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 a fine arts school with students involved in daily special classes that include
dance, music, drama, art, technology, and STEAM. 4th grade classrooms are also
departmentalized. Students are in one classroom for ELA and social studies and another
classroom for math and science. ]
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.
[This school uses a district pacing guide in which instruction is divided into approximately 6
week quarters. These pacing guides outline the skills and strategies to be taught with the
corresponding standard. Resources are also suggested.]

About the Class Featured in this Learning Segment

1. How much time is devoted each day to mathematics instruction in your classroom?
[There is a 2 hour block devoted to mathematics and science instruction. The majority of this
time is spent teaching math with any leftover time given to science. ]
2. Is there any ability grouping or tracking in mathematics? If so, please describe how it affects
your class.
[There is no ability grouping or tracking in this classroom. ]
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.
[Although not often used, there is a textbook assigned to this class for mathematics instruction.
The name of the textbook is Go Math published in 2014 by Houghton Mifflin Harcourt. ]
4. List other resources (e.g., electronic whiteboard, manipulatives, online resources) you use
for mathematics instruction in this class.

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

[This class uses downloaded worksheets as well as the ClearTouch board for word problems
and examples on display. This class also uses an online math game site called Prodigy. ]

About the Students in the Class Featured in this Learning

Segment
1. Grade-level(s):
[The grade level of this class is 4th grade. ]
2. Number of
 students in the class: __22___
 males: __8___ females: __14___
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

Students with IEPs/504 Plans

IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
There are no students with
IEPs or 504 Plans

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations,
Students Modifications
There are not students with
language needs

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

Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 2 of 3 | 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.
 Elementary Education - Mathematics
Task 4: Mathematics Context for Learning Information

Students with Other Learning Needs

Other Learning Needs Number of Supports, Accommodations,
Students Modifications
Struggling with math 1 Math intervention class with separate
teacher

Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 3 of 3 | 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.