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: __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.
[I am in a fifth grade general education classroom, where the students participate in a
departmentalized structure, rotating between three teachers for more subject area specific
instruction. I am working with the math teacher, but this group of students also switches classes
for science/social studies, and English Language Arts. With this departmentalized setting, there
are designated time blocks for the four main content areas: math, language arts, science, and
social studies. These fifth grade students follow a 6-day schedule incorporating the four main
content areas and special activities such as, foreign language, art, music, and physical
education.]
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.
[The Common Core Standards have been designed into the fifth grade math curriculum, as the
content is based off the modules. This elementary school uses Pearsons program, enVisions
Math Common Core. My cooperating teacher expects that I teach according to the strategies,
methods, and computations seen within this program. The students in my class will also be
taking the New York State Assessments in April, whereas test preparation is weaved into the
curriculum.]

About the Class Featured in This Assessment

1. How much time is devoted each day to mathematics instruction in your classroom?
[The block schedule accounts one hour and thirty minutes for math instruction each day.]
2. Is there any ability grouping or tracking in mathematics? If so, please describe how it affects
your class.
[Based on data analysis, teacher observation, and benchmark assessments, students are
grouped according to their mathematical abilities, fluencies, and conceptual understandings.
My cooperating teacher utilizes formal and informal assessments to track students. Based on
their progress and development, the teacher groups them based on mathematical ability.
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Elementary Education - Mathematics

Task 4: Mathematics Context for Learning Information

Typically, the teacher instructs the whole class together; then, she allows the enrichment
students to complete the practice problems on their own, while she works closely to guide the
struggling students. As students begin to comprehend the new mathematical skills, she
releases her support and allows more freedom to complete the independent practice on their
own. The ability grouping affects the structure of the lesson.]
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.
[Textbook: enVision Math Common Core, Pearson Education, Inc. 2014]
4. List other resources (e.g., electronic whiteboard, manipulatives, online resources) you use
for mathematics instruction in this class.
[In addition to the textbook and the district-wide curriculum, mathematic instruction incorporates
Smart board technology, the document camera, and manipulatives. This classroom instruction
provides a hands-on experience for students as they participate in cooperative learning and
problem solving skills.]

About the Students in the Class Featured in This

Assessment
1. Grade-level(s): [5]
2. Number of

students in the class: __25___

males: __11__ females: __14__
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

English Language Learners

Other Health Impairment:

Attention Deficit Hyperactivity
Disorder

Supports, Accommodations,
Modifications, Pertinent IEP Goals
Close monitoring, graph paper for 3 digit
numbers
Directions read/translated, frequent checks
for understanding, use of visual aids,
provided with content-specific vocabulary,
extended time
Preferential seating, daily monitoring of
agenda, refocus and redirection, on-task
focusing prompts, extended time

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

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All rights reserved.
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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

Other Learning Needs

Example: Struggling readers
Over performing Students
(Enrichment)
Under performing Students
(Intervention)

Number of
Students
5
6
4

Supports, Accommodations,
Modifications
Provide oral explanations for directions
and simplified text for word problems
Extension assignments, leadership roles,
more challenging prompts
Frequent checks for understanding, reengagement lessons, small group
intervention, before/after school help

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

3 of 3 | 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.