Part G Mathematics Assessment Commentary

Elementary Education - Mathematics with Literacy Task 4
Task 4: Mathematics Assessment Commentary
TASK 4: MATHEMATICS ASSESSMENT COMMENTARY

Respond to the prompts below (no more than 8 single-spaced pages, including prompts) by typing your responses within the
brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be
scored. Attach the assessment you used to evaluate student performance (no more than 5 additional pages) to the end of this
file. If you submit a student work sample as a video or audio clip and you or your focus students cannot be clearly heard, attach a
transcription of the inaudible comments (no more than 2 additional pages) to the end of this file. These pages do not count
toward your page total.
1. Analyzing Student Learning—Whole Class

a. Identify the specific learning objectives measured by the formative assessment you
chose for analysis.
Students will be able to solve a three-digit addition problem within 1,000 using strategies based
on place value, concrete models or drawings, on an open number line independently.
b. Provide a graphic (chart or table) or narrative that summarizes student learning for the
whole class. Be sure to summarize student learning for all evaluation criteria submitted
in Mathematics Assessment Task 4, Part D.
Student Conceptual Procedural Problem

understanding Fluency Score Solving or
score Reasoning
Score TOTAL
Student 1 2 2 2 6/6
Student 2 2 2 1 5/6
Student 3 0 0 0 0/6
Student 4 0 0 0 0/6
Student 5 0 0 0 0/6
Student 6 2 2 2 6/6
Student 7 2 2 2 6/6
Student 8 2 2 1 5/6
Student 9 2 2 1 5/6
Student 10 2 2 2 6/6
Student 11 2 2 2 6/6
Student 12 2 2 2 6/6
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Student 13 2 2 2 6/6
Student 14 2 2 2 6/6
Student 15 2 1 1 4/6
Student 16 2 2 0 4/6
Student 17 0 0 0 0/6
Summary Table
Rubric Score 1
whole group
Conceptual 26/34
understanding
Procedural Fluency 26/34
Reasoning 20/34
c. Using examples from the summary chart, discuss the patterns of learning across the
whole class relative to
¡ conceptual understanding
¡ procedural fluency
¡ mathematical reasoning/problem-solving skills
Concerning the entire group, many students were unbale to provide clarifying reasons as to
how they arrived at the solution even though the answer was correct. After asking specific
questions throughout the lesson and having a conversation with my classroom teacher as
we looked over the students exit tickets, we both noticed this error and felt the root of the
issue was a lack of confidence using a new strategy. The 3 students who I selected to
reteach had all shown proficient consistency when using math manipulatives to add three-
digit numbers as well as using an HTO chart as their preferable strategy. All 3 students in
this reteach group, though they did provide labeling on their open number lines showing me
they had a basis of conceptual understanding, they all began with a very inefficient strategy,
placing the smallest number first on the open number line, requiring them to make more
jumps. Two of the three made addition errors in their work showing their procedural fluency
had yet to be established and the third students work was incomplete.
2. Analyzing Student Learning—3 Focus Students
From your analysis of whole class student learning, identify one area where students
struggled mathematically. Select 3 student work samples that represent the struggles in
this area. These students will be your focus students for this task. At least one of the focus
students must have specific learning needs, for example, a student with an IEP
(Individualized Education Program) or 504 plan, an English language learner, a struggling
reader, an underperforming student or a student with gaps in academic knowledge, and/or a

gifted student needing greater support or challenge.
a. In what form did you submit the work samples for the 3 focus students? (Delete choices
that do not apply.)
¡ Written work samples in text files
b. Analyze the 3 students’ work samples and describe the students’ struggle(s) as they
relate to the underlying mathematical understanding and/or concept. Cite specific
evidence from the work samples in relation to mathematical errors, confusions, and
partial understandings.
What do the students’ errors tell you about their mathematical understanding? For
example, if a student error occurs in a subtraction problem, then the underlying
mathematical understanding may include regrouping, meaning of subtraction, and/or
subtraction as the inverse of addition. The related mathematical understanding becomes
the basis for the targeted learning objective/goal for the students.
All 3 students in this reteach group, though they did provide labeling on their open
number lines showing me they had a basis of conceptual understanding, they all began
with a very inefficient strategy, placing the smallest number first on the open number
line, requiring them to make more jumps which led to procedural errors. Two of the three
made addition errors in their work showing their procedural fluency had yet to be
established and the third students work was incomplete.
c. If a video or audio work sample occurs in a group context (e.g., discussion), provide the
name of the clip and clearly describe how the scorer can identify the focus student(s)
(e.g., position, physical description) whose work is portrayed.
(NA)
3. Developing Students’ Mathematical Understanding
a. Based on your analysis of the focus students’ work samples, write a targeted learning
objective/goal for the students related to the area of struggle.
Students will be able to correctly label and draw a three digit addition problem along an
open number line using two three digit numbers and show proficiency in procedural
fluency, and development towards mathematical reasoning.
b. Describe the re-engagement lesson you designed to develop each focus student’s
mathematical knowledge in relation to the targeted learning objective/goal. Your
description should include
¡ targeted learning objective/goal from prompt 3a
¡ state-adopted academic content standards that were the basis of the analysis
¡ strategies and learning tasks to re-engage students (including what you and the
students will be doing)
¡ representations and other instructional resources/materials used to re-engage
students in learning
¡ assessments for monitoring student learning during the lesson (e.g., pair share, use
of individual whiteboards, quick quiz)
The first step would be to establish a strategy that targets their mathematical understanding
using a strategy they are confident using. I will begin the reteach by having the group of three
build/ draw hundreds, tens and ones blocks in an HTO chart of a three-digit number. Next, I will
give them a second three-digit number and have them draw/ build these underneath the first
number in the same chart. Students will use their math journals to write the equation given in
numerical form. I will then have the students begin by adding the hundreds, tens and then ones
in their HTO chart until they have solved the addition equation correctly. Teacher will also write
the two numbers in expanded form demonstrating how the numbers can be broken apart and
place values can be added building off their modeling. Once students have mastered this
concept, we will do a number talk building this same equation on an open number line. The
numerical equation will be written down and an open number line drawn. Students will be asked
which number would be the most efficient to place first on our open number line. Teacher asks
students to recall the order of operations they used when adding in their HTO charts (hundreds,
then tens and ones). Students will use their math journals and record these strategies and
steps.
Before responding to prompt 4, you will teach your re-engagement lesson.

This lesson may be taught with the 3 focus students one-on-one, in a small
group, or with the whole class.
4. Analyzing Teaching
Cite evidence from the 3 focus students’ work samples from the re-engagement lesson to
support your response to prompt 4b.
a. In what form did you submit the 3 students’ work samples from the re-engagement
lesson?
¡ Written work samples in text files
b. Analyze the effectiveness of the strategies you used during the re-engagement lesson to
develop students’ mathematical understanding in the identified area of struggle.
Consider the change in students’ mathematical understanding or misconception(s) in

relation to the identified area of struggle when describing the effectiveness of the re-
engagement lesson.
During the reengagement lesson just as I had done during the whole group lesson, I
chose to begin by allowing the students to use a strategy they were familiar or confident
in using to solve a three-digit addition problem. Students worked the problem out using
their math journals. Two students used place value (HTO) charts drawing hundreds, tens
and ones blocks and the third wrote the problem out in expanded form. Each solved the
equation correctly, so I felt confident in reintroducing the number line strategy to build
upon their understanding of place value using three digits. By establishing a pattern of
conceptual understanding, where students demonstrated their efficiency with place
values, are fluent in their procedural fluency making no errors and having a strong basis
of mathematical reasoning using these known strategies, I felt confident in moving to the
next stage of the re-engagement lesson. Beginning by laying the foundation for
conceptual understanding I explained and provided visual details for how to construct
and properly label an open number line using the example form the previous activities
equation. I allowed students to guide the lesson forward by having them input and
explain the steps they would take using an open number line to solve the problem. The
students provided great clarity in identifying the three place values and jumping the
appropriate number of times with each place value. As the overarching goal of the re-
engagement lesson was to develop consistency and fluency in mathematical reasoning,
I chose to develop a lesson that built on the strengths of procedural knowledge using
various forms of adding place values of which these students had shown proficiency. As
they confidently solved the open number line addition problem and checked their answer
with that of their previously employed strategy, I felt the students were then capable of
solving a final summative problem using the open number line.
c. If a video or audio work sample occurs in a group context (e.g., discussion), provide the
name of the clip and clearly describe how the scorer can identify the focus student(s)
(e.g., position, physical description) whose work is portrayed.
(NA)

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Elementary Education - Mathematics with Literacy Task 4

Task 4: Mathematics Assessment Commentary

TASK 4: MATHEMATICS ASSESSMENT COMMENTARY

1. Analyzing Student Learning—Whole Class

Student Conceptual Procedural Problem

Procedural Fluency 26/34

reader, an underperforming student or a student with gaps in academic knowledge, and/or a

Before responding to prompt 4, you will teach your re-engagement lesson.

Consider the change in students’ mathematical understanding or misconception(s) in

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