Elementary Education: Literacy with Mathematics Task 4

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

[The purpose of this lesson is to [CCSS MATH.K.OA.A3 Decompose numbers less than
build students’ prior knowledge of or equal to 10 into pairs in more than one way, e.g., by
addition and subtraction. using objects or drawings, and record each
Students will use their decomposition by a drawing or equation (e.g., 5 = 2 + 3
understanding of addition and and 5 = 4 + 1).]
subtraction to decompose
numbers into pairs using different
strategies.]
Learning Instructional Strategies and Formative and
Objectives Learning Tasks Summative
Assessments
[Students will be [I will begin with reviewing the [Formative Assessment:
Lesson 1
able to define the vocabulary terms and different I will provide a whole
different ways to ways of interrupting addition
class discussion and
decompose five by and subtraction. For the
drawing objects.] warm-up, the teacher will do a turn and talk as they
subitizing exercise. As a learned about
whole class, the teacher will decomposing. Students
create an anchor chart to fill in will show me their
ideas as they define drawing by raising their
decomposing throughout the whiteboards.]
next few days. Through direct
modeling, the teacher will
guide students to draw
objects as they learn to
decompose the number five.]
[Students will be [I will go over the vocabulary [Formative
Lesson 2
able to use terms by incorporating hand Assessment: I will walk
manipulatives to movements to illustrate around the classroom
decompose the addition and subtraction. This while students
number five by will help students visualize the complete their learning
using a ten frame.] vocabulary terms as they task and discuss their
learn to apply these hand findings with them in
movements when they use order to better gauge
manipulatives. For the warm- understanding and
up, the students will do a misunderstanding
choral count from 1 to 20. surrounding
Teacher scaffolded for decomposing numbers
students by explicitly using a ten-frame.]
modeling the skill of real-life
examples by using linking
cubes and the ten-frame.]

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 Elementary Education: Literacy with Mathematics Task 4
Task 4: Mathematics Learning Segment Overview

[Students will be [Teacher repeated [Formative

Lesson 3
able to sketch a instructions and vocabulary Assessment: I will
number bond to terms. For the warm-up, provide a practice word
decompose the teacher presented “what do problem as an exit
number five.] you noticed” picture. Teacher ticket. Once students
reviewed number bonds with are done solving the
students by modeling (I DO, problem, they do a
WE DO, YOU DO). Students gallery walk. Then
will solve a practice word with students will sit on the
their partner by solving and rug to analyze each
sketching a number bond.] other work through turn
and talk.
Problem:
Ms. Haro and Jose
have 5 pencils in total.
How many pencils does
Ms. Haro and Jose
have?]
[Students will be [Teacher will review the [Summative
Lesson 4
able to solve a word anchor chart with the different Assessment: Students
(Optional)
problem that strategies students have will be given a word
requires them to use practiced to decompose the problem to solve
learned strategies to number five. For the warm-up, independently and used
decompose the students will do, “what’s the any strategies they
number five.] missing number”. I will guide have learned.
students through a word Problem:
problem by unpacking the Together, Sofia and
story. Once students Matthew have 5
understand the concept of the gummy bears. How
story, they will independently many does Sofia and
solve the word problem at Matthew have?]
their desks.]
[In the re- [In a small group with three [Formative
Lesson 5
engagement lesson, focus students we will focus Assessment: I will do
(Optional)
the focus students on conceptual understanding. hands-on activities and
will be able to gain As a warm-up, I will do a students will show me
conceptual subitizing of six. We will do a hand signals if they
understanding of game using linking cubes to understand or need
decomposing break apart six. Students will support.
numbers into pairs use six two-color counters Re-Engagement
using different (red/yellow) by recording their problem:
strategies. ] results into a number bond. Nathan and George
Through one-on-one, I will have 6 jolly ranchers
assess students by providing together. How many
a word problem and have jolly ranchers does
them explain their thinking Nathan and George
process and the strategies have? Draw, write,
they used. and/or use any math
strategy.

Copyright © 2018 Board of Trustees of the Leland Stanford Junior University.  2 of 2 | 2 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.