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: __x___
Suburban: _____
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.
[This school is an elementary school with about 585 students. This school is a Title I school.
100% of student receive free lunch and are economically disadvantaged. 17.3 % of students are
students with disabilities and 2.1% of students are English Language Learners. The school is
diverse the population they serve is: 64.3% Black, 23.6% White, 1.2% Asian/ Pacific Islander,
5.8% Hispanic and 5.1% Multi-Racial. The school currently has 36 classrooms. 100% of the
teachers and paraprofessionals have obtained the highly qualified status. Teachers are highly
collaborative, they meet in Professional Learning Communities (PLC) with other teachers in the
same grade level, who teach the same content areas. They meet to plan and adjust the way
they have paced the standards and learning targets. Teachers use PLCs to plan with each other
and improve instruction to better serve their students. Because of this school Title I status, this
is school serves families of lower income. The schools mission statement is to produce
respectful, lifelong learners. This class is a SPED Collab class. That means the Special
Education teacher will collaborate with the General Education teacher on modifications/
accommodations; as well as aid as needed.]
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.
[Students at this school take the state assessment test once a year which is mandated by the
state. Students take the MAPs Assessment three times a year, which is required by the district.
This helps teachers track student growth and achievement. The curriculum and instruction that
the school follows are the Georgia Performance Standards. Units and individual lessons are
planned to follow and align with the Georgia Performance Standards. Teachers follow the
county pacing guide as well as a guide they formulate in their Professional Learning
Communities. The unit represented in this learning segment is required for all 5th grade, Math
classes.]

About the Class Featured in this Learning Segment

1. How much time is devoted each day to mathematics instruction in your classroom?

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

[In my classroom, students have 1 hour and 45 minutes of math instruction taught to them. In
that time the mini lesson takes place, guided practice, small group instruction etc., take place.]
2. Is there any ability grouping or tracking in mathematics? If so, please describe how it affects
your class.
[Students are tracked and grouped according to gifted/ GTE and Special Education. My class is
the SPED Collab class, and, in my classroom, there are 10 students with IEPs who receive
emotional and academic accommodations. Based on personality test that were administered, all
20 of the students are hands on learners. As well as idealistic learners, communicative learners
and respond well to encouragement rather than competition. I plan to modify my instruction to
align with my student’s accommodation needs as well as the use the information from my
personality test to drive my instruction]
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.
[There is no adopted textbook curriculum for Math instruction in this classroom. Students use
IXL for math instruction as well as iStation for weekly math practice.]
4. List other resources (e.g., electronic whiteboard, manipulatives, online resources) you use
for mathematics instruction in this class.
[Some of the resources utilized during Math instruction are the SMART board, document
camera, and math manipulatives.]

About the Students in the Class Featured in this Learning

Segment
1. Grade-level(s):
[5th Grade]
2. Number of
 students in the class: __15___
 males: __10___ females: __5___
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

1
California candidates—If you do not have any English language learners, select a student who is challenged by academic
English.

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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

Students with IEPs/504 Plans

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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

IEPs/504 Plans: Number of Supports, Accommodations,

Classifications/Needs Students Modifications, Pertinent IEP Goals
Example: Visual processing 2 Close monitoring, graph paper for 3 digit
numbers
Autism 1 Weekly social skills group
Math IEP 9 Calculator (1 student), manipulative
materials, extended time, small group
instruction, multiplication chart, visual
aids, number chart, during instruction, test
of quizzes read aloud.

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

and graphic organizers to
complete sentence starters
Example: Students who 5 Make connections between the language
speak a variety of English students bring and the language used in
other than that used in the textbook
textbooks

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

Copyright © 2015 Board of Trustees of the Leland Stanford Junior University.  4 of 4 | 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.