Standard 6 - Edtpa Task 4

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 a student work sample as a video or audio clip and you or your
focus students cannot be clearly heard, attach a transcription of the inaudible 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 measured by the formative assessment you chose
for analysis.
[The learning objective that is measured by the chosen formative assessment is students being
able to partitioning circles and rectangles into two, three, or four equal shares and describing
the shares using the words halves, thirds, fourth, half of, a third of, and fourth of. ]
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.
[
The bar graph above is based on one of the formative assessments of the learning segment.
This graph illustrates the student learning of the whole class. Regarding the formative
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assessment, the horizontal axis shows what each of the four questions focused on. Each
column shows the percentage of students who got the question correct. In question # 1, 79% of
the whole class was able to correctly identify one-third of a square with 9 pieces. In question #2,
100% of the class was able to correctly color in one-half of a circle that had 12 pieces. In
questions #2b and #2c, 50% of the class was able to correctly color in one-fourth and one-third
of a circle that had 12 pieces]
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
[Conceptual understanding - After analyzing student data, it shows that students do not have
a strong conceptual understand of the mathematical concepts being taught in this learning
segment. Students are not able to apply their knowledge to new contexts. For example, most
students can identifying one-third of a square (question #1) but the majority of the students
cannot identify one-third of a circle (question #2b). Being unable to apply their knowledge in a
different context may be because they do not yet have a strong understanding of the concepts
being taught.
Procedural fluency - Based in the chart, the majority of the class has not yet developed
procedural fluency in regards to these math concepts. In question #1, 79% of the whole class
was able to applying their knowledge to correctly identify one-third of a square, however, they
were not able to apply the same knowledge to correctly identify one-third of a circle. Exactly half
of the class answered question #2b incorrectly. They were not able to transfer and apply their
knowledge to a different problem, which in this case was applying it to a different shape.
Mathematical reasoning/problem-solving skills - Based on the student data, I noticed there
is a lack of mathematical reasoning and problem solving skills across the majority of the class. I
noticed this pattern within questions #2b and #2c. Every students in this class is able to
correctly identify one-half but half of them lack the problem solving skills to reason that dividing
the one-half in two will result in one-fourth of the shape. This is evident in that only 50% of the
students correctly answered questions #2b.]
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 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.
[n analyzing student work, I noticed that Student 1 and 2 struggling in identifying
one-fourth and one-third of a circle. Question #2b asked students to identifying one-fourth of a
12 piece circle. Both students colored in 4 pieces which actually illustrates one-third. Question
#2c asked students to identify one-third of a 12 piece circle. Student 1 and 2 both colored in 3
pieces which actually identifies one-fourth. Both students confused the terms one-fourth and
one-third. These errors convey confusions in the underlying mathematical understanding that
the term one-fourth ask for the total amount of pieces to be put into 4 equal groups and that
one-third ask for the total amount of pieces to be put into 3 equal groups.
Student 3 correctly identified one-fourth of the 12 piece circle correctly but struggled in
identifying one-third of the circle. Student 3 shaded in 3 pieces to show one-fourth and colored
in the same amount to show one-third. This errors conveys that the student does not
understand what the term one-third is asking for. Student 3 has the same error in their
underlying mathematical understanding as Student 1 and 2.]
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.
[ ]
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.
[Based on my analysis of the focus students work samples and their area of struggle, the
targeted learning objective is for students to successfully partition amounts into three and four
equal shares using the academic vocabulary one-thirds and one-fourths. ]
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
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)
[Targeted learning objective/goal - Students will successfully partition given amounts and
shapes into three and four equal shares using the academic vocabulary one-third and
one-fourth.
State-adopted academic content standards - CCSS.MATH.CONTENT.2.G.A.3 Partition
circles and rectangles into two, three, or four equal shares, describe the shares using the words
halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four
fourths. Recognize that equal shares of identical wholes need not have the same shape.
Strategies and learning tasks to re-engage students - In the beginning of the re-engagement
lesson, the whole class will be solving example problems together. I will show that I have 18
cube manipulatives. Then I will call on 3 volunteers to stand in front of the class. I will ask the
class how could we equally share the 18 cubes among the three students, or put them into 3
equal groups. The class will solve the problem together, discuss, and then repeat the process
with 12 cubes. The process will be repeated with 12 cubes being put into 4 equal groups, so 4
student volunteers will stand in front of the class. I will ask the class how could we evenly share
12 cubes among 4 students. Next, the class will repeat the process using 20 cubes and sharing
among 4 students. I will lead a discussion about how we could use finding one-half first to help
us find one-fourth (dividing each one-half into two parts to find one-fourth of the amount).
Next, the students will be put into pairs. Each pair will be given two half sheets of
paper and 25 cube manipulatives. One half sheet of paper will be folded in thirds to show three
parts and the other will be folded in fourths to show four parts. These one-third and one-fourth
mats will assist the students throughout the activity. With the students in pairs, I will ask them to
put the 25 cubes into four equal groups using the one-fourth mat. The pairs will work together,
discuss, and then will be called on to share with the class their answer and how they solved it.
They will use the one-fourth mat to do the same process with 12 cubes and 8 cubes. I will ask
the students to switch their mats to the one-third mat. I will ask the paris to count out 21 cubes
and to use their one-third mat to put these cubes into three equal groups. This process will be
repeated with 18 cubes and 9 cubes. At the end of the lesson, students will be given a
summative assess. This is a worksheet that ask students to identify one-third and one-fourth of
given amounts and of circles with different amounts of pieces. This assessment is done
individually.
Representations and other instructional resources/materials used to re-engage students
in learning - Materials used to re-engage students in learning are block manipulatives,
one-fourth mats, and one-third mats.
Assessments for monitoring student learning during the lesson - Pair Shares will be used
throughout the re-engagement lesson. Students will be working in pairs to solve the given
problems. When solving the problems, they will collaborate, discuss, and then have the
opportunity to share with the whole group. Their verbal answers when sharing will be formative
assessment to monitor student learning throughout the lesson.
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 3 students work samples form the re-engagement lesson are submitted as 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.
[The strategies I used in the re-engagement lesson were partially effective in developing
students mathematical understanding in the identified area of struggle. The area of struggle that
I identified was errors in the students understanding that the term one-fourth ask for the total
amount of pieces to be put into 4 equal groups and that one-third ask for the total amount of
pieces to be put into 3 equal groups.
The summative assessment of the re-engagement lesson included 4 questions that
asked the students to identify one-fourth of given amounts and of circles with different amounts
of pieces. Student 1 correctly answered only one of the 4 questions. Student 2 and 3 correctly
answered 3 of these 4 questions. The assessment also included 4 questions that asked
students to identify one-third of given amounts and of circles with different amounts of pieces.
All of the focus student answered each of these 4 questions correctly.
Based on the student data from the re-engagement lesson assessment, the strategies I
used throughout the lesson were successful in regards to improving the students mathematical
understanding of one-thirds. In the formative assessment (used to to create the student learning
bar graph), all of the focus students incorrectly answered each question in which they needed to
identify one-third of a circle. In the re-engagement assessment, they were all able to correctly
identify one-thirds of various amounts in different contexts.
The strategies I used were not as successful in improving the students mathematical
understanding of identifying one-fourth. In the formative assessment, Student 1 and Student 2
incorrectly answered all of the questions regarding identifying one-fourth of a circle and they
continued to incorrectly answer this type of question in the re-engagement assessment. Student
3 correctly answered this type of question in the formative assessment but in the
re-engagement assessment correctly answer 3 out of the 4 questions. In a future lesson, I
would need to review how to identify one-fourth of a given amount in different contexts.]
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.
[ ]
Below is a blank copy of the assessment from the re-engagement lesson.

Standard 6 - Edtpa Task 4

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Elementary Education - Mathematics

Task 4: Mathematics Assessment Commentary

TASK 4: MATHEMATICS ASSESSMENT COMMENTARY

Below is a blank copy of the assessment from the re-engagement lesson.

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