Elementary Education - Mathematics

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

[​​Students will find, illustrate, [​​MGSE4.NBT.6 Find whole-number quotients and
and explain whole-number remainders with up to four-digit dividends and
quotients and remainders with one-digit divisors, using strategies based on place value,
up to four-digit dividends and the properties of operations, and/or the relationship
one-digit divisors, using between multiplication and division. Illustrate and
strategies based on place value, explain the calculation by using equations, rectangular
the properties of operations, arrays, and/or area models.​​]
and/or the relationship between
multiplication and division.​​]
Learning Instructional Strategies and Formative and
Objectives Learning Tasks Summative
Assessments
Lesson 1 [Find factors and [Introduction: Play “Factors [Formative: Complete a
look for patterns in Millionaire” game. factors worksheet to
factorizations.] Body: Students will make review and demonstrate
“Frightful Factors” where they what they learned.]
will use dice to come up with a
product and write down the
product in the skull eyes and
use the skeleton’s ribs to write
the factors of the product.
Differentiation: More die can be
used to increase the product to
make it challenging or
decreased for those that are
IEP/EIP/504/ESOL or
underperforming students.]
Lesson 2 [Divide to solve for [Introduction: Play I Have Who [Formative: Complete
quotients and/or Has Division game. Division
remainders with Body: Split students into groups Self-Assessment and
arrays.] with buckets of candy that they paste it in their math
are rationing for their candy notebooks.]
shop. Each group will have
bags of division problems to
solve and represent through an
array of candy.They will be
timed and rotate to another
group to solve their problems.
Differentiation: Division
problems with remainders can

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 Elementary Education - Mathematics
Task 4: Mathematics Learning Segment Overview

challenge students, whereas

division problems without
remainders can be appropriate
to use for underperforming
students.]
Lesson 3 [Distinguish the [Introduction: Play Division I [Formative: Complete
relationship between Spy game. Division Missing Factor
multiplication and Body: Have groups solve Array Worksheet to
division.] Worded Problems Involving demonstrate what they
Groups of Multiplication and learned.]
Shared Between Division on
anchor chart paper with the
representation of arrays,
algorithm, and/or quotients and
products.
Differentiation:
Underperforming students can
receive word problems in a
simple/straightforward format.
Average to students can
receive word problems in a
challenging multi-step format. ]
Lesson 4 [ ] [ ] [ ]
(Optional)

Lesson 5 [ ] [ ] [ ]
(Optional)

Copyright © 2017 Board of Trustees of the Leland Stanford Junior University.​ 2 of 2 | 2 pages maximum
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.