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:
[ Numeration 0-20 ]

State-adopted Content Standards

(or Common Core State Standards, if applicable):
[ MCCK.CC.4 ]

Learning Objectives Instructional strategies and

learning tasks

Formative and
Summative
Assessments

[ 1) Student willcount [ Instructional Strategy: Student [ Student Recording

(Scan) and match one- discovery w/ manipulatives (play -After a few rotations
Workstatio to-one with sets 2)
dough); 1-to-1 correspondence; students record on the
n:
Student will...count
Scanning Strategy
sheet, writing the
(Scan) and record how Learning Tasks:
numerals in each set, and
ONE-TOmany
per
set
(1
sheet)
1)
Students
pinch
off
play
dough
the number representing
ONE W/
Extension:
1)Students
piece,
matching
one-to-one
with
the amount of each set
PLAYDOUG
will...count
(Scan)
sets
teeth
on
mat
2)
Student
counts
Extension 1 How Many:
H Wild
within
20
2)Student
sets
with
one-to-one
After counting the sets and
Things
will...record
how
many
correspondence
3)
Students
writing these amounts,
Teeth
per set (2-3 sheets) 3) rotate play dough mats; each
students will count for how
Student will...count
represent different set
many in the whole group.
(Scan) how many all arrangements within 20 4)
Student will repeat this
together on each
Student Recording: After a few with 2-3 sheets with set
sheet.
rotations students record, writing arrangements that
Extension 2: 1)
the numeral representing the
represent 20.
Student willcount
amount of each per set for 1
Extension 2 Different
(Scan) sets within 20 sheet for a sheet of their
Sets Still Make 20: All the
2)Student will...
choosing. ]
sheets represent 20 in
compare different set
different set arrangements.
representations of 20
The students count for
3)Student will...
sets to whole group for all
experiment w/
sheets. The student will
representing 20 with
then experiment w/
different sets 4)
different sets to discover
Student will...record
different set arrangements
how many all together
within 20 ]
on each sheet. ]
Lesson 1

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Elementary Education - Mathematics

Task 4: Mathematics Learning Segment Overview

Lesson 2
Workstatio
n:
NUMBER
BOXES

Lesson 3
Workstatio
n:
COUNT
THE ROOM

Lesson 4
(Optional)
Workstatio
n:
NUMERALTO-SET

Lesson 5
(Optional)
Whole
group
HOW
MANY
FEET IN A
FOOT?

[ Student willcount [ Instructional Strategy: Building [ Teacher meets with

and write numerals 1- Sets (Organizing Strategy)
individual students to
10 2)Student
Learning Tasks: 1) Students
count out the 10
will...correspond
writes the numerals 1-10 on the numbered Autumn Cards
(Organize) sets to the lines under each 10 pumpkins
to check if the number in
numerals 3) Student 2) Students picks out Autumn
the set matches the
will...examine their
Cards numbered 1-10 to place on numeral]
work for complete
top of the pumpkin to represent a
sets ]
set of the written numeral ]
[ 1) Student will
[ Instructional Strategy: 10
[ Sheet recording sets with
distinguish between
Frame; Scanning & Organizing numerals and ten frames ]
sets 2) Students count Learning Tasks:1)Students
(Scan) the sets 3)
search around the room for
Student will..represent Autumn Cards with images
(Organize) sets with a representing sets of 1-10,
numeral and in 10
2) Once they find an image they
frame ]
must match it to an image on
their recording sheet 3) Students
write the numeral representing
the set 4) Students then
represent the Autumn Card set in
the 10 frame ]
[ 1)Student will
[ Instructional Strategy:
[ Sheet recording numeral
distinguish between
Matching (sets to numerals);
corresponding to critter
sets & numerals by
Scanning Strategy
image (set) ]
counting(Scanning)
Learning Tasks:1) Students
2) Student will
match a leaf cards (numerals 1correspond sets and 10) to critter cards (sets 1-10)
numeral 3) Student
2) On their sheet students write
will...record how many the numeral representing the set
]
3) Students then color the critter
that matches the critters sets
(critter card). ]
[ Student will
[ Instructional Strategy:
[ Student responses:
estimate how many in Discovery with Conservation of -estimations of how many
a given ares
number; Scanning & Organizing human feet fit into the wild
Students will
Learning Tasks: After the Wild things foot print
hypothesis number
Rumpus students discover a wild -hypothesis of the number
amount based on
thing footprint on the classroom changing with
positional changes ]
floor.
arrangement, student
-Each students feet will be traced must defend/explain their
and cut out
hypothesis ]
-The class will count how many
human footprints fit into the wild
things footprint
-The class will get in to a circle
and explore conservation of
number. As the teacher arranges
those footprints to in different
ways, the class will see if the

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.

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V3_0913
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the
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Elementary Education - Mathematics

Task 4: Mathematics Learning Segment Overview

amount changes. ]

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.

3 of 3 | 2 pages maximum
All rights reserved.
V3_0913
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.