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- Algebra I - Teacher’s Guide
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You are on page 1of 6

Respond to the prompts below (no more than 9 single-spaced pages, including prompts) by typing your responses within the

brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

1. Central Focus

a. Describe the central focus and purpose of the content you will teach in the learning

segment.

[Students will identify parts of a linear equation f(x) = mx + b and how each part affects

movement of a line graphed by the equation. Students will use a TI-84 graphing calculator to

study how changes in the equation affect the graph. ]

b. Given the central focus, describe how the standards and learning objectives within your

learning segment address

conceptual understanding,

procedural fluency, AND

mathematical reasoning and/or problem-solving skills.

[ The learning objectives in each lesson focus on a particular line movement that can be seen

from the equation. For example, in lesson #2 I have a learning objective about students

identifying which part of the equation affects the direction of the line. While working through the

objective students are asked to make a table, graph the equations given and find a pattern

between the direction of the line and the equation. Having the students create their own table

and graph the equations using a calculator increases procedural fluency. When the students

are answering the questions in the activity and comparing columns in their tables to find a

pattern they are solidifying their conceptual understanding of how an equation is related to its

graph and the students are also using mathematical reasoning to find those patterns and

answer the questions in the activity. ]

c. Explain how your plans build on each other to help students make connections

between concepts, computations/procedures, AND mathematical reasoning or problem-

solving strategies to build understanding of mathematics.

[At the start of class every day, students are given starter problems that consist of content that

they are currently working on as well as content that they have already learned. Having the

students complete the starter problems gives them another opportunity to practice their work

and to deepen their understanding of what they are learning.

Because this class is set up as a self-paced flipped classroom, the activities are specifically

designed to build upon each other. Each activity involves some of the previous activities

computation and concepts that we want students to continue to build upon when learning the

new content in the current activity. For example, during Lesson #2, students were to identify

that if the number in front of the x is positive, then the graph of that equation will increase or go

up and vice versa for if the number is negative. In Lesson #3, the focus of the activity is

identifying that the number in front of the x also tells us how much the line of the equation is

going up or down. In this activity students are to make a table with the headings Y = Equation,

Move up or Down?, and How much up or down for one space to the right?. The second column

is directly connected to the previous lesson, but in this activity, we are asking students to take it

one-step farther and see what else the number in front of the x variable tells us about the

movement of the line graphed by the equation. ]

2. Knowledge of Students to Inform Teaching

Copyright 2016 Board of Trustees of the Leland Stanford Junior University. 1 of 6 | 9 pages maximum

All rights reserved. V5_0916

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.

Secondary Mathematics

Task 1: Planning Commentary

For each of the prompts below (2ac), describe what you know about your students with

respect to the central focus of the learning segment.

Consider the variety of learners in your class who may require different strategies/support

(e.g., students with IEPs or 504 plans, English language learners, struggling readers,

underperforming students or those with gaps in academic knowledge, and/or gifted

students).

a. Prior academic learning and prerequisite skills related to the central focusCite

evidence of what students know, what they can do, and what they are still learning

to do.

[A couple weeks prior to this Unit, my students completed the NWEAs for Reading

and Mathematics. The results have given me lots of information and insight to my students

pre-existing knowledge and what level they are learning at. A couple of my students are

below grade level in both reading and mathematics. These students are actually at a

second grade level. A low reading score is partially the cause of low math scores. This told

me that they needed specific interventions to help assist with reading the activities so they

can make progress in my mathematics class. The rest of my students tested at grade level.

The learning segments preceding this unit had key learning targets that helped

prepare them for this unit. Students learned about Relations and how they can be

represented, the differences between a function and a relation; can identify a function in

many different forms such as graphs, tables and equation form; can evaluate a function

along with graph it. These are all essential skills to have when learning about line

movement and being able to identify which parts of an equation translate to movement on a

graph. ]

b. Personal, cultural, and community assets related to the central focusWhat do you

know about your students everyday experiences, cultural and language

backgrounds and practices, and interests?

[At the beginning of the year I had my students complete an activity where they

answered ten questions I had up on the Smart Board on a note card. One of the questions

was On a scale of 1 to 10, how do you rate your ability to do to math? Why? After they

answered the questions, I collected them to look through their answers. I was surprised with

how hard the students were on themselves when rating their math capabilities. The majority

of the students rated themselves as 5 or below and their reasons where that they didnt think

they were a math person. As I planned my lessons for this Unit I kept their answers in

mind. I learned about a mathematics professor named Jo Boaler who has videos that she

made to help kids understand what happens when they learn, make mistakes, etc. Before

each lesson I showed a different video that talked about how making mistakes helps the

brain grow, how everyone can be a math person and that being good at math does not

necessarily mean being fast at math. This helped them be more comfortable and not afraid

of making mistakes.

Another question that I had them answer was Tell me about your family. From this

question I learned that one of my students was brand new not only to the school district, but

the United States. As it turns out, she is the only one that speaks English in her family. She

translates for both her mom and dad. Since learning this, I make sure to check up on her a

couple times a week and ask her if everything is going alright and if she has enough time at

home to complete her homework when there is homework to be done.

]

Copyright 2016 Board of Trustees of the Leland Stanford Junior University. 2 of 6 | 9 pages maximum

All rights reserved. V5_0916

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.

Secondary Mathematics

Task 1: Planning Commentary

c. Mathematical dispositionsWhat do you know about the extent to which your students

perceive mathematics as sensible, useful, and worthwhile1

persist in applying mathematics to solve problems

believe in their own ability to learn mathematics

[ As mentioned in the prompt above, my students do not have confidence in their mathematic

abilities or their ability to learn math. I think the reason for their lack of enthusiasm about

mathematics is that they do not realize how much they actually use math every day outside of

the math classroom. My goal is to use real world applications when teaching the students math

to help them see that math is important and anyone can be a math person. This learning

segment was setting the foundation in procedures for the next segment that involves a lot more

real life examples. For example, the next learning segment is Rate of Change. In this segment

students will be ask to go to Mr. Pizzas website and write and equation for how much a small

cheese pizza with extra toppings would be. Students will also explore things like the changes in

the stock market. Involving these really world applications, it is my goal to change my students

perspective of mathematics and make learning it more enjoyable. ]

3. Supporting Students Mathematics Learning

Respond to prompts below (3ac). To support your justifications, refer to the instructional

materials and lesson plans you have included as part of Planning

Task 1. In addition, use principles from research and/or theory to support your

justifications.

a. Justify how your understanding of your students prior academic learning; personal,

cultural, and community assets; and mathematical dispositions (from prompts 2ac

above) guided your choice or adaptation of learning tasks and materials. Be explicit

about the connections between the learning tasks and students prior academic learning,

their assets, their mathematical dispositions, and research/theory.

[Knowing that some of my students reading and writing along with math skills are below grade

level, I have adapted my activities for some of my students in the following ways:

1. A couple of my students get easily distracted when using the Ipads to complete their

activities. For these students, I provide a printed copy of the activity.

2. One of my students has in their IEP that they need accommodations to help with writing

and organization. For this student, I provide an already made table with the equations

written in.

3. For my students who struggle with maintaining attention, I make sure the directions are

written out carefully and that each direction has its own line to make it easier for the

students to read through and understand what they are to be doing. ]

b. Describe and justify why your instructional strategies and planned supports are

appropriate for the whole class, individuals, and/or groups of students with specific

learning needs.

Consider the variety of learners in your class who may require different

strategies/support (e.g., students with IEPs or 504 plans, English language learners,

struggling readers, underperforming students or those with gaps in academic

knowledge, and/or gifted students).

1

From The Common Core State Standards for Mathematics

Copyright 2016 Board of Trustees of the Leland Stanford Junior University. 3 of 6 | 9 pages maximum

All rights reserved. V5_0916

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.

Secondary Mathematics

Task 1: Planning Commentary

[Even though the class is a self-paced flipped classroom, I think it is important to bring the class

together as a whole to make sure everyone is on the same page. I do about 5 to 7 minutes of

whole class instruction every day. It is during this time that I go over the answers to the starter

problems and address any misconceptions that I see the students having. I also give any

announcements that I might have during that time as well.

The self-paced aspect of the classroom is very beneficial for individual students because some

students do not work at the same pace as others. This allows students to work at the pace that

best suits their learning needs. I can also better support educational needs for individual

students. When I go around the room answering students questions I can personalize and

change what I say depending on what I know about how certain students learn and what their

specific educational needs are. ]

c. Describe common mathematical preconceptions, errors, or misunderstandings within

your central focus and how you will address them.

[ Some students when asked to look at an equation and identify whether it is linear or nonlinear

will think that a negative number in front of the x correlates to being nonlinear. To help with this

misconception, I make sure to include in a couple activities, specifically in the tables, exactly

what the number in front of the x tells us about the line graphed by the equation.

Another big misconception is when asked how much the line will move up or down for one

space to the right, students will not look at the number in front of the x and instead substitute the

number 1 into the equation and see what the answer is. For equations that have a y-intercept

other than 0, this will not give them a correct answers. Students must identify the number in

front of the x as the indicator of how much the line will move up or down for one space to the

right. ]

4. Supporting Mathematics Development Through Language

As you respond to prompts 4ad, consider the range of students language assets and

needswhat do students already know, what are they struggling with, and/or what is new to

them?

a. Language Function. Using information about your students language assets and

needs, identify one language function essential for students to develop conceptual

understanding, procedural fluency, and mathematical reasoning or problem-solving skills

within your central focus. Listed below are some sample language functions. You may

choose one of these or another language function more appropriate for your learning

segment.

glossary.

[ The compare and contrast language function is used in just about every activity in the learning

segment. Students compare and contrast certain columns in their tables to what they see in the

equation. Students use this method to help see the patterns that exist when looking at parts of

an equation and how they correlate to line movement on a graph. ]

b. Identify a key learning task from your plans that provides students with opportunities to

practice using the language function identified above. Identify the lesson in which the

learning task occurs. (Give lesson day/number.)

[ In Lesson #3, students are asked to compare the numbers in the How much up or down for

one space to the right column to the numbers they see in the equation. ]

Copyright 2016 Board of Trustees of the Leland Stanford Junior University. 4 of 6 | 9 pages maximum

All rights reserved. V5_0916

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.

Secondary Mathematics

Task 1: Planning Commentary

c. Additional Language Demands. Given the language function and learning task

identified above, describe the following associated language demands (written or oral)

students need to understand and/or use:

Vocabulary and/or symbols

Mathematical precision2 (e.g., using clear definitions, labeling axes, specifying units

of measure, stating meaning of symbols), appropriate to your students mathematical

and language development

Plus at least one of the following:

Discourse

Syntax

[ To help the students see the relationship between the equation and the graph, they students

use a TI-84 graphing calculator and a table that they create. The calculator has several

symbols that the students will use to help graph the equations. While using the graphing

calculator, students must understand the difference between a negative sign and a minus sign

when entering in their equations. Students also use the TRACE button on the calculator a

significant amount to help understand how much up or down the line moves.

When answering the questions at the end of the activities, students will use vocabulary that they

have learned from previous activities. Since each lesson builds upon the last, a continuous use

and exposure to vocabulary is essential to helping the students gain a true understanding of the

learning objective. The questions the students answered where carefully constructed to prompt

students to use the vocabulary they have learned to help answer them.

When completing the activity, students must be precise when looking at and answering

questions about the graph. Specifically when talking about the x and y axis and knowing which

one is which. Students must also be precise when using the graphing calculator. Making sure

the window is set correctly for the graph and that the equations are entered correctly is

important to help them see the patterns and for them to learn the objectives of the lesson.

Students will use graphs, build tables, and compare and contrast the equations with the tables

and graphs to build connections between them and find the patterns needed to learn and

understand the lessons learning target.

Since the setup of the classroom is a self-paced flipped classroom it is important that the

students work together through the activities. Students know that if they are stuck on something

or are struggling answering the questions in the activity, to ask their group members for help

and if everyone is stuck to raise their hand and ask me for help and guidance. Having the

students help each other work through the activities gives them more opportunities to learn and

use the mathematical language being taught. When students can teach each other they are

developing a deeper understanding and knowledge of the content. ]

d. Language Supports. Refer to your lesson plans and instructional materials as needed

in your response to the prompt.

2

For an elaboration of precision, refer to the Standards for Mathematical Practice from The Common Core

State Standards for Mathematics (June 2010), which can be found at

http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf.

Copyright 2016 Board of Trustees of the Leland Stanford Junior University. 5 of 6 | 9 pages maximum

All rights reserved. V5_0916

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.

Secondary Mathematics

Task 1: Planning Commentary

Identify and describe the planned instructional supports (during and/or prior to the

learning task) to help students understand, develop, and use the identified language

demands (function, vocabulary and/or symbols, mathematical precision, discourse,

or syntax).

[ One of the ways that I support my students learning needs is by giving an already created

table with the equations listed in it to those who struggle with writing. This helps them with their

mathematical precision and allows them to focus more on seeing the patterns between the

equation and the graph instead of worrying about writing. Another way I help support my

students learning is by wandering the room during practice time. I have noticed that students

will ask more questions when you are asking them if they need help on anything instead of just

waiting for hands to be raised with questions. I also support student learning by having the

students complete starter questions at the beginning of every class. Through completing the

starters, students are given multiple opportunities to see and answer different problems related

to what they are currently learning or what they have previously learned that I dont want them

to forget. ]

5. Monitoring Student Learning

In response to the prompts below, refer to the assessments you will submit as part of the

materials for Planning Task 1.

a. Describe how your planned formal and informal assessments will provide direct

evidence of students conceptual understanding, procedural fluency, AND mathematical

reasoning and/or problem-solving skills throughout the learning segment.

[ By having the students complete starter problems at the beginning of class every day I both

formally and informally assess them on what they know. The Google Form compiles bar graphs

and pie charts that show me what specific percentages of how students answered for each

question. Each possible answer will have a percentage of how many students from the class

answered with that option. After I go over the answers with the students, I informally

assessment them by either having the students rate their understanding of what we just went

over on a scale of 1 to 3 with 3 being high understanding, or a quick thumbs up or down survey.

The informal assessment is an immediate feedback of how well I explained the correct answers

to the starters and how well they are understanding the content. ]

b. Explain how the design or adaptation of your planned assessments allows students with

specific needs to demonstrate their learning.

Consider the variety of learners in your class who may require different

strategies/support (e.g., students with IEPs or 504 plans, English language learners,

struggling readers, underperforming students or those with gaps in academic

knowledge, and/or gifted students).

[ In the Google Form assessment I use a combination of different types of ways the students

can answer the question. Some questions are short answer, some are multiple choice and

some are check all boxes that apply. Giving the students a variety of different options to answer

the questions gives students who struggle with certain types of questions more opportunities to

answer. Also, having the assessment on the Ipad helps the students who struggle with writing

out their answers and gives them an opportunity to show how much they understand. ]

Copyright 2016 Board of Trustees of the Leland Stanford Junior University. 6 of 6 | 9 pages maximum

All rights reserved. V5_0916

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.

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