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: _____
Other (please describe): _____
2. Where is the school where you are teaching located? (Type an X next to the appropriate
description.)1
City: _____
Suburb: X_____
Town: _____
Rural: _____
3 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 pre-kindergarten through 5th grade elementary school located in a rural district.
The school is a Title-1 school with 773 total enrolled students. The racial demographics at this
school are 96% African American, 1.0% White, and 2.0% Multiracial. The school is made up of
33% female and 67% male students. 99% of the students at this school receive free or reduced
lunch.
The third-grade classroom in which I will teach lessons consist of 20 African American Students
and 1 White student. Third grade is departmentalized. Students rotate between three teachers
for ELA, Math, and Science/ Social Studies. This school is a third-year needs improvement
school. To help improve students reading school wide students spend 40 minutes a day doing
reading intervention. At this point in the year Math intervention has been scheduled into
intervention time. However, the third-grade teachers are working along with the principle to
come up with a plan for include math during intervention time.]
4. 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.
[The school district follows a mathematical instructional framework that aligns with the Georgia
Standards of Excellence. All teachers are required to implement the gradual release instruction
into lesson plans. Each week the teachers meet for collaborative instructional planning. Third
grade students are prepared throughout the school year for Milestones Testing, which takes
place at the end of March.]

1
If you need guidance when making a selection, reference the NCES locale category definitions
(https://nces.ed.gov/surveys/ruraled/definitions.asp) or consult with your placement school administrator.

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

About the Class Featured in this Learning Segment

1. How much time is devoted each day to mathematics instruction in your classroom?
[One hour and ten minutes is devoted to mathematics instruction in the classroom. The first ten
minutes of class students do Number Talks. The remaining hour is for students to learn new
content through the gradual release instruction. Students are taught a mini lesson, practice the
skill together, and then work independently.]
2. Is there any ability grouping or tracking in mathematics? If so, please describe how it affects
your class.
[So far there is no ability grouping and tracking in the classroom at this time. Students are
however pulled for small group instruction based on their formative and summative
assessments.]
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.
[In my placement, the district uses the standards from the Georgia Standards of Excellence
along with the Go Math! Georgia Textbook to implement mathematic Instruction.]
4. List other resources (e.g., electronic whiteboard, manipulatives, online resources) you use
for mathematics instruction in this class.
[The classroom has a Clear Touch smart board which is used for classroom instruction daily.
The classroom also has four desktop computers, whiteboards, and online computer program
Moby Max.]

About the Students in the Class Featured in this Learning

Segment
1. Grade level(s):
[Third Grade]
2. Number of
students in the class: _20____
males: 7_____ females: _13____
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).

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All rights reserved. V6_0917
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

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.2

Students with IEPs/504 Plans

IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
Example: Visual processing 2 Close monitoring, graph paper for 3 digit
numbers
None Identified

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations,
Students Modifications
Example: English language 2 Pre-teach key words and phrases
learners with only a few through examples and graphic organizers
words of English (e.g., word cluster, manipulatives, visuals)

Have students use pre-taught key words

Example: Students who
speak a variety of English
other than that used in
textbooks
None Identified
and graphic organizers to
complete sentence starters
5 Make connections between the language
students bring and the language used in
the textbook

Students with Other Learning Needs

Other Learning Needs
Example: Struggling readers
Students identified as below
benchmark in math
Number of Supports, Accommodations,
Students Modifications
5 Provide oral explanations for directions
and simplified text for word problems
1 Provide additional assistance further
explanation and clarification of instruction.
Provide differentiated assignments as
needed. Provide small group and one on
one instruction.

2
California candidatesIf you do not have any English language learners, select a student who is challenged by academic
English.

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All rights reserved. V6_0917
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.