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:
[Dividing Fractions Common Core
Domain: Number & OperationsFractions]

Lesson 1

State-adopted Content Standards

(or Common Core State Standards, if applicable):
[Lesson 1: CCSS.MATH.CONTENT.5.NF.B.3: Interpret a
fraction as division of the numerator by the denominator
(a/b = a b). Solve word problems involving division of
whole numbers leading to answers in the form of fractions
or mixed numbers.
Lesson 2: CCSS.MATH.CONTENT.5.NF.B.4 Apply and
extend previous understandings of multiplication to multiply
a fraction or whole number by a fraction;
CCSS.MATH.CONTENT.5.NF.B.6: Solve real world
problems involving multiplication of fractions and mixed
numbers, e.g., by using visual fraction models or equations
to represent the problem
Lesson 3: CCSS.MATH.CONTENT.5.NF.B.7.B: Interpret
division of a whole number by a unit fraction, and compute
such quotients. For example, create a story context for 4
(1/5), and use a visual fraction model to show the quotient.
Use the relationship between multiplication and division to
explain that 4 (1/5) = 20 because 20 (1/5) = 4.]

Learning
Objectives

Instructional strategies and

learning tasks

Formative and
Summative
Assessments

[After collaborating
with their tablemates
to solve a scenario
involving division,
students will interpret
a fraction as division
of the numerator by
the denominator.]

[The students listened to a

story about the teachers
predicament, where her two
children were arguing over one
Oreo cookie. She split
(divided) the cookie evenly to
make it fair. Then, each table
was given a scenario to solve.
For example, one table
received the following scenario:
You have 3 waffles and 5
people, how much will each
person get? The teacher
provided students with pictures
of waffles to use as a
manipulative, as they split the
waffles, cut them into parts, and
glued them onto the handout to
display how much each person
would get. Next, students were
given independent practice

[There were a few

opportunities for
formative assessments
within this lesson.
These include oral
feedback and student
responses, teacher
observations, the exit
ticket, and classroom
discussion. There were
not any summative
assessments built into
this lesson.]

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Elementary Education - Mathematics

Task 4: Mathematics Learning Segment Overview

Lesson 2

Lesson 3

Lesson 4
(Optional)
Lesson 5
(Optional)

[After scaffolding
instruction, students
will be able to use
fractions/ mixed
numbers or decimals
to represent the
quotient.]

[After a brief lesson,

students will
participate in
cooperative learning
through math
manipulatives.
Then, students will
have the aptitude to
divide whole
numbers by unit
fractions.]

[Students will
complete summative
assessment.]
[X]

from the textbook. To conclude

the lesson, students were given
a brief exit ticket, where they
needed to write the relationship
between fractions and division.]
[First, the teacher posted the
learning objective of the lesson
and had students turn it into an
I can statement. They came
up with the following, I can use
fractions, mixed numbers, and
decimals to represent
quotients. Then the teacher
modeled sample problems,
representing the quotient in
fractions/mixed numbers,
and/or decimals. Next,
students were supported
through the guided practice,
which led to independent
practice problems. Concluding
the lesson, students wrote their
Tweet of the day onto a post-it
note, stating what they had
learned.]
[First, students were presented
with a relevant division problem
using pizza pies. Then,
students created an I can
statement from the target,
which became, I can divide
whole numbers by unit
fractions. Next, they
participated in a brief lesson on
the steps to divide fractions by
whole numbers. Then, students
used manipulatives to complete
practice problems
collaboratively with their tables.
Lastly, students wrote their
Tweet of the day on a post-it
note, stating what they had
learned.]
[Students were given forty
minutes to complete the
assessment.]
[X]

[The formative
assessments seen in
this lesson include class
discussion, questioning,
teacher observations,
visual representations,
and the exit ticket.
There is no evidence of
a summative
assessment seen in this
lesson.]

[The formative
assessments utilized
were class discussion,
teacher observations,
questioning, and
response logs. There is
no summative
assessment
incorporated into this
lesson.]

[This summative
assessment focused on
the three prior lessons.]
[X]

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

2 of 2 | 2 pages maximum
All rights reserved.
V3_0913
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.