Mccoy Task4g Maac

Elementary Education: Literacy with Mathematics 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.
[The specific learning objective measured by the formative assessment chosen for analysis is
that the students will be able to match the correct time from analog and digital clocks, when
telling time to the nearest minute. The Common Core State Standard that can be applied to this
segment is: MGSE3.MD.1 Tell and write time to the nearest minute and measure elapsed time
intervals in minutes. Solve word problems involving addition and subtraction of time intervals in
minutes, e.g., by representing the problem on a number line diagram, drawing a pictorial
representation on a clock face, etc.]
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.
[
Time: Post Test
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Total
Student #1 10 10 10 10 10 10 10 10 10 10 100
Student #2 10 10 10 10 0 10 10 10 10 0 80
Student #3 10 10 10 10 10 10 10 10 10 10 100
Student #4 10 0 10 10 10 10 10 10 10 10 100
Student #5 10 10 10 0 10 10 10 10 10 10 90
Student #6 10 10 10 100 100 100 100 10 10 10 100
Student #7 0 0 10 10 0 10 10 10 10 0 60
Student #8 10 10 10 10 10 10 10 10 10 10 100
Student #9 10 10 10 10 10 10 0 10 10 10 90
Student #10 10 10 10 10 10 10 10 10 10 10 100
Student #11 10 10 10 10 10 10 10 10 10 0 90
Student #12 10 10 10 10 10 0 10 10 10 0 70
Student #13 10 10 10 10 10 10 10 10 10 10 100
Student #14 10 10 10 0 10 10 10 0 10 10 80
Student #15 0 0 10 10 10 10 0 10 10 0 60
Student #16 10 10 10 10 10 10 10 10 10 10 100
Student #17 10 10 10 10 10 10 10 10 10 10 100
Student #18 10 10 10 10 10 10 10 10 10 10 100
Copyright © 2018 Board of Trustees of the Leland Stanford Junior University. 1 of 8 | pages maximum
All rights reserved. V07.1
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.
Time: Pre/Post test

100
90
80
70
60
50
40
30
20
10
0
Pre test Post test

]
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
[Conceptually, the students need to be able to understand the difference between the hour and
minute hand on an analog clock. Concerning procedural fluency, the students need to be able to
understand that the hour hand counts by 1’s and the minute hand counts by 5’s and/or 1’s when
telling time to the nearest minute. With mathematical reasoning and problem solving skills, the
students need to understand how to read and comprehend word problems. For the students
who scored a 100% on their post-test, applied all of these skills. For the students who struggled,
I could see that these students lacked conceptual understanding when differentiating between
the hour and minute hand. For example, on #2 the correct time displays 2:33; however, some
students wrote 6:10 because they misunderstood the difference between the hour and minute
hand. Corresponding to procedural fluency, as I walked around observing students, I noticed
that a few students struggled with telling time with the minute hand, as they counted by 1’s
which took a longer time, rather than counting by 5’s. In addition to mathematical reasoning and
problem solving skills, some students struggled on #10 as they misunderstood that when the
hour hand is between two numbers, it pertains to the number before the hour hand.]
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.
[The students’ error when telling time was that they were confused with determining the
difference between the hour and minute hand. The mathematical understanding relates to the
concept of contrasting the short and long hand on an analog clock. This is evident as two of the
three focus students missed question #1 on the post assessment. Additionally, a misconception
that the students have is that the hour hand goes to the next hour when it gets close to the next
number. This mathematical understanding pertains to 5-minute intervals on the clock. This was
assessed primarily on question #10 and all three students presented difficulty with this
question.]
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.
[Work samples for the three focus students are provided in text files.]
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 tell time to the nearest minute on an analog clock, with support of a
number line and analog clock template.]
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)
[During this re-engagement segment, the target learning objective is that the students will tell
time to the nearest minute on an analog clock, with support of an analog clock template and
base ten blocks manipulatives. The state-adopted academic content standard that relates to this
objective is: MGSE3.MD.1 Tell and write time to the nearest minute and measure elapsed time
intervals in minutes. Solve word problems involving addition and subtraction of time intervals in
minutes, e.g., by representing the problem on a number line diagram, drawing a pictorial
representation on a clock face, etc. The strategies that I used to assist me in this lesson
segment is the use of a time line and analog clock template. To begin this lesson, we will
discuss the elements a clock. The students then will have an analog clock template to put in
their math interactive notebook, where the students will write the 5-minute intervals and color
each section to represent that the same color goes to the same hour number. Rather than just
telling the time, we are working to understand and represent clocks. Henceforth, the students
will create a hands-on clock using an hola hoop, 1-12 cards, base ten blocks, and 2 sticks (short
–hour and long-minute). In this activity, the students will have flash cards with specific times on
them and the students are required to take turns and display the time on the created analog
clock. Additionally, the students will provide evidence on how they got that specific answer by
explaining and representing the minutes using the base ten blocks. Through this lesson, the
students will be assessed on their conceptual understanding (being able to display and tell time
to the nearest minute), procedural fluency (5 minute intervals), and mathematical reasoning
(explanation through base ten blocks).]
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
In audio files
In video files
[The students work samples from the re-engagement lesson are submitted in 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.
[The primary misconception that students faced was differentiating between the hour and
minute hand. The student also struggled with knowing that the minute hand had 5-minute
intervals. This lesson changes the students’ mathematical understanding by allowing them to
see a visual of the 5-minute intervals. Another misconception is that the student think that the
hour hand goes to the next hour when it gets close to the next number. I had them color their
template clocks in sections and color the number before the same color. Then I explained how
all of the same color belongs to the same hour number. As the students created the big hula-
hoop clock, they got receive a better understanding as they knew that there are 5 minute
intervals on the clock. The students got the opportunity to see that there is number in-between
two number when counting the minute hand. With the support of the base ten blocks, the
students were able to rationally explain how they got their specific answer.]
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.
[Work samples for the three focus students are provided in text files.]
Name _________________ Date ________

Time Pre-Test/Post Test
1. Circle the name of the clock hand.
Minute Hand Hour Hand Minute Hand Hour Hand
Write the time.
2. 3.
Draw the hands on each clock to show the time.
4. 4 36 5. 12 00
Write the time.
6. 7.
Draw the hands on each clock to show the time.
8. 9.
6 23 9 42
10. Problem Solving

Sarah says the clock shows the time 2:30.
Circle: Agree or Disagree
Why?
______________________________________________
_______________________________________________
______________________________________________
_______________________________________________
_______________________________________________

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Elementary Education: Literacy with Mathematics Task 4

Task 4: Mathematics Assessment Commentary

TASK 4: MATHEMATICS ASSESSMENT COMMENTARY

1. Analyzing Student Learning—Whole Class

Time: Pre/Post test

Pre test Post test

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

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

Name _________ Date

Minute Hand Hour Hand Minute Hand Hour Hand

Write the time.

Write the time.

Draw the hands on each clock to show the time.

10. Problem Solving

Circle: Agree or Disagree

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