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: _____

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.
[ There is a teacher who comes in for EIP (Early Intervention Program) once a week. There is a
paraprofessional in the classroom that assists with students.]
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.
[ There is a pacing guide and instructional framework that is used to plan academic lesson. The
pacing guide is a mandated county resource. GKIDS (Georgia Kindergarten Inventory
Developing Skills) testing is required for all Kindergartners throughout the year. This test can be
given individually or in small groups.]

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 fifteen minutes is devoted to Math instruction daily.]
2. Is there any ability grouping or tracking in mathematics? If so, please describe how it affects
your class.
[Yes, students are grouped based on readiness and developmental skills. Groups are based on
data from GKIDS and Star 360 testing which is an Early Literacy Assessment. Even though this
test assesses students’ knowledge of Math skills, if students score high the test will test the
students’ math skills as well.]
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’ series books are used in Math and the books are given to each Kindergarten class
by the county.]
4. List other resources (e.g., electronic whiteboard, manipulatives, online resources) you use
for mathematics instruction in this class.

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

[The whiteboard is used to display Mathematical problems, worksheets and to display

informational Math videos. Other resources include but are not limited to ten frames, cubes,
hands on manipulatives, tan grams, ‘hand 2 mind’ shapes, Moby Max which is a technology
resource used and lastly, the computers are used as a station in and for Math.]

About the Students in the Class Featured in this Learning

Segment
1. Grade-level(s):
[The grade level is Kindergarten.]
2. Number of
 students in the class: __18___
 males: ___8__ females: __10___
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).
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.1

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
IEP 1 Occupational therapy and speech and
EIP.
Talent Development; Gifted 4 Students were tested at the beginning of
Program for Kindergarten the year and based on these test scores
students they were the top 4 students in the grade
level. Accommodations would be
extension activities.
EIP/RTI 4 Students who score below the 25th
percentile. There accommodations
include individualized instruction as well
as one on one instruction.
Students with Specific Language Needs

1
California candidates—If you do not have any English language learners, select a student who is challenged by academic
English.

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All rights reserved. V4_0915
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

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

and graphic organizers to
complete sentence starters
Example: Students who 5 Make connections between the language
speak a variety of English students bring and the language used in
other than that used in the textbook
textbooks
ESOL 1 The student is pulled out daily, for 30
minutes for ESOL where they work on
pronunciation of English words as well as
becoming familiar with English words and
vocabulary.

Students with Other Learning Needs

Other Learning Needs Number of Supports, Accommodations,
Students Modifications
Example: Struggling readers 5 Provide oral explanations for directions
and simplified text for word problems
Struggling readers 4 EIP instruction, strategies developed
through and RTI small group and
individualized instruction, “flash and drill”
number recognition as well as counting to
100 is worked on. One on one instruction
and individualized instruction is also
used.

Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. 3 of 3 | 4 pages maximum
All rights reserved. V4_0915
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.