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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: State-Adopted Content Standards


[Students will be able to identify [CCSS.Math.Content.1G.A.1 Distinguish between defining
and construct 2D shapes such as attributes (e.g. triangles are closed and three sided versus
triangles, rectangles, squares, nondefining attributes (e.g., color, orientation, overall size);
hexagons, and trapezoids.] build and draw shapes to possess defining attributes.]
Learning Instructional Strategies and Formative and
Objectives Learning Tasks Summative
Assessments
[Students will be [1. Literature: Read The [Students will be
Lesson 1
able to recognize Greedy Triangle and complete informally assessed on
and identify basic 2D anchor chart as a class with their responses
shapes using the shapes and defining attributes discussion after reading
strategies of (triangle, four types of The Greedy Triangle:
counting sides and quadrilaterals, pentagon, can they count sides
vertices.] hexagon, octagon). and vertices and name
2. Have students work on the shape accurately?
packets for writing the names Students will be
of the shapes, drawing them, observed during their
and counting sides and independent work and
corners, independently while teacher support groups
the teacher has specific for the following: Can
students work with her on they count sides and
sorting shape cards (by type of vertices and name the
shape and closed/not closed) shapes accurately? Can
and identifying closed and not they identify closed and
closed shapes (those that need open shapes? Then, the
it).They will complete thinking formative assessment
map on closed and open for this lesson will be the
shapes. Then, pull another accuracy of student
specified group of students to responses on their
work on sorting shape cards thinking maps: counting
and identifying shapes by sides and corners,
counting their sides and identifying closed and
vertices. Support staff member open shapes, and being
will pull another group to work able to name the shapes
on the same thing.] accurately.
[Students will be [We will return to the anchor [Listen to student
Lesson 2
able to identify chart from day 1 and discuss responses in discussion:
shapes that have equal sides: how can we tell can they differentiate
equal sides and be shapes apart from each other if quadrilaterals using their
able to construct 2D they all have a certain number differences in equal
shapes.] of sides [i.e. quadrilaterals]? sides? Coloring
Have a class discussion about assignment requires

Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 1 of 2 | 2 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.
Elementary Education - Mathematics
Task 4: Mathematics Learning Segment Overview

equal sides - add this students to identify


information to anchor chart. which shapes have all
Following the whole group equal sides, one pair of
discussion, students will equal sides, or two pairs
complete coloring activity that of equal sides; this
requires them to identify how serves as an
many equal sides a shape has, assessment for equal
if any. Students will be pulled in sides. For the toothpicks
groups to build 2D shapes with and marshmallows
toothpicks and marshmallows. activity: can students
Shape cards can be used for build shapes accurately
support. Support staff member and identify them by
will help specified group of name based on their
students to complete sides and vertices?
quadrilateral cut and paste
activity. ]
[Students will be [Review shapes by having [During review of
Lesson 3
able to construct and students come up individually shapes, teacher
compare 2D shapes (as part of whole group activity)observes to see if the
based on their to identify shapes and explain students can identify
attributes – sides the strategy they used to and compare shapes
and vertices.] determine what shape it is. based on their sides and
Then, students will complete a vertices. Students will
thinking map on which shape is compare 2D shapes
not like the other. Students willbased on their sides and
be pulled in groups to build 2D vertices on their
shapes with toothpicks and independent
marshmallows. Shape cards assignment. For the
can be used for support. toothpicks and
Support staff member will help marshmallows activity:
specified group of students to can students build
complete quadrilateral cut and shapes accurately and
paste activity. identify them by name
based on their sides and
vertices?
[Students will be [Students will complete the post [Students will be
Lesson 4
able to identify assessment.] assessed on their ability
(Optional)
shapes by name, to identify shapes, count
count their sides and sides and vertices, and
vertices, and compare shapes to one
compare shapes.] another.]
[ ] [ ] [ ]
Lesson 5
(Optional)

Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 2 of 2 | 2 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.

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