Walker Task4 Ac

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 feedback as a video or audio clip and your comments to focus students cannot be clearly heard, attach
transcriptions of your 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 Learning—Whole 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 to analyze are based
on the fifth-grade math standards in their curricula. The standards assess student’s ability to
divide unit fractions by whole numbers and whole numbers by unit fractions. The specific
standards that are being assessed are MGSE.5.NF.7 Apply and extend previous
understandings of division to divide unit fractions by whole numbers and whole numbers by unit
fractions. 1 a. Interpret division of a unit fraction by a non-zero whole number and compute such
quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to
show the quotient. Use the relationship between multiplication and division to explain that (1/3)
÷ 4 = 1/12 because (1/12) × 4 = 1/3. b. Interpret division of a whole number by a unit fraction
and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual
fraction model to show the quotient. Use the relationship between multiplication and division to
explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4. c. Solve real world problems involving
division of unit fractions by non-zero whole numbers and division of whole numbers by unit
fractions, e.g., by using visual fraction models and equations to represent the problem.]
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.
[In this assessment students learning will be evaluated on their ability to divide unit fractions
by a whole number or dividing a whole number by a unit fraction. The students used a
strategy called “Keep, Change, Flip and number bonding to solve these problems. Students
will represent their answers in its simplest form to achieve mastery. For example, students
will have a problem such as one third divided by two. To solve this problem, students will
use the strategy taught during the learning segment. They will use the keep, change, flip.
Students will automatically know that they are not able to complete any operation where you
must divide or multiply a fraction by a whole number. Students will know that the whole
number must become a fraction by putting the number one as the denominator. Students
know that they will need to keep the first fraction, change the operation from division to
multiplication. Students will then need to invert the second fraction, where the numerator
becomes the denominator and the denominator becomes the numerator solve the problem
as if it’s a multiplication problem.
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]
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
[Displayed in the chart is a breakdown of the preassessment and post assessment. The chart
displays who mastered dividing a unit fraction by a whole number and a whole number by a unit
fraction. Based on the chart where preassessment is shown, 100% of the class did not have any
conceptual understanding or procedural understanding. That means students did not have any
conceptual understanding of dividing a fraction by a whole and a whole number by a fraction.
Students did not have procedural fluency of the standard. For this assessment students were to
be able to understand how to invert fractions or keep, change, flip. From the preassessment, the
students were not able to understand how to conceptually divide unit fractions by a whole
number and vice versa. Students were not able to determine ways to solve the problems.]
2. Analyzing Student Learning—3 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.
[After further analyzing the students work, their problems stemmed from procedural errors. The
students were able to set up the problem, but the students missed steps where they were
supposed to either: invert the second fraction or change the operation from division to
multiplication. In the post assessment, all three focus students struggled with determining which
fraction to invert. Two of the three focus students changed the first fraction, by inverting it, when
they were not supposed to change the first fraction. They instead inverted both fractions in the
problem, which is a conceptual and procedural understanding. One of the focus students made
a calculation error during the post assessment. This student did addition instead of multiplying
to solve the problem, which was one third divided by one third where the student answered as
one sixth. This shows me that this student has partial understanding of the mathematical
understanding of the standard that was taught during the learning segment.]
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.
[The work samples for the three focus students are provided in text files.]
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.
[The learning objective for the related to the area of struggle, students will be able to divide a
whole number by a fraction and a fraction by a whole number by identifying the correct fraction
to invert, with the support of using math manipulatives and visual fraction models ]
b. Describe the re-engagement lesson you designed to develop each focus student’s
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)
[ The re-engagement segment learning target objective I that the students will be able to
multiple unit fractions by a whole number and a whole number by a unit fraction. The state
adopted academic standard that relates to the target learning objective is: MGSE.5.NF.7. Apply
and extend previous understandings of division to divide unit fractions by whole numbers and
whole numbers by unit fractions. 1 a. Interpret division of a unit fraction by a non-zero whole
number and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use
a visual fraction model to show the quotient. Use the relationship between multiplication and
division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3. b. Interpret division of a whole
number by a unit fraction and compute such quotients. For example, create a story context for 4
÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between
multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4. The strategies
that the students will be learning during the re-engagement lesson are inverting fractions, “keep,
change, flip” students were also introduces to a strategy where I told students that if the first
number in the problem is a whole number, the answer will be a whole number and if the first
number is a fraction the answer will be a fraction. I gave student that strategy to check their
answers. To begin the lesson, students watched a Flocabulary video from the learning segment
over the steps to divide fractions. We then discussed the problem to see what made dividing
fractions such a daunting task. After discussion we then solved problems. We used white
boards as a means of solving problems to check for procedural understanding. In this activity,
students used to white board to show their work from the problems as well as show a visual
representation for their answer which is adapted from the state standard. During this re-
engagement lesson, I will be giving the students the problems to solve as well as checking for
understanding. Through this lesson, students will be assessed on the conceptual understanding
(dividing unit fractions by whole number and whole numbers by unit fractions), procedural
fluency ( keep, change, flip or inverting fractions), and mathematical reasoning(explaining their
answers through visual representation).]
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
[The form that I submitted the student work samples, from the re-engagement lesson will be
submitted in 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.
[During the re-engagement lesson, the misconceptions students faced fluctuated between,
deciding which fraction to invert as well as how to change a whole number into the fraction. This
lesson changes because it allows students to develop a better mathematical understanding by
allowing students to understand how and why fractions should be inverted when dividing
fractions. To help with misunderstanding, we referred to strategies from the learning segment
called “Keep, Change, Flip”. This strategy describes to students the process of dividing
fractions. Students also reviewed multiplying fractions to review student prior academic
knowledge to help with procedural understanding.]
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.
[The work samples for the three focus students are provided in the text files.]

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Elementary Education - Mathematics

Task 4: Mathematics Assessment Commentary

TASK 4: MATHEMATICS ASSESSMENT COMMENTARY

1. Analyzing Student Learning—Whole Class

Before responding to prompt 4, you will teach your re-engagement lesson.

Consider the change in students’ mathematical understanding or misconception(s) in

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