Part e - Planning Commentary

Elementary Mathematics
Task 1: Planning Commentary
TASK 1: PLANNING COMMENTARY

Respond to the prompts below (no more than 9 single-spaced pages, including prompts) by typing your responses within the
brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.
1. Central Focus
a. Describe the central focus and purpose of the content you will teach in the learning
segment.
[The central focus of the learning segment is comparing two-digit numbers using knowledge of
place value. The content addressed within this central focus includes determining which of two
numbers or base-ten pictures represents a greater value, writing inequalities using the greater
than, less than, and equal to symbols, and interpreting and justifying these number sentences in
reference to numbers of tens and ones. The purpose of the content is to support students in the
development of strong number sense and the ability to reason about the nature of numbers. The
content also serves to teach students the standard conventions of number sentences, so that
they are able to convey their ideas about number comparisons in domain-specific ways. The
ability to compare numbers and the ability to reason based on place value both serve as a basis
for the mathematics education that students will encounter throughout the rest of their lives.
Crucial future skills such as estimation, number operations, measurement, problem solving and
reasoning – as well as others – all rely on a solid understanding of place value and the ability to
compare. An immediate example is in the students’ next unit which focuses on adding and
subtracting numbers within 100. Furthermore, not only are the skills in this segment necessary
for success in students’ future academic lives, they are essential for every-day life in adulthood
as well, as students have jobs, make purchases, cook meals, and so forth. The central focus of
the learning segment is of utmost value, both academically and functionally.]
b. Given the central focus, describe how the standards and learning objectives within your
learning segment address
 conceptual understanding,
 procedural fluency, AND
 mathematical reasoning or problem-solving skills.
[The standard for the learning segment requires students to “compare two-digit numbers based
on the meaning of tens and ones.” This standard addresses conceptual understanding, as it
requires students to work with the concepts of “bigger,” “smaller,” “more,” and “less” in order to
make comparisons about numbers. For example, in the first lesson objectives, students are
exposed to concrete, visual representations of progressively larger two-digit numbers so that
students can visually internalize the value-related concepts of “bigger,” “smaller,” “more,” and
“less.” The second lesson objectives also build conceptual understanding, as students connect
current understandings of the concept of value with prior conceptual understanding regarding
the meaning of the equal sign and the nature of equations to build new conceptual
understandings about number sentences. By introducing inequalities, students expand their
conceptual understanding of what a number sentence is. Finally, the third lesson objectives
build conceptual understanding of place value and the concepts of tens and ones, as students
must apply this to situations where they must compare.
The standard and learning objectives also address procedural fluency. The first lesson focuses
on gaining fluency in the ability to compare two-digit numbers. The objectives encourage
students to develop more efficient strategies for comparing numbers in ways based on place-
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value rather than the number sequence. The standard requires that students record the results
of their comparison with the greater than, less than, and equal to symbols. In the second and
third lessons’ objectives, students engage in repeated practice as they complete number
sentences with the symbols on cards, with their arms, on the computer, and on paper. They
compare and record inequalities in different modalities in order to gain fluency. By the end of the
segment, the expectation is that students can fluently implement the process of (1) deciding
which number is greater and then (2) choosing the correct symbol.
Finally, the standard and learning objectives address mathematical reasoning as students are
expected to compare “based on the meanings of the tens and ones digits.” Even if students are
able to correctly record number comparisons based on rote knowledge of the number
sequence, this would not meet the standard. The standard itself explicitly requires that students
make these comparisons by reasoning about traits of numbers based on place value. The first
lesson objective begins to solicit this mathematical reasoning by asking students to notice
patterns in how the numbers of tens and ones change as numbers get bigger, as well as by
asking students to compare base-ten pictorial representations rather than written numerals.
These help encourage the habit of reasoning with place-value right from the start of the
segment. The third lesson objectives require even greater mathematical reasoning skills, as
students must justify their inequalities based on knowledge of tens and ones.]
c. Explain how your plans build on each other to help students make connections between
 concepts,
 computations/procedures, AND
 mathematical reasoning or problem-solving strategies
to build understanding of mathematics.
[The first lesson focuses on comparing numbers with visual base-ten representations. First,
students build a hundreds chart that shows the base-ten representations for the numbers 1-100.
Then, they make observations about changes, patterns, and trends they see in the chart, which
builds on students’ concepts of “bigger,” “smaller,” “more,” and “less.” Students then practice
identifying which of two base-ten pictures represents a greater value. This lesson helps students
develop the first step in the procedure of writing number sentences – as they reason in efficient
ways in order to identify the greater value.
In the second lesson, students continue to work with concepts of value as they apply this to
number sentence writing. In the prior lesson, students practiced the first step of the procedure
as they identified which of two values was the greater value. In this lesson, students learn the
second step in the procedure – choosing the correct symbol in order to record these
comparisons. Students gain repeated practice in a whole group setting identifying the greater of
two values and modeling the correct symbol in kinesthetic, spatial ways. Students then gain
additional, individual practice identifying the greater of two values and writing the correct
symbol. Students also begin to informally practice reading and justifying their number sentences
with reasoning based on place value.
In the third lesson, students begin by using what they have learned from the last two lessons to
complete a problem-solving challenge. They must decide which of two numbers is greater;
however, some of the digits are covered. Students need to think back to the place value
concepts and procedures they have learned the previous days to reason about whether they
have enough information to compare the two numbers. For the second part of the final lesson,
students use knowledge of the concepts of “more” and “less” (focus of Lesson 1) to determine
which of two two-digit numbers is greater; they complete the number-sentence writing
procedure (focus of Lesson 2) by choosing and recording the correct greater than, less than, or
equal to symbol; and they use reasoning based on place-value (focus of Lesson 3) to justify
their assertion.]
2. Knowledge of Students to Inform Teaching
For each of the prompts below (2a–c), describe what you know about your students with
respect to the central focus of the learning segment.
Consider the variety of learners in your class who may require different strategies/support
(e.g., students with IEPs or 504 plans, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted
students).
a. Prior academic learning and prerequisite skills related to the central focus—Cite
evidence of what students know, what they can do, and what they are still learning
to do.
[In terms of prior academic learning, in kindergarten, students compared one-digit numbers
using matching and counting strategies. In first grade, all students recently mastered the
understanding that ten ones are considered a “ten” and that numbers are made up of tens and
leftover ones. Most students have also recently mastered the understanding that the two digits
in a two-digit number represent the number of tens and the number of ones, respectively,
although a few students do not yet consistently apply this knowledge across problems. Students
have also recently worked with equations that do not follow the “addend + addend = sum” or
“minuend – subtrahend = difference.” Thus their conception of what a number sentence looks
like has already been expanding to include more types. However, throughout this recent unit,
the students practiced interpreting the equal sign as meaning “is the same as,” so many
students recently transitioned to reading it with this phrase rather than “equals” or “is equal to.”
In terms of related prerequisite skills, most students have already mastered recognizing and
producing the number names, written numerals, and sequence of the numbers 1-120. Only two
students (one receiving tier 3 intervention and one with IEP) are not consistent in their attempts
to recognize and produce written numerals; sometimes they mix up the order of digits in a
number (i.e. mistaking the written numeral 14 for “forty-one”). Additionally, all of my students
can count to 100 by both ones and tens. Most have mastered the counting concepts of one-to-
one correspondence and cardinality, although one (with IEP) does not do this consistently. All of
my students understand that each number further along in the counting sequence is worth one
more. Additionally, based on the most recent STAR test results, twelve of my students scored at
a second-grade level in mathematics, so they likely already have some awareness of the
content taught in this learning segment, though they have not yet had much explicit exposure to
the skills and specific problem types.]
b. Personal, cultural, and community assets related to the central focus—What do you
know about your students’ everyday experiences, cultural and language
backgrounds and practices, and interests?
[The students love games. They enjoy repetitive games most because they understand the
expectations. They are very social and love to do collaborative things with friends, despite the
fact that they are still learning how to do this without getting frustrated. They also love
technology. They enjoy viewing and listening to videos. Creating and interacting with their own
multimedia pieces is newer to them, but it is exciting as well. The information I know about
individual students’ personal assets can help me as well. For example, one of my two students
who is most resistant to participate in activities is obsessed with superheroes and being on TV.
My other student who is resistant to participate is very particular and likes his work to be just
right. When he wants to share something with the class, it is essential to him that he shares it.
One student speaks primarily Tamil at home, although his parents are fairly fluent in English as
well. The rest of my students all come from English-speaking homes and learned English as
their first language. Most of the students come from middle-class or upper-class backgrounds,
but a few of the students are from lower-middle-class or low-income homes. All of the students
live with at least one biological parent, and most live with two. All of the parents make frequent
and positive contact and communication with the school, and are interested in what their
students are doing at school. For the most part, students have good relationships with their
parents and families.
All of the students live near the area, within school district boundaries. Many of the students
often see each other outside of school, either through purposeful get-togethers or simply
because they live in the same neighborhoods. They often know each other’s families. They talk
with excitement about community involvement such as carnivals, sports, and extra-curricular
activities. The community is very involved with and supportive of the school. The students love
their school and typically feel it is an exciting place to be. Most of the students have been
together in school since the beginning of kindergarten.]
c. Mathematical dispositions related to the central focus—What do you know about the
extent to which your students
 perceive mathematics as “sensible, useful, and worthwhile”1
 persist in applying mathematics to solve problems
 believe in their own ability to learn mathematics
[Overall, the students perceive mathematics as sensible, useful, and worthwhile in a school
context, but not necessarily in life outside of school. They recognize and accept that
mathematics is something they do at school. They generally don’t yet notice the ways they will
use it outside of school too, but this doesn’t seem to make mathematics less worth-learning in
their eyes. There is a lot of variability in the extent to which my students persist in applying
mathematics to solve problems. The majority of my students can work at an engaging problem
or set of problems for a long time, and even enjoy it. Some of my students will rush through
problems to get them “solved” quickly, though they don’t necessarily mind if they make
mistakes. Two of my students have a difficult time having enough stamina to work on problems
until they are done. After just a few minutes, they want help or they want to quit, even if they are
capable of doing it on their own. All of the students believe in their own ability to learn
mathematics. They recognize that their abilities are improving greatly and will continue to
improve. Sometimes, a couple of the students lose sight of this in frustrating situations,
however.]
3. Supporting Students’ Mathematics Learning
Respond to prompts below (3a–c). To support your justifications, refer to the instructional
materials and lesson plans you have included as part of Planning Task 1. In addition, use
principles from research and/or theory to support your justifications.
1 From the Common Core State Standards for Mathematics
a. Justify how your understanding of your students’ prior academic learning; personal,
cultural, and community assets; and mathematical dispositions (from prompts 2a–c
above) guided your choice or adaptation of learning tasks and materials. Be explicit
about the connections between the learning tasks and students’ prior academic learning,
their assets, their mathematical dispositions, and research/theory.
[One way my choice of learning tasks reflects my students’ prior academic learning is that I
focus on written numerals more than base-ten blocks. All of my students already understand the
concepts of tens and ones, and know that the digits in a number represent these tens and ones.
Therefore, they are all able to reason about tens and ones based on the written numeral alone.
Most of my students have discovered that this is a more efficient way of determining how many
tens and ones are in a number, and even prefer this strategy to working with manipulatives.
However, because several of my students occasionally mix up the order of digits in a number, I
also included opportunities in the Lesson 1 and 2 materials for students to compare values
represented with base-ten blocks, to provide a chance for these students to show knowledge
and abilities that might not be as apparent in problems with written numerals only. Finally, when
introducing the inequality symbols in Lesson 2, I contrast it with their prior knowledge of
balanced equations and the equal sign.. I also include the words “is equal to,” as well as “is the
same as” on the equal sign poster in Lesson 2 to tie the target vocabulary with the phrase they
currently use.
I considered students’ personal assets through my use of the mystery numbers game in Lesson
3. My students love games and according to Parten’s Stages of Play (Parten, 1932), formal
games with rules is developmentally appropriate. I also included collaborative activities such as
building the hundreds chart together in Lesson 1, or working on their Seesaw assignment with a
partner in Lesson 3, since my students are social and love collaborating with friends. This, too,
is supported by theory, as children learn best through opportunities to engage with others
(Vygotsky). The Seesaw assignment also provides a technological component of the segment
which the students love. I also created the superhero, baseball, and gymnast activities for
Lesson 1 by choosing personal and community activities that I know my students enjoy –
particularly my student who is very resistant to participate in lessons. My choice in learning
tasks was also informed by my students’ cultural backgrounds. The activity sheets for Lesson 1
depict characters that reflected all of the gender-race combinations in my classroom so students
felt represented. I also used the Seesaw activity as a way to tie parents into the learning
segment, allowing them to view, like, and comment on their child’s work. School-home ties are
an important part of my students’ and their families’ cultures. Furthermore, Bronfenbrenner’s
ecological systems theory also supports the idea that learning is most effective when all
partners and settings in a child’s life are connected with each other (Bronfenbrenner, 1979).
Finally, because there is a lot of variability in the extent to which my students persist in applying
mathematics to solve problems, I integrated my students’ likes – games, superheroes,
technology, etc. – into my lessons a lot to make them as engaging as possible. Since all of my
students believe in their own ability to learn mathematics, with the exception being while a
couple of my students are in the midst of frustrating situations, my plans reflect this through my
adaptations. I will be receptive to my students with difficulty managing their emotions, by
allowing them breaks as needed so they can return to the activity with a productive mindset.
Research shows that students are unable to focus on learning until they have basic emotional
needs met (Maslow, 1943).]
b. Describe and justify why your instructional strategies and planned supports are
appropriate for the whole class, individuals, and/or groups of students with specific
learning needs.
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students).
[My instructional strategies are appropriate for the whole class, because they are founded in my
knowledge of the class, as well as educational principles and research. For example, the
segment is based on careful sequencing. Sequencing ensures that students are able to build off
of related ideas to develop a deeper understanding and more complex thinking (Culatta, 2018).
In the first lesson, students learn to identify the greater number. In the second lesson, they use
this ability to write inequalities. In the third lesson, they add a justification. This “understand,”
“apply,” “evaluate” pattern of objectives is also consistent with the theory of Bloom’s taxonomy
(Bloom, 1956). The instructional strategies are also rooted in social constructivist theory, as
learning tasks require or allow students to work together, promoting mathematical
communication and leading to increased understanding and learning outcomes (Jaramillo,
1996).
My instructional strategies and supports are also appropriate for my student with moderate-to-
severe cerebral palsy. I provided subtle adaptations in order to eliminate any physical
boundaries – for example, providing cards in Lesson 1 that were physically easy to access. I
also included base-ten representations as well as written numerals throughout the Lesson 1 and
2 learning tasks. Some of my students receiving RTI services and my students with cerebral
palsy are able to recognize the value of base-ten representations more consistently than written
numerals, while others are the opposite. The variety of problem types gives all of my students
with additional needs a chance to be successful. Additionally, constant access to base-ten
blocks, number lines, and other manipulatives will also make the learning tasks more
appropriate for my students who receive RTI services in math. My instructional strategies and
planned supports are also appropriate for my students with social-emotional needs. The
learning tasks are based on these students’ personal interests. The adaptations provide
proactive solutions (such as calling on these students often) as well as reactive solutions (such
as allowing students breaks to regulate their emotions as needed0. Finally, the adaptation to
clarify the meaning of multiple-meaning words and phrases also makes the segment accessible
to my English language learner.
Because over half of my students are advanced in math, I accounted for this group of students
in the original designs of the lessons rather than in the form of adaptations. For example, the
mystery numbers game in Lesson 3 is challenging for students this age, because of their
developing understanding of conservation and concrete operational thinking (Piaget, 1965).
Additionally, while building the hundreds chart in Lesson 1, I plan to differentiate by giving my
advanced students the cards with higher numbers of tens and ones.]
c. Describe common mathematical preconceptions, errors, or misunderstandings within
your central focus and how you will address them.
[One common misconception is known as the “arithmetic” or “operational” view of the equal
sign, rather than the “relational” view. Many young students see the equal sign as signaling the
result of a process (i.e. adding or subtracting), as opposed to signaling an equal comparative
relationship between two values (Byrd, McNeil, & Chesney, 2015). By introducing the inequality
symbols by explicitly relating them to the equal symbol, this method is shown to reduce
misconceptions about the equal sign and to build conceptual understanding of number
sentences.
The other common mathematical error I address in the learning segment is the belief that the
greater than and less than symbols act as arrows that point to the greater number. I explicitly
highlight this common error to students. I also chose not to use the common “alligator” metaphor
for teaching the symbols and opted for more conceptual explanations. I will show students that
the wide part of the sign is by the larger number and the small part of the sign is by the smaller
number. I also include a kinesthetic (modeling with arms) and auditory/musical component
(reading sentences with a crescendo or decrescendo) in order to further solidify the correct
meaning of each symbol and diminish the possibility of the misconception.]
4. Supporting Mathematics Development Through Language
As you respond to prompts 4a–d, consider the range of students’ language assets and
needs—what do students already know, what are they struggling with, and/or what is new to
them?
a. Language Function. Using information about your students’ language assets and
needs, identify one language function essential for students to develop conceptual
understanding, procedural fluency, mathematical reasoning, or problem-solving skills
within your central focus. Listed below are some sample language functions. You may
choose one of these or another language function more appropriate for your learning
segment:
Categorize Compare/contrast Describe Interpret Justify
Please see additional examples and non-examples of language functions in the

glossary.
[The essential language function for this segment is to compare.]
b. Identify a key learning task from your plans that provides students with opportunities to
practice using the language function identified above. Identify the lesson in which the
learning task occurs. (Give lesson day/number.)
[One key learning task that provides students with the opportunity to practice comparing is the
“Talk About COMPARING!” Seesaw activity from Lesson 3. Students must compare two-digit
numbers with both a written and oral number sentence and justify their comparison.]
c. Additional Language Demands. Given the language function and learning task
identified above, describe the following associated language demands (written or oral)
students need to understand and/or use:
 Vocabulary and/or symbols
 Plus at least one of the following:
 Syntax
 Discourse
[There are seven content-specific vocabulary words and three symbols that students must
understand and use in order to be successful throughout the learning segment. In order to
follow directions for learning tasks, students must understand the meaning of the word compare
in the context of numbers (i.e. tell which number has a larger or smaller value). For example the
materials from all three lessons contain directions that ask students to compare numbers.
Students also must understand the meaning of the term number sentence, as they are asked in
the pre-assessment and post-assessment to “read this number sentence out loud.” It is also
essential that they understand the meaning in order to develop a stronger conceptual
understanding of the relationship between the equal sign and inequality symbols. Students also
must understand and use the meanings of the words tens (groups of ten ones) and ones
(individual leftovers in a number after grouping by tens). They also have to be able to use the
vocabulary words in order to justify their number sentences in the “Talk About COMPARING!”
Seesaw activity in Lesson 3. Finally, students must be able to understand and use the words
greater, less, and equal, as well as the symbols that represent these words (>, <, and =,
respectively). Students must understand the words in Lesson 1 learning tasks, use the symbols
in Lesson 2 learning tasks, and use the words and symbols in Lesson 3 learning tasks.
Additionally, students will need knowledge of the conventional syntax used for writing and
reading number sentences. During whole-group instruction in Lessons 2 and 3, students must
build sentences on the board in a “number, inequality symbol, number” order. Additionally, in the
Lesson 3 learning task, students must read number sentences from left to right, with the
conventional pattern of “[number] is less/greater than [number]” or “[number] is equal to
[number].”]
d. Language Supports. Refer to your lesson plans and instructional materials as needed
in your response to the prompt.
 Identify and describe the planned instructional supports (during and/or prior to the
learning task) to help students understand, develop, and use the identified language
demands (vocabulary and/or symbols, function, discourse, syntax).
[One planned instructional support for helping students acquire the language function,
vocabulary, and syntax is the use of posters showing the symbols and phrases that they stand
for. Each symbol is paired with a sentence frame written directly on the poster to help students
read the number sentences with the correct vocabulary and syntax, thereby providing them with
the language needed to compare the numbers. The posters will be displayed on the wall and
referred to as needed throughout the entire learning segment. Furthermore, the posters are
used as manipulatives, allowing students to build number sentences out of the hundreds chart
pieces and the symbol posters during whole-group time prior to the Lesson 2 and 3 learning
tasks. Also during this time in the lessons prior to the learning tasks, I planned scaffolded
practice using, reading, and justifying the number sentences with the conventional vocabulary
and syntax. This whole-group practice is structured as repeated teacher modeling – with
kinesthetic and musical components as added support to help students internalize the meaning
of the symbols and target vocabulary – followed by a gradual release of responsibility. Finally,
students are supported in their developing understanding of the terms compare and number
sentence through explicit instruction at the very beginning of the segment, and review at the
beginning of each lesson.]
5. Monitoring Student Learning
In response to the prompts below, refer to the assessments you will submit as part of the
materials for Planning Task 1.
a. Describe how your planned formal and informal assessments will provide direct
evidence of students’ conceptual understanding, computational/procedural fluency, AND
mathematical reasoning or problem-solving skills throughout the learning segment.
[I have included several formal and informal measures of conceptual understanding throughout
the segment. In the first lesson, I will informally assess students’ conceptual understanding of
the value of numbers and the nature of tens and ones in Assessment 1.1 as they make
observations about the patterns and trends they notice in the hundreds chart. At the end of the
segment, Assessment 3.2 will provide direct evidence of students’ conceptual understanding as
well. Students must apply their conceptual understanding of tens and ones to decide how many
tens and ones make up given numbers, and what that says about the relative values of those
numbers, in order to justify their number sentences.
Assessment 1.2 will provide formal evidence of students’ ability to draw on multiple strategies
(concrete pictures and counting strategies, as well as place value in written numerals) in order
to fluently identify which of two numbers is greater. This is the first part of the procedure of
comparing numbers. Assessment 2.1 and 3.1 provide more complete evidence of students’
procedural fluency, as students must continue to apply the first step of the procedure, but also
now add on the next step of choosing the correct symbol to compare the numbers.
Finally, I will informally assess students’ mathematical reasoning skills as I listen to their
observations about trends in the hundreds chart in Assessment 1.1. By the end of the segment,
I will formally assess students’ ability to reason mathematically by analyzing their justifications of
their number sentences in Assessment 3.2. In order to justify their answers, they must reason
based on place-value, the number sequence, or the composition of the numbers.]
b. Explain how the design or adaptation of your planned assessments allows students with
specific needs to demonstrate their learning.
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students).
[The design of my planned assessments will already be appropriate for my student who is an
English language learner, my students receiving RTI services in reading, and my students who
are advanced in math. My student who is an English language learner is at the bridging/near-
proficient level, and only needs additional support with multiple-meaning words and phrases.
The only such word present in the segment assessments is the word “greater” which has
already been taught explicitly throughout the segment so it should not be an issue. Additionally,
all assessment directions are read aloud to all students and clarified with gestures and
additional explanations, so this will not be an obstacle for my students receiving RTI services in
reading. Finally, Assessment 3.2 gives students with advanced math skills the chance to
demonstrate advanced knowledge as they have the freedom to justify their number sentences –
already a higher-level cognitive process – in more in-depth, conceptual ways. For example, they
might discuss the relevance of the digit in the ones place in addition to the tens.
I have also adapted the assessments so that they are appropriate for my students with cerebral
palsy, my students with social-emotional needs, and my students receiving RTI services in
math. For my student with moderate-to-severe cerebral palsy, the pictures of tens and ones
blocks on the assessments will be highlighted in different colors to help him further delineate
between them. I will also be available to clarify procedures or provide additional scaffolding as
needed to ensure an accurate measure of the abilities of both of my students with cerebral palsy
and my students receiving RTI services. The assessments also provide variety in the
representation of numbers (picture and written numeral), the difficulty level of the questions
(identify, apply, and justify), and the mode of answer required (written or spoken), so that all
students have some chance to show their knowledge without additional confounding factors that
act as barriers due to their particular challenges. Finally, the assessments are appropriate for
my students with need for additional social-emotional support, as they draw on the students’
likes and personal assets to intrinsically motivate these students to participate and to be able to
do so with a conducive attitude.]
References
Bloom, B. S., Engelhart, M. D., Furst, E. J., & Hill, W. H.; Krathwohl, D. R. (1956). Taxonomy of
educational objectives: The classification of educational goals. Handbook I: Cognitive
domain. New York: David McKay Company.
Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard

University Press.
Byrd, C. E., McNeil, N. M., Chesney, D. L., (2015). A specific misconception of the equal sign
acts as a barrier to children's learning of early algebra. Learning and Individual
Differences, 38. 61-17.
Jaramillo, J. A. (1996). Vygotsky's sociocultural theory and contributions to the development of

constructivist curricula. Education, 117(1). Retrieved from
http://go.galegroup.com/ps/i.do?v=2.1&it=r&sw=w&id=GALE%7CA18960235&prodId=A
ONE&userGroupName=uiuc_br1
Maslow, A.H. (1943). A theory of human motivation. Psychological Review, 50(4): 370–
96. doi:10.1037/h0054346
Parten, M. B. (1932). Social participation among preschool children. Journal of Abnormal and
Social Psychology, 27(3): 243–269. doi:10.1037/h0074524.
Piaget, J. (1965). The stages of the intellectual development of the child. Educational
psychology in context: Readings for future teachers, 98-106.

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Elementary Mathematics

Task 1: Planning Commentary

TASK 1: PLANNING COMMENTARY

1 From the Common Core State Standards for Mathematics

Categorize Compare/contrast Describe Interpret Justify

Please see additional examples and non-examples of language functions in the

Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard

Jaramillo, J. A. (1996). Vygotsky's sociocultural theory and contributions to the development of

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