Elementary Education: Literacy with Mathematics Task 4

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: _____
Other (please describe): _____
2. Where is the school where you are teaching located? (Type an “X” next to the appropriate
description.)1
City: __x___
Suburb: _____
Town: _____
Rural: _____
3 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 students in this classroom come from a variety of backgrounds and are exposed to many
different things. The current racial/ethnic groups of West Valley City, Utah are 45.5% White,
40.5% Hispanic, and 4.8% Asian. West Valley is the 2nd most populated city in the state of Utah
with around 8% of families living in poverty. One or both parents/guardians speak a language
other than English. Many students in this class go to before and after school care, some
students are watched by family members, and a few students are being raised by non-family
members. Most of the students are Hispanic/Latino and speak Spanish and English. Students at
this school receive free or reduced breakfast and lunch through the district lunch program. ]
4. 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.
[ This school follows the Utah Core State Standards. I am expected to teach the same methods
and materials following the Utah Core State Standards as the other second grade teachers. I
am expected to keep the same pacing structure that the second-grade teachers agreed upon at
the beginning of the year. I can use different math manipulatives and assign homework as I see
fit. I had to follow the schools pacing guide to ensure students are within their learning targets
and are prepared for the end of unit assessments/standardized tests. ]

About the Class Featured in this Learning Segment

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

1
If you need guidance when making a selection, reference the NCES locale category definitions
(https://nces.ed.gov/surveys/ruraled/definitions.asp) or consult with your placement school administrator.

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 Elementary Education: Literacy with Mathematics Task 4
Task 4: Mathematics Context for Learning Information

[ One hour is devoted to mathematics instruction daily. This school plans for 20-30 minutes of
mathematics direct instruction followed by 30 minutes of independent practice or group work.
Students are allowed to sit with the teacher at the back table for extra help if needed. ]
2. Is there any ability grouping or tracking in mathematics? If so, please describe how it affects
your class.
[ The ability grouping and tracking in mathematics that the school and district use is i-Ready
online, Acadience Math, and ST Math. The tracking of progress these programs offer allows the
teacher to see students’ strengths and weakness which allows her to place students in ability-
level groups. These ability groups affect the whole class in a positive way because students can
practice their skills and apply new knowledge alongside other students who are on the same
learning level.]
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 textbook that is used in this school is i-Ready Classroom Mathematics grade 2 Volume 1
& 2, Curriculum Associates, 2023.]
4. List other resources (e.g., electronic whiteboard, manipulatives, online resources) you use
for mathematics instruction in this class.
[ The teacher uses extra worksheets for practice and homework from teachers-pay-teachers
that follow the Utah Core State Standards for second grade math. Students use their
chromebooks to access online i-Ready math activities that the teacher attaches to her google
classroom. Base-Ten Blocks are used in this learning segment to help students visualize groups
of ones, tens, and hundreds. The smart board, document camera, and math vocabulary
flashcards were also used for this mathematic instruction.]

About the Students in the Class Featured in this Learning Segment

1. Grade level(s):
[ 2nd grade ]
2. Number of students in the class: __27___
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 the focus students must have an identified learning need (for example,
an English language learner, a student with an IEP [Individualized Education Program] or
504 plan, a struggling reader, an underperforming student or a student with gaps in
academic knowledge, and/or a gifted student needing greater support or challenge). Note:
California candidates—within your edTPA, you must include an English language learner,

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 Elementary Education: Literacy with Mathematics Task 4
Task 4: Mathematics Context for Learning Information

a student with an identified disability, and a student from an underserved education group.
You only need to meet this requirement once across your edTPA Tasks 1–4.2

Students with IEPs/504 Plans

IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
Speech 1 Pull out for speech therapy
Reading fluency 1 Pull out for reading
OT/PT, Speech, hearing 1 OT/PT pullout – 30 minutes weekly,
speech pullout – 30 minutes weekly,
district hearing specialist pullout – 45
minutes monthly

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations,
Students Modifications
English Language Learners, 3 Pre-teach math vocabulary words. Real-
new to the country with world connections from native language
limited spoken English words to newly learned language.
Word walls, guided practice (I do, you do,
we do) during direct instruction
English language learners 4 Make connections between the language
who have good verbal skills students bring and the language used in
but doesn’t use proper the textbook.
spoken English Monitored by host teacher to refer to
Speech. Word walls, guided practice, and
real-world connections.

Students with Other Learning Needs

Other Learning Needs Number of Supports, Accommodations,
Students Modifications
Struggling readers 3 Provide oral explanations for directions
and simplified text for word problems.
Guided reading, grade-level reading
books in class library, whole group read-
aloud, vocabulary word walls.

2
California candidates—If you do not have any English language learners, select a student who is challenged by
academic English. If you do not have a student with an identified disability or a student who is from an
underserved education group, select a student receiving tiered support within the classroom or a student who
often struggles with the content.

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All rights reserved. V07.2
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: Literacy with Mathematics Task 4
Task 4: Mathematics Context for Learning Information

Copyright © 2020 Board of Trustees of the Leland Stanford Junior University. 4 of 4 | 4 pages maximum
All rights reserved. V07.2
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.