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: __X___
Rural: _____

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 class includes a paraprofessional. Whole group instruction is done on the carpet, where
the teacher models and asks questions. Written work is completed in groups at their tables. ]
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.
[ All of the kindergarten teachers use Bibb County designated pacing guides. The pacing guides
outline the standard and topic that should be taught for the month. GKIDS is an assessment that
determines learning progress and is given throughout the year. ]

About the Class Featured in this Learning Segment

1. How much time is devoted each day to mathematics instruction in your classroom?
[ One hour and twenty minutes is devoted to mathematics instruction. ]
2. Is there any ability grouping or tracking in mathematics? If so, please describe how it affects
your class.
[ Differentiated instruction is used to work with students who have difficulty counting and
remembering their numbers. This includes giving more detailed instruction to the students with
more difficulty counting. ]
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 textbook used is Go Math! Georgia and was published by Houghton Mifflin Harcourt in
2014.This book is used primarily as a guide for math nstruction. ]
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 teacher uses a Clear Touch board in pictures, videos, and charts. A variety of texts from
the library and the teacher’s inventory are used for reading, and they are often displayed on the
document camera for the students to see. ]

About the Students in the Class Featured in this Learning Segment

1. Grade-level(s):
[ This is a kindergarten class. ]
2. Number of
students in the class: __24___
males: __12___ females: __12___
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

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations,
Students Modifications
ESOL 2 Student attends ESOL classes each day
for 35 minutes.

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

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

Students with Other Learning Needs

Other Learning Needs Number of Supports, Accommodations,
Students Modifications
EIP 6 Students leave the room with the
designated EIP teacher and work on skills
that they are behind on in Math.

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 Elementary Education - Mathematics
Task 4: Mathematics Learning Segment Overview

Learning Segment Overview Directions: Briefly describe the instruction preceding the assessment by typing within the
brackets in each section of the chart below (no more than 2 single-spaced pages). Do not delete or alter the chart; both the
chart and your description are included in the total page count allowed. Refer to the evidence chart in the handbook to ensure
that this document complies with all format specifications. Pages exceeding the maximum will not be scored.

Central Focus: State-Adopted Content Standards

[ Students will explain that adding [ MGSEK.OA.1 Represent addition and subtraction with
is putting parts together, and objects, fingers, mental images, drawings, sounds (e.g.,
subtraction is taking things apart.] claps), acting out situations, verbal explanations,
expressions, or equations. ]
Learning Instructional Strategies and Formative and
Objectives Learning Tasks Summative
Assessments
[ Students will [ Problem of the day: The [ Formative
Lesson 1
become familiar with students will solve a word Assessment: I will walk
the addition and problem by drawing pictures, around the room while
subtraction.] using tallies, etc. the students work on
The students will review the their task to ensure they
mathematical symbols that they have understood the
will be using; addition, concept. Then I will take
subtraction, and equal signs. note of who needs
Then they will complete a task, additional help. ]
drawing dots for the given
number and then adding by
counting the drawn dots. ]
[ Students will [ Problem of the day: The [ Formative
Lesson 2
become familiar with students will solve a word Assessment: I will walk
addition and problem by drawing pictures, around the room while
subtraction and use using tallies, etc. the students work on
their knowledge to The students will review the their task to ensure they
work more mathematical symbols that they have understood the
independently. ] will be using; addition, concept. Then I will take
subtraction, and equal signs. note of who needs
Then they will complete a task, additional help. ]
drawing tallies for the given
number and then adding by
counting the drawn tallies. ]
[ Students will use [Problem of the day: The [ Formative
Lesson 3
their knowledge of students will solve a word Assessment: I will walk
addition and problem by drawing pictures, around the room while
subtraction to using tallies, etc. The students the students work on
complete the will review the mathematical their task to ensure they
addition and symbols that they will be using; have understood the
subtraction centers. ] addition, subtraction, and equal concept. Then I will take
signs. note of who needs
Centers: Four groups will be additional help. ]
working on four different tasks
all involving addition, each
involving a different strategy to

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 Elementary Education - Mathematics
Task 4: Mathematics Learning Segment Overview

use. ]

[ The students will [ Problem of the day: The [ Formative: I will walk
Lesson 4
use their knowledge students will solve a word around the classroom
(Optional)
of addition and problem by drawing pictures, while students complete
subtraction to using tallies, etc. The students this learning task to
complete the task. ] will review the mathematical ensure the students
symbols that they will be using; have an understanding
addition, subtraction, and equal of the task.
signs.
“Color by Code Addition and Summative: The
Subtraction”: Students will students will complete a
complete the pages that prompt written assessment on
them to color the image based addition and subtraction.
on the numeral answer. ] ]
[ ] [ ] [ ]
Lesson 5
(Optional)

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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.