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.CONTENT.4.NF.C.3 ]
build on students’ previous
knowledge of converting and
adding fractions. Students will
learn how to convert fractions
from improper to mixed
numbers, and add a sum of
𝑎>𝑏
two fractions ( 𝑏 ) with like
denominators. Students will
demonstrate that they can use
any strategies they learned to
add fractions in different forms.]
Learning Instructional Strategies and Formative and
Objectives Learning Tasks Summative
Assessments
Lesson 1 [Students will be [I will begin with reviewing the [Informal assessment: I
able to visually definitions and provide an will walk around the
show improper example of an improper and classroom to observe
fractions and their mixed number fraction to students while they
equivalent mixed gauge students’ complete the math
numbers with understanding of fraction warm-ups and during
guided practice.] equivalents and relations. the lesson when they
Through guided practice, I will are visually showing
model multiple examples of equivalent improper
how to convert an improper fractions and mixed
fraction to a mixed number numbers.
both numerically and with a
visual representation. I will Problems Modeled:
introduce math warm-up 3
1) 7/4 = 1 4
problems during the second 7
half of the lesson where 2) 19/12 = 1 12
5
students will independently 3) 11/6 = 1 11
practice converting equivalent
fractions and showing the Independent Warm-Up
transformation visually.] problems:
3
1) 11/4 = 2 4
7
2) 27/10 = 2 10
5
3) 21/8 = 2 8 ]

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Lesson 2 [Students will be
able to
independently show
improper fractions
and their equivalent
mixed numbers
using any strategy,
and add mixed
numbers with
guided practice.]
Lesson 3 [Students will be
able to solve a word
problem that
requires them to
use learned
strategies of adding
a sum of 2 fractions
𝑎>𝑏
where 𝑏 .
Students will be
encouraged to
convert improper
fractions to mixed
numbers, then add
the sum of two
mixed numbers.]
Lesson 4 [In the
(Optional re-engagement
) lesson, focus
students will be able
to gain conceptual
understanding of
the relationship
between improper
and mixed numbers
as they convert
improper fractions
to equivalent mixed
numbers]
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All rights reserved.
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 Learning Segment Overview
[I will begin by reviewing the [IndependentWarm-Up
transformation of improper Problems:
fractions to mixed numbers 1
1) 17/8 = 2 8
with a visual. I will assign 1
conversion warm-up problems 2) 16/5 = 3 5
7
for students to complete 3) 19/12 = 1 12
independently. During the
second half of the lesson, I Problems Modeled:
will model adding mixed 3 1 4
1) 3 10 + 2 10 = 5 10
numbers and complete
1 2 3
examples with students. I will 2) 2 4 + 3 4 = 5 4
also review and recall 1 2 3
3) 2 3 + 4 3 = 6 3 = 6 +
students’ previous knowledge
of adding two improper 1 = 7]
fractions with like
denominators and present it
as a previous strategy learned
as well.]
[I will guide students through [Formative
a word problem of finding the assessment: problem:
sum of mixed numbers with Jose has a huge
conversions. As a class, we chocolate bar to share
will unpack the story problem with friends. He gives
and students will 7/4 pieces to Angel,
independently solve the word and 9/4 pieces to Kiara.
problem at their desks.] How many pieces did
he give away in all?
[In a small group with 3 focus [Re-Engagement
students we will review how to Problems:
visually represent fraction
conversions. Students will 1) 7/4 = 1 4
3
work on guided examples that 3
will focus on visually modeling 2) 11/4 = 2 4
3
the transformation of an 3) 9/6 = 1 6 ]
improper fraction into a mixed
number. We will practice
conversions on the
whiteboard and students will
work on independent
warm-up problems, and then
explain their strategies used.]
V07.1
 Elementary Education: Literacy with Mathematics Task 4
Task 4: Mathematics Learning Segment Overview

Copyright © 2018 Board of Trustees of the Leland Stanford Junior University.  3 of 3 | 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.