Elementary Education - Mathematics

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

(or Common Core State Standards, if applicable):
[ Length and Measurement ]
[ MCSE3.MD.4 I can generate measurement data by
measuring lengths to the nearest fourth of an inch. I can
show the data by making a line plot. ]
Learning Instructional strategies and Formative and
Objectives learning tasks Summative
Assessments
[ Students will [ I will read the story “How big [ As a formative
Lesson 1
develop an is a foot?” Afterwards, the assessment, students
understanding of students will complete a will trace their feet and
why there are “Making Beds” activity to give make cutouts.
standard units of them a conceptual Afterwards, the students
measure. ] understanding of why we use will make a bed ‘three
standard units of measure. ] feet wide and six feet
long’ as done in the
story. They will then be
asked to evaluate
whether their bed is
large enough. If not,
they will be asked to
estimate how big the
bed would need to be in
order to fit their needs or
body size. ]
[ Students will be [ Students will be given a sheet [ As a formative
Lesson 2
introduced to key with key vocabulary words and assessment, students
vocabulary as it a separate sheet with their will be asked to create
relates to length and respective definitions along an illustration of their
measurement. Key with a section for them to key vocabulary
vocabulary is as illustrate its meaning. We will word(s). ]
follows: length, ruler,go through this sheet together
half inch, quarter and discuss each meaning and
inch, and line plot. ] create an illustration as we go
along. ]
[ Student will explore [ Students will create a [ As a formative
Lesson 3
aspects of the ruler foldable, paper ruler. They will assessment, students
(i.e. how to measure then begin to explore with half will describe the patterns
using the ruler, and fourth inches. Students will that they notice in the
which line(s) marks a also do a “Count by Quarter numbers on the ruler. ]
whole inch, a fourth Inches” activity, so that they
of an inch, half of an know and understand how to
inch, and etc. ] do so when using a ruler. ]
[ Students will [ The students will estimate the [ As a formative
Lesson 4

Copyright © 2014 Board of Trustees of the Leland Stanford Junior University.  1 of 2 | 2 pages maximum
All rights reserved. V3_0913
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 Elementary Education - Mathematics
Task 4: Mathematics Learning Segment Overview

estimate the length measurements of objects assessment, the

(Optional)
of objects and around the room as well as students and I will create
validate their parts of themselves (i.e. their a line plot of the class’
estimates by arm, leg, hand, head, and foot). arm, leg, hand, head, or
measuring using Afterwards, they will measure foot lengths. If time
their rulers. ] with their rulers for accuracy to permits, we will create
see how close their estimates more than one line plot. ]
were. ]
[ ] [ ] [ ]
Lesson 5
(Optional)

Copyright © 2014 Board of Trustees of the Leland Stanford Junior University.  2 of 2 | 2 pages maximum
All rights reserved. V3_0913
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.