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 compare fractions [MGSE3.NF.3 Explain equivalence of fractions through
using visual models.] reasoning with visual fraction models. Compare
fractions by reasoning about their size.
D. Compare two fractions with the same numerator or
the same denominator by reasoning about their size.
Recognize that comparisons are valid only when the
two fractions refer to the same whole. Record the
results of comparisons with the symbols >, =, or <, and
justify the conclusions e.g., by using a visual fraction
model]

Learning Instructional Strategies and Formative and

Objectives Learning Tasks Summative
Assessments
[Students will [Teacher will engage students [The formative
Lesson 1
compare fractions in a prior knowledge discussion assessment will be
with like on what it means to compare. when the teacher
denominators.] Then, teacher will explain that checks for
they are going to learn how to understanding during
compare fractions with like the independent work
denominators and that all session. As an exit slip,
students need to do is look at teacher will give each
the numerators to compare student two fractions
them. Teacher will then give with like denominators to
examples to model how to do compare.]
this. After modeling, students
will get several fractions with
like denominators to compare
on their own. To close the
lesson teacher will have the
students discuss what it means
to compare and what the rule is
for comparing fractions with like
denominators.]
[Students will [Teacher will engage students [The formative
Lesson 2
compare fractions in a discussion about the assessments will be
with different previous lesson. Teacher will when the teacher
denominators using then explain that today they will checks for
fraction models.] be comparing fractions with understanding during
different denominators using the independent work
playdough. Teacher will session and then, as an
complete an example of a pair exit slip, each student

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 Elementary Education - Mathematics
Task 4: Mathematics Learning Segment Overview

of fractions with the students. gets a pair of fractions to

Students will then be asked to compare.]
compare several pairs of
fractions using the playdough.
As the students work, teacher
will ask them occasionally if
they notice anything in
particular about the fractions
they are comparing and how
would they compare them if
they did not have the
playdough. To close the lesson,
teacher will lead the students in
a discussion about what they
noticed about the fractions
during the activity.]
[Students will [Teacher will have students tell [The formative
Lesson 3
compare fractions one another what they have assessments will be
with both alike and learned about comparing when the teacher
different fractions so far. Teacher will checks for
denominators.] then lead the class in a understanding during
discussion about this. Teacher the work session and
will give pairs of fractions with the final exit slip will be
both alike and different having each student
denominators for students to compare two pairs of
work with in groups. During the fractions with alike and
work session, teacher will different denominators.
check for understanding. There will be a
Students will be asked to summative post-
compare the fractions without assessment after this
using playdough. They will be unit on comparing
permitted to draw models if fractions.]
they need to. Teacher will close
the lesson by reviewing the
rules for comparing fractions.]
[ ] [ ] [ ]
Lesson 4
(Optional)

[ ] [ ] [ ]
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.