Partgmathematicsassessmentcommentary

Elementary Education - Mathematics
Task 4: Mathematics Assessment Commentary
TASK 4: MATHEMATICS ASSESSMENT COMMENTARY

Respond to the prompts below (no more than 8 single-spaced pages, including prompts) by typing your responses within the
brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be
scored. Attach the assessment you used to evaluate student performance (no more than 5 additional pages) to the end of this
file. If you submit a student work sample as a video or audio clip and you or your focus students cannot be clearly heard, attach a
transcription of the inaudible comments (no more than 2 additional pages) to the end of this file. These pages do not count
toward your page total.
1. Analyzing Student LearningWhole Class

a. Identify the specific learning objectives measured by the formative assessment you
chose for analysis.
[ The specific learning objectives measured by the formative assessment is for students to
distinguish equations from expressions. When asked by the teacher, students will tell the
difference between equations and expressions. They will then determine whether a given
number is a solution of the equation. There will be a variable included in the equation as well as
what that variable equals to. Students will plug in that number into the equation to see if it was a
solution by stating a yes or no. Students will be able to write equations that represent real-world
situations expressed in words that includes a variable, an operation, and numbers from the
problem. Also, students will then use substitution to check whether a value for a variable makes
an equation true. They will write an equation and determine whether the number for the variable
is a solution to their equation. ]
b. Provide a graphic (chart or table) or narrative that summarizes student learning for the
whole class. Be sure to summarize student learning for all evaluation criteria submitted
in Mathematics Assessment Task 4, Part D.
[ ]
Copyright 2016 Board of Trustees of the Leland Stanford Junior University. 1 of 6 | 8 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.
c. Using examples from the summary chart, discuss the patterns of learning across the
whole class relative to
conceptual understanding
procedural fluency
mathematical reasoning/problem-solving skills
[ According to the summary chart, 17 students scored a 100% on this quiz and the 7 left got a
75% and lower. This shows that most of the students understood how to determine whether a
value is a solution to the equation. For example, one student #13 answered problem number 2
correctly using step by step instructions and showing her work. After rewriting the problem,
student dropped down the same numbers except now she substituted the given number into the
variable and solved it. Then she was able to determine whether the number was a solution to
the equation by answering yes or no. I could clearly see the consistency of all the students who
got a 100%. Although, 5 students answered 1-2 problems incorrect, I noticed that they
understood the skills with the other problems except the ones they got incorrect. These students
probably misread the problem or was rushing to get it done. For example, while solving the
problem step by step, a student #19 misread the given number. It said the variable equals to 13,
but he wrote 7 instead and got the whole problem wrong. Although these students got 75%-
100%, mostly all students did not write the equation representing a word problem. For example,
the last question students just solved the question using the given numbers but did not write an
equation by adding a variable or some kind of operation.Two students #26&27 out of the whole
class got the lowest value for percentage. My assumption was they just didnt know how to
solve it step by step because they did not show their work and just answered the problems
carelessly. Both students just added an answer to turn in something, but did not understand
what the question is asking. In fact, one of the students #27 used two numbers provided in the
problem and multiplied or divided it to get an answer. ]
2. Analyzing Student Learning3 Focus Students
From your analysis of whole class student learning, identify one area where students
struggled mathematically. Select 3 student work samples that represent the struggles in
this area. These students will be your focus students for this task. At least one of the focus
students must have specific learning needs, for example, a student with an IEP
(Individualized Education Program) or 504 plan, an English language learner, a struggling
reader, an underperforming student or a student with gaps in academic knowledge, and/or a
gifted student needing greater support or challenge.
a. In what form did you submit the work samples for the 3 focus students? (Delete choices
that do not apply.)
Written work samples in text files
b. Analyze the 3 students work samples and describe the students struggle(s) as they
relate to the underlying mathematical understanding and/or concept. Cite specific
evidence from the work samples in relation to mathematical errors, confusions, and
partial understandings.
What do the students errors tell you about their mathematical understanding? For
example, if a student error occurs in a subtraction problem, then the underlying
mathematical understanding may include regrouping, meaning of subtraction, and/or
subtraction as the inverse of addition. The related mathematical understanding becomes
the basis for the targeted learning objective/goal for the students.
[ By referring back to the learning objectives, it helped me choose which three students I would
pull to reteach the lesson. Two out of the three students #26&27 lacked in determining whether
a given number is a solution of the equation. Students could not tell whether the given number
was a solution by plugging in the number into the variable of the equation and answering with a
yes or no if the answer matched correctly with the equation. One student #26 just rewrote the
problem and answered it with a yes or a no. This shows that she didnt understand the steps
and how to start answering the problem. Another student #27 missed the first problem and
answered the second problem twice. With the numbers provided within the problem, this student
multiplied any two numbers and answered it with a yes or no. This also shows she did not
understand what the problem was asking and how to start it. However, student #16 understood
how to do it because she substituted the given number into the variable of the equation and
solved it. If it did not come out to the same number, then she would know whether it was a
solution or not by stating a yes or no. Another learning objective students lacked was writing
equations that represent real-world situations expressed in words. Students could not generate
an equation by using a variable, addition/subtraction or multiply/divide, and use numbers
provided in the problem. One student #16 tried to attempt writing an equation but it looks like
she didnt know what to do next. Another student #26 tried to subtract the given numbers and
determine the answer, but it shows she did not understand the problem or how to solve it. The
last student #27 showed no work, just a number, which means she also did not understand how
to solve this problem. By moving on to the next learning objective, students needed to
understand the first two in order to apply their knowledge into the next problem. ]
c. If a video or audio work sample occurs in a group context (e.g., discussion), provide the
name of the clip and clearly describe how the scorer can identify the focus student(s)
(e.g., position, physical description) whose work is portrayed.
[ ]
3. Developing Students Mathematical Understanding
a. Based on your analysis of the focus students work samples, write a targeted learning
objective/goal for the students related to the area of struggle.
[ Knowing what students need to focus on according to the quiz, I was able to generate two
specific learning objectives for these three students:
1. Students will be able to solve algebraic problems step by step using a given number and
substituting it in the equation.
2. Students will write equations to represent real-world situations and solve them by substituting
a given number in the equation.]
b. Describe the re-engagement lesson you designed to develop each focus students
mathematical knowledge in relation to the targeted learning objective/goal. Your
description should include
targeted learning objective/goal from prompt 3a
state-adopted academic content standards that were the
basis of the analysis
strategies and learning tasks to re-engage students
(including what you and the students will be doing)
representations and other instructional resources/materials
used to re-engage students in learning
assessments for monitoring student learning during the
lesson (e.g., pair share, use of individual whiteboards, quick quiz)

[Before I jump into the reteach lesson, I will make sure to explain why I brought the students
together and showing their graded quiz. I will let them know how they did as a whole class and
individually. As a whole class students had trouble following one learning objective, which is to
write an equation that represents a word problem. According to their quizzes, the three students
I pulled for a reteach struggled with such skills which was to solve algebraic problems step by
step using a given number and substituting it in the equation and writing equations to represent
real-world situations and solve them by substituting a given number in the equation.
These learning objectives come from:
CCSS.MATH.CONTENT.6.EE.B.5 Use substitution to determine whether a given number in a
specified set makes an equation or inequality true.
CCSS.MATH.CONTENT.6.EE.B.6
Use variables to represent numbers and write expressions when solving a real-world or
mathematical problem; understand that a variable can represent an unknown number, or,
depending on the purpose at hand, any number in a specified set.
CCSS.MATH.CONTENT.6.EE.B.7
Solve real-world and mathematical problems by writing and solving equations of the form x + p
= q and px = q for cases in which p, q and x are all nonnegative rational numbers.
After retelling the learning objectives and standards, I will explain why they need to learn this
and it is because they will be able to use these skills in the future as they move up grade levels.
By teaching the first learning objective I will show students a video where someone
showed a guided practice which provided dialogue. While students pay attention to the video
and step by step instructions to get to the learning goal, I will pause to repeat the instructions to
ensure everyone understood each steps. I will then explain how the learning objective relates to
the examples shown in the video. After the video I will give each student a reteach worksheet
they will need to complete while moving through each learning objective. I will go over number 1
together by modeling it, saying what I am thinking, and having them put it together. Then they
would do some problems individually. After each person is done, we will go over each problem
together. In order to differentiate instructions I will draw a balance scale and write the left side of
the equation on the left scare and the right side of the equation over the right scale. I will then
ask what the value of the variable must be for the scales to remain balanced. It will help my ELL
student understand better because of visuals and would be resources for instruction.
In order to teach how to write an equation that represents situations, I will redo the same
as the first learning objective. Instead of showing a video, I will model writing equations that
represent real-world situations expressed in words by using the chart I introduced during the
whole class instruction to solve the first problem on the reteach worksheet. Students will then
complete the other problems. I will also be modeling how to use substitution to check whether a
value for a variable makes an equation true. I will ask students how does the original learning
objectives 1 and 2 relate to number 3? This will help them know that they need to understand
the first two objectives in order to reach the third objective. After, going over the first problem
relating to the objectives, students will complete the rest of the problems.
During the lesson students will be assessed on the remaining problems for each
objective within the worksheet. Also, they will be answering questions during guided practice
and explain how they got their answer. ]
Before responding to prompt 4, you will teach your re-engagement lesson.
This lesson may be taught with the 3 focus students one-on-one, in a small
group, or with the whole class.
4. Analyzing Teaching
Cite evidence from the 3 focus students work samples from the re-engagement lesson to
support your response to prompt 4b.
a. In what form did you submit the 3 students work samples from the re-engagement
lesson?
Written work samples in text files
In audio files
In video files
[ Written work samples in text files. ]
b. Analyze the effectiveness of the strategies you used during the re-engagement lesson to
develop students mathematical understanding in the identified area of struggle.
Consider the change in students mathematical understanding or misconception(s) in
relation to the identified area of struggle when describing the effectiveness of the re-
engagement lesson.
[ The strategies that I used during the re-engagement lesson was a video to visually show step
by step on how to solve the problems. While it was playing I would pause and ask questions
back to see if they were comprehending the steps. I provided a reteach worksheet with lesser
problems and before having them do it individually, I modeled the first problem together by
thinking out loud, and asking questions to students. I also provided guided practice if they were
stuck on a certain problem. To differentiate instruction I used visual cues to help my students
who are ELLs and struggling readers. Some of the changes I noticed in my students work was
how they write an equation to represent a word problem by using a variable, addition or
subtraction, and using the right numbers provided in the problem. They were able to substitute a
given number into the variable and after solving it, they can determine whether the given
number was a solution to the equation by stating yes or no. I noticed that students were able to
show their work step by step to ensure they understood the concept. These were the skills
leading up to the concept and they did a great job breaking down the problem in order to
achieve each learning objectives. In one of the problems it asked students to only write an
equation for the problem, but one student decided to solve it right away even if they didnt have
to. This shows that she fully understands the mathematical concept because she is moving on
even though she wasnt told to do so. In another problem it asked students to write an equation
and check if the value of a given number was true and provided two given numbers. One
student substituted both given numbers one at a time even though the first one was a solution to
the equation. This shows that she was checking her answers to see if it was correct and I know
that her understanding of these concepts now flourished than before the reteach lesson. They
were able to move on quicker than usual because they understood what they were doing. ]
c. If a video or audio work sample occurs in a group context (e.g., discussion), provide the
name of the clip and clearly describe how the scorer can identify the focus student(s)
(e.g., position, physical description) whose work is portrayed.
[ ]

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Elementary Education - Mathematics

Task 4: Mathematics Assessment Commentary

TASK 4: MATHEMATICS ASSESSMENT COMMENTARY

1. Analyzing Student LearningWhole Class

lesson (e.g., pair share, use of individual whiteboards, quick quiz)

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