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 3 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:
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.
[During math an EIP teacher assists in teaching the lesson. Often she will pull a group of
students to a different classroom to work with on the same particular skill. ]
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.
[Each week on Tuesdays and Thursdays during math 11 students leave for trooper time with is a
school wide intervention program to help struggling student. These students leave from 2:102:30]

About the Class Featured in This Assessment

1. How much time is devoted each day to mathematics instruction in your classroom?
[45-90 minutes each day]
2. Is there any ability grouping or tracking in mathematics? If so, please describe how it affects
your class.
[Yes, my host teacher has a diverse group of students who are whose capabilities very different.
The students are grouped by their abilities so that they can be worked with in small groups
easily. In this particular class the ability grouping works very well to help the students transition
from one activity to the next. It give the students who are capable of working on their own to do
so with any interruptions, while the other groups can receive guided instructions]
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.
[Go Math! Ist Edition by Houghton Mifflin Harcourt 2012 & Accelerated math]
4. List other resources (e.g., electronic whiteboard, manipulatives, online resources) you use
for mathematics instruction in this class.
[Smart board, base ten blocks, fake money, etc ]
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Elementary Education - Mathematics

Task 4: Mathematics Context for Learning Information

About the Students in the Class Featured in This

Assessment
1. Grade-level(s): [ Second Grade ]
2. Number of

students in the class: 19

males: 10

females:

3. Complete the chart 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 chart. 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., English language learners,
gifted students needing greater support or challenge, students with Individualized Education
Programs [IEPs] or 504 plans, struggling readers, underperforming students or those with gaps
in academic knowledge).

Students with Specific Learning Needs

IEP/504 Plans:
Classifications/Needs
Example: Visual processing

Number of
Students
2

SST

Supports, Accommodations,
Modifications, Pertinent IEP Goals
Close monitoring, graph paper for 3 digit
numbers
6 of the 8 are currently being tested

504

EIP in math and reading

Tier 2

Extra support two days a week

Other Learning Needs

Example: Struggling readers

Number of
Students
5

Struggling Readers

13

Trooper Time (extra school

support

11

Supports, Accommodations,
Modifications
Provide oral explanations for directions
and simplified text for word problems
Test directions and questions are provided
for these students.
These students leave class on Tuesdays
and Thursday for 30 minutes for extra
support.

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.

2 of 2 | 3 pages maximum
All rights reserved.
V3_0914
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.