples. Use as many rows as you need.
Consider the variety of learners in your class who may require different strategies/supports
or accommodations/modifications to instruction or assessment (e.g., students with
Individualized Education Programs [IEPs] or 504 plans, students with specific language
needs, students needing greater challenge or support, students who struggle with reading,
students who are underperforming or those with gaps in academic knowledge).
For Mathematics Assessment Task 4, you will choose work samples from 3 focus students.
At least one of these students must have a specified learning need. Note: California
candidates must include one focus student who is an English language learner.1

Students with IEPs/504 Plans

IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
Example: Visual processing 2 Close monitoring, graph paper for 3 digit
numbers
Autism 1 Small group, extended time, read tests
aloud, frequent breaks
Specific Learning Disability 6 Small group, extended time, read tests
aloud, frequent breaks
OHT 1 Small group, extended time, read tests
aloud, frequent breaks
Speech 1 Small group, extended time, read tests
aloud, frequent breaks
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations,
Students Modifications
Example: English language 2 Pre-teach key words and phrases
learners with only a few through examples and graphic organizers
words of English (e.g., word cluster, manipulatives, visuals)

1
California candidatesIf you do not have any English language learners, select a student who is challenged by academic
English.

Copyright 2015 Board of Trustees of the Leland Stanford Junior University. 2 of 3 | 4 pages maximum
All rights reserved. V4_0915
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 Context for Learning Information

Have students use pre-taught key words

and graphic organizers to
complete sentence starters
Example: Students who 5 Make connections between the language
speak a variety of English students bring and the language used in
other than that used in the textbook
textbooks

Students with Other Learning Needs

Other Learning Needs Number of Supports, Accommodations,
Students Modifications
Example: Struggling readers 5 Provide oral explanations for directions
and simplified text for word problems

Copyright 2015 Board of Trustees of the Leland Stanford Junior University. 3 of 3 | 4 pages maximum
All rights reserved. V4_0915
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.