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: __X__
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.
[The school in which I am placed this semester does not meet the requirements for title one
funding. However, this school has little to no parent involvement. The school is located in a
suburban area with an enrollment of 765 students. The student population is primarily
composed of Caucasians at 53.7%. Twenty six percent of students are African American, nine
percent of the students are Hispanic, six percent of the students are two races, and five percent
of students are Asian.

The student to teacher ratio is about twenty five students to one teacher in every classroom, but
that number varies from classroom to classroom. There are several behavioral issues that can
affect quality instruction time and student attendance has been a small issue that administrators
have made efforts to improve upon by sending out attendance contracts when students seem to
be missing too much school.

The classroom that I am working in is the host classroom for English Language Learners who
receive support from the ESOL teacher from 9:30-10:35 every day.]
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.
[The school district follows a mathematical instructional framework that aligns with the Georgia
Standards of Excellence. Teachers are required to use specific instructional strategies to
implement into the mathematical lessons. At the end of March fourth grade students are
assessed through Milestones, which students have been preparing for all year.]

About the Class Featured in this Learning Segment

1. How much time is devoted each day to mathematics instruction in your classroom?
[One hour and twenty minutes a day are devoted to mathematics instruction in the classroom.
This time frame is composed of a ten minutes to check their morning work and one hour and ten

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

minutes for students to learn new concepts through a mini lesson and to work independently
practicing these concepts and skills.]
2. Is there any ability grouping or tracking in mathematics? If so, please describe how it affects
your class.
[At this point in the year, there is no ability grouping or tracking taking place in this classroom.
All students are being assessed through a series of formative assessments that ensures that
students are on track for meeting their learning goals.]
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.
[The district that I am in for this placement uses instructional programs. The programs that are
used in my placement are the following: Houston County pacing guide, nearpod.com, and
Sharepoint. Standards and instructional strategies are based off of Georgia Standards of
Excellence.]
4. List other resources (e.g., electronic whiteboard, manipulatives, online resources) you use
for mathematics instruction in this class.
[The list of resources used during mathematics are the following: laptops, devices, whiteboard,
smartboard, and projector.]

About the Students in the Class Featured in this Learning

Segment
1. Grade-level(s):
[Fourth Grade]
2. Number of
students in the class: __24___
males: __9___ females: _14____
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,

1
California candidatesIf 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

Classifications/Needs Students Modifications, Pertinent IEP Goals

Example: Visual processing 2 Close monitoring, graph paper for 3 digit
numbers
ADHD 3 Extended time, Frequent breaks, small
group testing, repeat directions,
explain/paraphrase
Achondroplasia 1 Provides stool in restroom, at water
fountain, and in classroom for student to
reach items

Students with Specific Language Needs

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

Example: Students who
speak a variety of English
other than that used in
textbooks
English language learners
with a low to moderate
amount of English learned
and graphic organizers to
complete sentence starters
5 Make connections between the language
students bring and the language used in
the textbook
2 Make connections between the language
students bring and the language used in
the textbook (ESOL teachers comes into
classroom for one on one assistance)

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

*Not Applicable

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.