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 3 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: _____
Suburban: __X__
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.
Classroom aide
ESOL teaching team
Team teaching with special needs educations
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.
Learning styles inventory
Sociogram
Students prior knowledge
Students mastered skills
Georgia Performance standards
Common Core standards
Academic calendar
Group planning with fellow Kindergarten teachers

About the Class Featured in This Assessment

1. How much time is devoted each day to mathematics instruction in your classroom?
One hour and fifteen minutes
2. Is there any ability grouping or tracking in mathematics? If so, please describe how it affects
your class.
The class does contain ability grouping. At the beginning of the year, each
student was tested on his or her ability to recognize numbers and quantities of various
objects. The data from the assessment was used to determine each table group. Each
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Elementary Education - Mathematics

Task 4: Mathematics Context for Learning Information

table is comprised of two to three academically advanced students with two average
students and one weak student. This methods allows the students to engage in
cooperative learning. The assessment to determine group placement is periodically readministered. Each time the assessment is re-administered to a student, the results of
the assessment are recorded. This allows the instructor to track the progress for each
student. The method of assessing, tracking, and grouping utilized in the classroom
affects the entire dynamic of the classroom. The table groups determine which activity
will be completed during math block, the learning centers that will be made available, the
manipulatives each child will require, and the resources that will be required for each
activity. The assessment results are also utilized to determine the students that will
receive extra attention during enrichment.
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.
Go Math! Georgia
Houghton Mifflin Harcourt
2014
4. List other resources (e.g., electronic whiteboard, manipulatives, online resources) you use
for mathematics instruction in this class.
Smartboard projector
Document camera
Starfall.com
Teachertube.com
Manipulatives (Unifix cubes, geometric shapes, ten frame models, graphs, etc.)
Number line
Calendar

About the Students in the Class Featured in This

Assessment
1. Grade-level(s): Kindergarten
2. Number of

students in the class: __23__

males: __11__ females: __12__
3. Complete the chart 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 chart. 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., English language learners,
gifted students needing greater support or challenge, students with Individualized Education

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permitted only pursuant to the terms of a written license agreement.

Elementary Education - Mathematics

Task 4: Mathematics Context for Learning Information

Programs [IEPs] or 504 plans, struggling readers, underperforming students or those with gaps
in academic knowledge).

Students with Specific Learning Needs

IEP/504 Plans:
Classifications/Needs
Example: Visual processing

Number of
Students
2

Small group, Abbreviated work

Other Learning Needs

Number of
Students
5

Example: Struggling readers

Supports, Accommodations,
Modifications, Pertinent IEP Goals
Close monitoring, graph paper for 3 digit
numbers
Small group math block- (Pulled from
regular classroom)

Supports, Accommodations,
Modifications
Provide oral explanations for directions
and simplified text for word problems

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.

3 of 3 | 3 pages maximum
All rights reserved.
V3_0914
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.