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: X__
Suburban: _____
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 school is a public elementary school that enrolls approximately 526 students from grades
Pre-kindergarten through 5th. In addition, it has approximately 39 classroom teachers, with a
student to teacher ratio of about 15 students per teacher. The average student-teacher ratio for
this county is 16 to 1. At this school, there are 99.2% of students who are economically
disadvantaged, 100% of students who are eligible for free lunch, and 0.0% who are eligible for
reduced lunch. Diversity is presented at this school, as there are 22.1% of students who are
White (non-Hispanic), 69.4% of students who are Black/African American, 7.3% of students who
are Hispanic, and 1.2% of students who are Asian or Pacific islanders. The teachers work
collaboratively when creating lesson plans and instruction for the students. Due to students
performing low on test scores, an early intervention program was set in place to review math
strategies, in order to improve their scores on standardized testing. Additionally, this school
participates in The Leader in me: 7 Habits program to help boost youth leadership development
with proven classroom techniques and methods. Within this 3rd grade class, there are 17
students featured within this learning segment. Once a week, 2 students participate in the
Reach program, during instruction. REACH is a gifted program for students to receive enriched
and accelerated instruction. Additionally I have one student who is on a 504 plan. With the use
of learning style inventories, it was discovered that many of my students are tactile and visual
learners, with a couple of students who are auditory learners. There are 13 students who are
African American, 2 students who are Caucasian, and 2 who are biracial. With my class having
diverse backgrounds and learning styles, I will use various teaching strategies to help promote a
culturally responsive learning environment.]
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.
[As mandated by the state, students are required to take the Georgia Milestone Assessment
once a year in math. This school uses the district Common Core State Standards for curriculum
and instruction. Teachers are to also follow the district pacing guide to align the content with the
corresponding standard. Additionally, students take the Star360 assessment bi-monthly as a
practice assessment to show their progress throughout the school year.]

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

About the Class Featured in this Learning Segment

1. How much time is devoted each day to mathematics instruction in your classroom?
[There is 1 hour devoted to mathematics instruction within the classroom each day.]
2. Is there any ability grouping or tracking in mathematics? If so, please describe how it affects
your class.
[In my class, students are tracked and grouped according to scores obtained from the monthly
Star 360 Assessment. Based on the scores, there are a mixture of students below, on, and
above grade level in math. As the Star 360 assessment is taken every month, the students’ data
and scores change, which causes a change with grouping within the classroom.]
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.
[Although this textbook is not often used, The textbook that is used during mathematics
instruction is Go Math published in 2014 by Houghton Mifflin Harcourt.]
4. List other resources (e.g., electronic whiteboard, manipulatives, online resources) you use
for mathematics instruction in this class.
[Some of the resources utilized during Mathematics instruction are the white boards, document
camera, and online resources. In addition to the Go Math textbook, math activities from
websites such as; teacherspayteacher.com and math-aids.com are used during instruction. This
class also uses Moby Max, Freckle, and Prodigy, as online professional resources to support
math instruction.]

About the Students in the Class Featured in this Learning Segment

1. Grade-level(s):
[3rd grade]
2. Number of
 students in the class: __18__
 males: __11__ females: __7__
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).

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

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, large print text, window
card to isolate text
Anxiety 1 Specific grouping, Extra time and
warnings before transitions, and
Preferential seating
.

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations,
Students Modifications
Example: English language 2 Pre-teach key words and phrases through
learners with only a few examples and graphic organizers (e.g.,
words of English word cluster, manipulatives, visuals)

Have students use pre-taught key words

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

Students with Other Learning Needs

Other Learning Needs Number of Supports, Accommodations,
Students Modifications
Example: Struggling readers 5 Leveled text, targeted guided reading,
ongoing reading assessment (e.g.,
running records, miscue, conferencing)
RTI 4 Individualized and small group instruction
is given. Progress monitoring is given bi-
weekly to assess students’ progress.

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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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

Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 4 of 4 | 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.