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: _____
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.
[There are no special features in the school or classroom setting that will affect my teaching in
this learning segment.]
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.
[We have curriculum calendars that we use in our district. This is written by teachers for pacing
and tells when to give common assessments (all given throughout the county) for each unit in
every subject. We don’t have a standardized test in 2nd grade but we do have an end of grade
assessment that will be given in May.]

About the Class Featured in this Learning Segment

1. How much time is devoted each day to mathematics instruction in your classroom?
[Each day math usually last about an hour and thirty minutes. This includes the math lesson,
math daily work, calendar and one minute timed addition/subtraction facts.]
2. Is there any ability grouping or tracking in mathematics? If so, please describe how it affects
your class.
[We do not have ability grouping in mathematics. Some students are pulled from each class to
attend EIP if they're struggling but our classes are mixed abilities. We group or plan
differentiated instruction to help students who need extension or remediation on a daily basis.
We track math fact mastery and collect data for common assessments. The data is broken
down by minority, EIP, Special Education, and all students.]
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.
[For the resources, we use our McGraw Hill textbook and many resources online provided with
it, which includes virtual manipulative, problem of the day, videos, worksheets, etc. This
textbook used is McGraw Hill My Math volume 2, published in 2013.This is used along with a

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

Promethean Active board. We also utilize math manipulatives including play money, base ten
blocks, unifix cubes, etc.]
4. List other resources (e.g., electronic whiteboard, manipulatives, online resources) you use
for mathematics instruction in this class.
[When Mrs. Mitchell is teaching math she will use a calendar for each days date, the
whiteboard, and sometimes the active board. I will be using the whiteboard and the smart board]

About the Students in the Class Featured in this Learning

Segment
1. Grade-level(s):
[ 2nd ]
2. Number of
 students in the class: __17___
 males: _8__ females: __9___
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
Example: Visual processing 2 Close monitoring, graph paper for 3 digit
numbers

IEP for Speech 2 No classroom accommodations

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations,
Students Modifications
Example: English language 2 Pre-teach key words and phrases

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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The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
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 Elementary Education - Mathematics
Task 4: Mathematics Context for Learning Information

learners with only a few through examples and graphic organizers

words of English (e.g., word cluster, manipulatives, visuals)

Have students use pre-taught key words

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

Students with Other Learning Needs

Other Learning Needs Number of Supports, Accommodations,
Students Modifications
Example: Struggling readers 5 Provide oral explanations for directions
and simplified text for word problems
EIP 4 45 minutes pull outs, twice a week for
small group intervention.
No classroom accommodations

Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 3 of 3 | 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.