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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 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 LearningWhole Class

a. Identify the specific learning objectives and standards measured by the assessment you
chose for analysis.
[ Assessment & Learning Segment Standards & Learning Objectives
Standard: MCCK.CC.4 Understand the relationship between numbers and quantities;
connect counting to cardinality
Objectives: Comprehension of the concepts of One-to-One Correspondence and and
Conservation of Number.
CONCEPT FOCUS: One-to-One Correspondence
a. When counting objects, say the number names in the standard order, pairing each object with
one and only one number name and each number name with one and only one object.
Objectives: 1) Name numbers in conventional order 2) Match number name to object
by touching and counting each object once
CONCEPT FOCUS: Conservation of number
b. Understand that the last number name said tells the number of objects counted. The number
of objects is the same regardless of their arrangement or the order in which they were counted.
Objectives: 1) Recognizes that the last object counted represents the amount of the set of
objects. 2) Recognizes that the set amount remains the same in any order, arrangement, or
starting point. 3) Recognizes that there is no need to recount. ]
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 Task 4, Part D.
[Pre-Assessment Whole Class Learning Patterns
Quantitative Patterns
MCCK.CC4a
MCCK.CC4b
Pre-Assessment
Whole MCCK.CC4a
Class Evaluative Criteria
Results

MCCK.CC4b
MCCK.CC4b
Task 1 a): Each object
Task 1 b): The numbers
Task 2: No matter what
Task 3: The arrangement Task 4: The last number
touched and counted
are said once, and in
order or starting point, the doesnt affect the amount said tells the amount not
Based on pre-assessment
results,
the students
are
into workstation groups for the
once
conventional
order
amount
is divided
not affected
the Part
last item counted
Exp:
19classified
red cubes, 5below.Exp: 19 red cubes, 1 yellow
Exp:
20 red cubes,
5
Exp: 20 red cubes,
5
B Learning
Segment
overview.
The divisions
are
columns, 4 rows, 20th red
columns, 4 rows
rearranged into 5 sets of 4
columns, 4 rows
cube replaced with yellow to
indicate new starting point.
PROFICIENT
18 (72%)
18 72%)
7 (28%)
6 (24%)
6 (24%)
INTERMEDIATE
2 (8%)
3 (12%)
10 (40%)
11 (44%)
13 (52%)
EMERGING
5 (20%)
4 (16%)
8 (32%)
8 (32%)
6 (24%)

Qualitative Patterns
Task 1-3

Task 3

Random
Skipped /
Retouched

1 Set =
1 whole

44.00%

8.00%

Task 4
Counts...
Each object, Recounted 1 count
each set

20.00%

48.00%

79.00%

24.00%

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Elementary Education - Mathematics


Task 4: Mathematics Assessment Commentary

New Workstation Group Divisions


Task 1 PROFICIENT
AND / OR
80% or more
INTERMEDIATE Results =

Emerging Group
(Rectangles)

Task 1 PROFICIENT
AND / OR
80% or more
INTERMEDIATE Results =

Intermediate Group 1
(Triangles)

Task 1 PROFICIENT
AND / OR
60% or less
INTERMEDIATE Results =

Intermediate Group 2
(Squares)

Task 1 PROFICIENT
AND / OR
60% or less
INTERMEDIATE Results =

100% PROFICIENT Tasks


AND Results =

Intermediate Group 3
(Circles

Proficient Group
(Octagons)

1) 1

1) 2

1) 5

5) 14

1) 9

2) 4

2) 3

2) 6

6) 16

2) 15

3) 11

3) 7

3) 12

7) 24

3) 18

4) 17

4) 8

4) 13

8) 25

4) 19

5) 20

5) 10

6) 22

5) 21
6) 23

All students participate in the same workstation lessons. The workstation division helps target a
plan for differentiated approaches which are done as needed at the time of the lesson. ]
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
[ 1.) CONCEPTUAL UNDERSTANDINGS: The assessment and learning segment central focus
is the foundational mathematical concept of counting. Counting comprehension requires
comprehension of prerequisite skills of: one-to-one correspondence, classification,
conservation, seriation and set comparison (quality level attributes of objects; and quantity
general amounts in groups or sets). The sub-concepts within counting that the preassessment
and learning segment focuses on is one-to-one correspondence and conservation of number.
One-to-One Correspondence concept comprehension is what is needed to advance
counting skills Task 1 represented one-to-one correspondence principles. From preassessment results there were 20% of the students that were still emerging with this skill. They
skipped over objects and/or touched/counted them in random order.
Conservation of Number concept comprehension is what is need to advance counting
skills to calculation skills Task 2-4 represent conservation of number principles. For the preassessment there were more students still emerging in this principle. This evident from their
recounting the same group of objects because there arrangement was altered. Since task 1
represents a prerequisite skill to higher order counting skills it is no surprise that the emerging
results of task 2-4 are even higher than results for task 1.
2.) PROCEDURAL FLUENCY: Emerging counting fluency is achieved through the strategies
like Scanning, Organizing, and Partitioning. The pre-assessment and the Part B Learning
Segment Overview focused on the below.
Scanning Strategy: touching each object of set helps to name and count each object
once There were 20% of the students that displayed their fluency was emerging. These
students were in need of more practice to apply one-to-one correspondence. Their practice
included skipping over numbers, counting in a random, and unorganized order.

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Elementary Education - Mathematics


Task 4: Mathematics Assessment Commentary

Organizing Strategy: sets of objects are organized to help with ease of counting. For
the pre and post assessment I controlled the organization. All the lessons modeled organized
sets. Lesson 2: NUMBER BOXES explained below scaffolds students to do the organizing as
they as they must physically correspond sets to the numerals.
3.) MATHEMATICAL REASONING/PROBLEM SOLVING SKILLS: Based on the assessment
results, group divisions were made for workstation lessons. Based on the above mentioned
patterns of learning workstation lessons were planned. They are explained below and in the
Part B Learning Segment Overview. It is in each of the workstation lessons, not the preassessment, that give the students an opportunity to practice different Mathematical
Reasoning analytical objectives through the above mentioned concepts of One-to-one
Correspondence and Conservation of Number, and procedural fluency skills of scanning and
organizing. Though reasoning was not aligned with pre and post assessment (because the
learning segment targeted lower order math concepts; the learners are emerging in math skills)
it was involved within the lessons for experience, practice, lesson support and engagement
purposes.
(Objectives in RED = reasoning/analytical objectives)
Lesson 1: ONE-TO-ONE W/ PLAYDOUGH Wild Things Teeth (Scanning Strategy)
Tasks: 1) Students pinch off play dough piece, matching one-to-one with teeth on mat
2) Student counts sets with one-to-one correspondence 3) Students rotate play dough mats;
each represent different set arrangements within 20 4) Student Recording: After a few rotations
students record, writing the numeral representing the amount of each per set for 1 sheet for a
sheet of their choosing.
Extension 1 How Many: After counting the sets and writing these amounts, studentswill
count for how many in the whole group. Student will repeat this with 2-3 sheets with set
arrangements that represent 20.
Extension 2 Different Sets Still Make 20: All the sheets represent 20 in different set
arrangements. The students count for sets to whole group for all sheets. The student will then
experiment w/ different sets to discover different set arrangements within 20.
Objective: 1) Student willcount (Scan) and match one-to-one with sets 2) Student
will...count (Scan) and record how many per set (1 sheet)
Extension 1 Objective: 1) Students will...count (Scan) sets within 20 2) Student
will...record how many per set (2-3 sheets) 3) Student will...count (Scan) how many all together
on each sheet.
Extension 2 Objective: 1) Student willcount (Scan) sets within 20 2) Student will...
compare different set representations of 20 3)Student will...experiment w/ representing 20 with
different sets 4) Student will...record how many all together on each sheet.
Lesson 2: NUMBER BOXES (Organizing Strategy)
Tasks: 1)Students writes the numerals 1-10 on each 10 pumpkins 2) Students picks out
Autumn Cards numbered 1-10 to place above the numbered pumpkin (Pumpkin 1 with Autumn
Card 1; Pumpkin 2 with Autumn Card 1 and 2; Pumpkin 3 with Autumn Cards 1, 2, 3; etc...)
Objectives: 1) Student willcount and write numerals 1-10 2)Student will...correspond
(Organize) sets to the numerals 3) Student will...examine their work for complete sets
Lesson 3: COUNT THE ROOM (Scanning & Organizing Strategy)
Tasks: 1)Students search around the room for Autumn Cards with images representing
sets of 1-10, 2) Once they find an image they 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
Objectives: 1) Student willdistinguish between sets 2) Students count (Scan) the sets
3) Students will...represent (Organize) sets with a numeral and in 10 frame
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Elementary Education - Mathematics


Task 4: Mathematics Assessment Commentary

Lesson 4: NUMERAL-TO-SET (Scanning Strategy)


Tasks: 1) Students match a leaf cards (numerals 1-10) to critter cards (sets 1-10) 2) On
their sheet students write the numeral representing the set 3) Students then color the critter
that matches the critters sets (critter card).
Objectives: 1)Student willdistinguish between sets & numerals by counting(Scanning)
2) Student willcorrespond sets and numeral 3) Student will...record how many]
2. Analyzing Student Learning3 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
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 the
choice that does not apply.)

Written work samples in text files or


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.

[ Student 1
Student 1 was chosen for Task 4 based on 2 assessments: 1) Earlier in the semester
prior to this learning segment the student tested the lowest on a Mathematics GLO Assessment
2) Learning Segment Pre-Assessment results were Emerging.
(See Task 4 - Part E - Student Mathematics Work Samples Pre-Assessment Results)
The Pre-assessment Results show that this student is in need of more one-to-one
correspondence, using the scanning skill. For task 1 and 2 the student skipped over objects.
The student also skipped over for task 4, but also did not count each object within each set. The
student counted the sets as a whole object (1 set of 4 was counted as 1 object), and though
there were 4 sets, the student counted 3. More lessons involving sets should add to the
student's set experience. The student also has an underdeveloped concept of conservation of
number; the students recounts the same set objects.
(See Task 4 - Part E - Student Mathematics Work Samples Workstation Results)
Lesson 1: ONE-TO-ONE W/ PLAYDOUGH Wild Things Teeth (Scanning Strategy)
work sample image is a snap-shot from the re-engagement clip prior alterations being made.
The sample reflects that the student counted the wild thing's teeth correctly for 6; the 6 was
backwards but the student corrected himself during the workstation rotation, however the
student failed to erase the backwards 6). The student also counted and recorded correctly the
numeral 5. However the student was 1 off for the set of 9 (the student records 8), and for the
numeral 8 the student records 9 in the 10 frame.
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Elementary Education - Mathematics


Task 4: Mathematics Assessment Commentary

Lesson 2: NUMBER BOXES (Organizing Strategy) image is of poor quality, but is the
only available image. The image features the original lesson set up. This was the first day of
workstations. I discovered that the pumpkin work mat inhibited the students from visualizing the
full scope of the sets, which also caused confusion in work process and in both students and
teachers checking the work. The lesson this workstation models is a variation of making sets; a
Montessori cards and counters lesson. The work sample from student 13, and featured in Task
4 - Part C - Mathematics Chosen Assessment Format, reflects how the lesson should be, and
how it was carried out for the remainder of the workstation rotations. The rationale behind using
the pumpkin mat was due to limited work space, with 25 students, and lack of mats (Montessori
floor lessons use mats to define the work area; I used tape and one medium rug to define
student work areas). Though the pumpkin mat did define work spaces, they were ineffective.
So, because of the obvious work hindrances the the student did not complete the
workstation on that rotation day. The image features that the student completed sets of 1-5.
Upon my checking 6 and 10, the student was missing some number cards. Also, the fact that
the student began working backwards from 10 (though one can still count this way) was
counter to the sequential theme of the lesson.
Lesson 3: COUNT THE ROOM (Scanning & Organizing Strategy) work sample image is
a snap-shot from the re-engagement clip prior alterations being made. The sample shows the
student did not color all the images to match the set cards placed around the room, the student
did not correctly count/record all the sets in the 10 frames, and the student did not complete
2/10. 9 was written backwards and recorded as 8 in the 10 frame. What looks like a 6
represents 6, as it is recorded as 6 in the 10 frame. 6 is also recorded a second time, but the
numeral is written correctly. The issue may be in confusion with an overload of tasks to
complete. Also the student is still emerging in replicating numerals correctly, which is not a
shock at the beginning of kindergarten.
Lesson 4: NUMERAL-TO-SET (Scanning Strategy) work sample image is a snap-shot
from the re-engagement clip to or alterations being made. The sample featured many of the
same issues as lesson 3. It showed that the student did not complete the work. There were
images that did not have a numeral written, and the numerals the student did write were not the
correct numeral matching to set the image represented. The student only colored a few images.
It seems the student was confused and may have been overwhelmed with the task of matching
the images to the numerals, then coloring the images to match the set on the card.
Student 13
Student 13 was chosen for Task 4 based on 2 assessments: 1) Earlier in the semester
prior to this learning segment the student tested the Mid-Range on a Mathematics GLO
Assessment 2) Learning Segment Pre-Assessment results were Intermediate.
(See Task 4 - Part E - Student Mathematics Work Samples Pre-Assessment Results)
Pre-assessment Results show this student has a grasp of one-to-one correspondence.
The student is still developing in conservation of number; the student recounts each time, but
makes an observation No matter what there's 20 towards the end.
(See Task 4 - Part E - Student Mathematics Work Samples Workstation Results)
Lesson 1: ONE-TO-ONE W/ PLAYDOUGH Wild Things Teeth (Scanning Strategy)
work sample shows the student recording of set amounts are accurate. Her numerals however,
9 and 7 are backwards.
Lesson 2: NUMBER BOXES (Organizing Strategy) took the student very little time to
complete. The ease of the task was aided by the work space alteration. I believe the student's
counting skills and comprehension of sequence and numeral recognition are evident.
Lesson 3: COUNT THE ROOM (Scanning & Organizing Strategy) shows the students
colored the images to coincide with the set images, the numeral match the image and the 10

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Elementary Education - Mathematics


Task 4: Mathematics Assessment Commentary

frames, and the 10 frames were recorded accurately; the student filled left-to-right, 1st row, the
2nd row. The only error is in the student's numerals are backwards.
Lesson 4: NUMERAL-TO-SET (Scanning Strategy) shows the student again coincides
images with sets, coloring them correctly, and representation the correct numeral. Again some
of the student's numerals are backwards.
Student 15
Student 15 was chosen for Task 4 based on 2 assessments: 1) Earlier in the semester
prior to this learning segment the student tested the Highest on a Mathematics GLO
Assessment 2) Learning Segment Pre-Assessment results were Proficient.
(See Task 4 - Part E - Student Mathematics Work Samples Pre-Assessment Results)
Pre-assessment Results
results show this student has a grasp of one-to-one correspondence and conservation of
number; the student does not need to recount. The student needs a challenge.
(See Task 4 - Part E - Student Mathematics Work Samples Workstation Results)
Lesson 1: ONE-TO-ONE W/ PLAYDOUGH Wild Things Teeth (Scanning Strategy)
shows the student accurately counts and records the sets.
Lesson 2: NUMBER BOXES (Organizing Strategy) was completed by this student with
ease. Though there is a 1 missing for the set of 10, which we both missed during our work
check, the student's counting skills and comprehension of sequence and numeral recognition
are evident.
Lesson 3: COUNT THE ROOM (Scanning & Organizing Strategy) shows the student
coincided the images and sets, depicted the correct colors, and recorded the correct amount
within the 10 frame. The 10 frame with counters is typically meant to aide in a visual for quantity,
and divisions of 1s and 5s. However the fact that instead of counters the the student represents
the set with numerals I do not believe degrades the activity.
Lesson 4: NUMERAL-TO-SET (Scanning Strategy) shows the student did not coincide
with the original image colors. However this did not degrade the activity for this student in that
the images did coincided with the correct set and amount. The numerals are clearly a match to
the images. Though coloring the images the same color that the sets represent aids in visual
cues for some students, clearly this student does not need the the cues. ]
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.
[ All students will receive the same workstations lessons. Each workstation group is divided by
proficiency, in which differentiated approaches are used as the need is presented. Further
differentiation will occur for the 3 focus students w/ one-on-one pull out re-engagement lessons.
Student 1: Learning targets is One-to-one Correspondence: the student needs
instruction for this prerequisite concept using scanning, to move towards higher order concepts.
Student 13: Learning Target Conservation of Number: the student will receive practice
of some sets within 20 before possibly moving on to more and different sets within 20.
Student 15: Learning Target Conservation of Number: the student will student will
receive practice of some all sets within 20. ]
b. Describe the re-engagement lesson you designed to develop each focus students
mathematical knowledge in relation to the targeted learning objective/goal. Your
description should include

targeted learning objective/goal from prompt 3a

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Elementary Education - Mathematics


Task 4: Mathematics Assessment Commentary

state-adopted academic content standards and/or Common Core State Standards, if


applicable, 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)

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.
[ Re-engagement : The activities for student 13 and student 15 were initially planned as
extension activities for lesson 1, which were not done during the centers rotations.
Lesson 1: ONE-TO-ONE W/ PLAYDOUGH Wild Things Teeth
Student 1 Reapeat with Scanning & Organizing: Student pinch off play dough piece,
matching, and counting one-to-one. Student will repeat this with 2-3 sheets
Skill: Count to tell the number of objects.
Standard: CCSS.Math.Content.K.CC.B.4.a: When counting objects, say the number names
in the standard order, pairing each object with one and only one number name and each
number name with one and only one object.
Objective: 1) Student willcount sets of 1-10 2) Student will... demonstrate scanning
objects (touching and count aloud) 3) Student will...record how many
Student 13 Extension 1 How Many: After counting the sets and writing these amounts,
student will count for how many in the whole group. Student will repeat this with 2-3 sheets with
set arrangements that represent 20.
Skill: Count to tell the number of objects.
Standard: CCSS.Math.Content.K.CC.B.4.b: Understand that the last number name said tells
the number of objects counted. The number of objects is the same regardless of their
arrangement or the order in which they were counted.
Objective: 1) Students will...count (Scan) sets within 20 2) Student will...record how
many per set (2-3 sheets) 3) Student will...count (Scan) how many all together on each sheet.
Student 15 Extension 2 Different Sets Still Make 20: All the sheets represent 20 in different
set arrangements. The students count for sets to whole group for all sheets. The student will
then experiment w/ different sets to discover different set arrangements within 20.
Concept: Count to tell the number of objects.
Standard: CCSS.Math.Content.K.CC.B.5 Count to answer "how many?" questions about
as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things
in a scattered configuration; given a number from 1-20, count out that many objects.
Objective: 1) Student willcount (Scan) sets within 20 2) Student will...compare
different set representations of 20 3)Student will...experiment w/ representing 20 with different
sets 4) Student will...record how many all together on each sheet. ]
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? (Delete the choice that does not apply.)
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Elementary Education - Mathematics


Task 4: Mathematics Assessment Commentary

Written work samples in text files or


In video 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.

[
Student 1: The plan was to do the above mentioned lesson, however upon further
deliberation on the workstation learning segment lesson, I had to admit, I wasn't all the way
clear on the student's thinking or work process. We did a flow of the moment re-engagement.
This re-engagement time about 30 minutes of reviewing, and working through all of the work
station lessons, as he had not fully completed or demonstrated full comprehension on all of
them. I got a better concept that this student was still emerging with his numeral recognition,
though he can count numbers aloud correctly and sequentially. To help with this we used
pumpkins with the numerals 1-10. We aligned these like a 10 frame: row 1:1-5; row 2: 6-10.
Throughout the re-engagement the student would waiver between focus and checking his work,
and distractability, with need of refocusing. This is not out-of the ordinary for a kindergartener,
however I know that in class room with lots of distractions, he is more often unfocused than
focused. It helped that the re-engagement was one-on-one in a quiet room. I should have
catered even more so towards this student based on the VAK learning styles test results. This
emerging student would have gotten even more out of Kinesthetic-Visual lesson. I know I could
have better sustained his engagement. The lessons did include some Kinesthetic and Visual
aspects. For example the Number Boxes lesson had the visual aspect with the numeral and
quantity, and the student had to actively (kinesthetically) build the sets. I know the One-to-one
Wild Things re-egangement was lacking. It should have included manipualtives like the original
lesson did, but with numeral. Also with the scanning and organizing counting skills, I could have
introduced partitioning as well (picking up and putting the object in a separate area or container.
This would have given the student the Kinesthetic and Visual the student is receptive to.
Student 13: The student wonderfully explained how why 2 different set groups could
still have 20. When I initially probed this, she took some consideration. When I questioned her
explanation, to prove it, the student took more consideration. The response was that even
though 1 sheet had 3 heads, and the other sheet had 5 heads, the sheet with 3 heads each had
more teeth, than the 5 head sheet (which each had only 4 teeth). More of an Auditory-Visual
approach based on the VAK test I believe this would have better sustained her engagement and
possibly given her more to grasp for the challenge I orchestrated with counting and addition.
She demonstrated that she could count one-to-one, in sequence, a group of 20 items. She
however had to recount the same objects when they were re-arranged. This was a tricky topic,
and I could have presented it better. Her comprehension of conservation of number is still
growing.
Student 15: To my surprise the student had many bits of mathematical knowledge that
surpassed the re-engagement lesson. For example he was counting by 2s to check his
counting, and he discovered his own way to build a set of 20 with the unifix cubes. Though we
had specific goals planned for the re-engagement, I let go and watched him work (as I try to do
for most students), to observe and not interfere with their thought/work process. He had so
many notions and schema that he was a little all over the place, so I had to refocus and guide
him to using addition algorithms to represent the sets that equaled 20. ]

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Elementary Education - Mathematics


Task 4: Mathematics Assessment Commentary

Re-Engagement Assessment
(5 page max.)
Learning Segment Growth
MCCK.CC4a
Task 1 a): Each object
touched and counted
once

MCCK.CC4a
Task 1 b): The numbers
are said once, and in
conventional order

MCCK.CC4b
MCCK.CC4b
MCCK.CC4b
Task 2: No matter what Task 3: The arrangement Task 4: The last number
order or starting point, the doesnt affect the amount said tells the amount not
amount is not affected
the last item counted

20

Student # 1
21: recounted, skipped
when touch / counting

3: counted one set of 4

20

20: Still 20

3: counted each set of 4

20

20

Student # 13
20: recounted

20

20

20: Still 20

Pre 20

20

Student # 15
20

20

Post 20

20

20

20

20: skipped objects when


Pre touch / counting
Post 20: counted carefully

Pre

Post

Recounted with varying


results

20: counted each object in Recounted with consistent


each set "No matter what results
theres 20"
20: "No matter what they'll be Consistent results
20"
Consistent results

The following chart is created using the Kindergarten Common Core Standards Domain:
Counting and Cardinality. Within this domain the skills build-upon eachother; it helps to
comprehend some of one skill to successfully move on to another. Counting comprehension
requires comprehension of prerequisite skills of: one-to-one correspondence, classification,
conservation, seriation and set comparison (quality level attributes of objects; and quantity
general amounts in groups or sets).In order to move from Skill 1: Know number names and the
count sequence, the student must masters the standards for this skill to successfully
comprehend Skill 2: Count to tell the number of objects. In order to move from Skill 2: Count to
tell the number of objects, the student must masters the standards for this skill to successfully
comprehend Skill 3: Compare numbers.
The pre-assessment and learning segment was planned based on the assumption that
all the students comprehension ranged somewhere within Skill 2: Count to tell the number of
objects. According to the above commentary of the pre-assessment, learning segment, postassement, and especially prompt 4.) Analyzing Teaching, for the re-engagement, I have
acquired new understanding on the status of my 3 focus student's Foundational Mathematics
Skills in Counting. The chart will graphically organizes the 3 focus students skill sets.

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Elementary Education - Mathematics


Task 4: Mathematics Assessment Commentary

Student # 1

Student #2

Student #15

Skill Graduation
Skill 1: Know number names and the count
sequence.

No

Standards:

CCSS.Math.Content.K.CC.A.1
Count to 100 by ones and by tens.

CCSS.Math.Content.K.CC.A.2

No

Count forward beginning from a given number within the


known sequence (instead of having to begin at 1).

CCSS.Math.Content.K.CC.A.3

No

Write numbers from 0 to 20. Represent a number of


objects with a written numeral 0-20 (with 0 representing a
count of no objects).
Skill: Count to tell the number of objects.
Standards:

Intermediate

Proficient

Proficient

Proficient

Proficient

Proficient

Intermediate

Proficient

Proficient

No

Maybe

Yes

More of this!

CCSS.Math.Content.K.CC.B.4
Understand the relationship between numbers and
quantities; connect counting to cardinality.

CCSS.Math.Content.K.CC.B.4.a
When counting objects, say the number names in the
standard order, pairing each object with one and only one
number name and each number name with one and only
one object.

CCSS.Math.Content.K.CC.B.4.b
Understand that the last number name said tells the
number of objects counted. The number of objects is the
same regardless of their arrangement or the order in
which they were counted.

CCSS.Math.Content.K.CC.B.4.c
Understand that each successive number name refers to
a quantity that is one larger.

CCSS.Math.Content.K.CC.B.5
Count to answer "how many?" questions about as many
as 20 things arranged in a line, a rectangular array, or a
circle, or as many as 10 things in a scattered
configuration; given a number from 1-20, count out that
many objects

Based off information from:


Rubric Score

PostAssessment
Results

Observation
(Learning
Target)

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


10 of 10 | 8 pages maximum
All rights reserved.
V3_0914
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.

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