Task 4
Mathematics
Boot Camp
Fall, 2015
Components of Task 4
Context for Learning

Choose a class and complete a Context for Learning
template for Mathematics.

Ask about student IEPs, speak with the Special Education
and Gifted teachers to find out specific accommodations
and modifications you should include on students. Include
the teaching assistant who works with a group, special
education teacher who comes in and works with students.

Describe required curricula, assignments, assessments that
are aligned to standards used for math. Any required text
or scripted program (Engage New York)

Explain how the math time frame is used.(ex.- 10 minutes
for review, 20 minutes for guided practice, 20 minutes for
individual practice. Some student are using the computer
on a bookmarked lesson and special education has a small
group working using manipulatives.

Identify any text and instructional program include title,
publisher, and date of publication.

List other resources used( electronic whiteboards,
manipulatives, graphic organizers, anchor charts,
workbooks, etc.

Students in class-identify grade level and number of
students and divided into number of males and
females.

Next part is the chart that summarizes the needed
supports, accommodations or modifications for your
students.

It is important that you identify students in any of the
groups listed on the form. Ask for help filling it out.

You will address each of these groups in your lesson
plans and in the commentary prompts. If you list the
students on this form you must address the students in
the commentaries. You CANNOT say you do not have
any students with learning needs. In every class there
will be students who learn differently than others.
Components of Task 4

Identify a learning segment and a central focus in math.
(You Cooperating teacher can teach the unit and you will
cite his/her lessons on the form Learning Segment
Overview).

Learning Segment Overview- briefly describe the lesson on
the template.

Identify a central focus along with the content standards
and objectives taught in the segment and assessed in the
task. The central focus should support students to develop
conceptual understanding, procedural fluency and
mathematical reasoning/problem solving.

Develop or adapt a formative assessment to deliver to the
whole class that allows students to demonstrate
conceptual understanding, computational/procedural fluency
and mathematical reasoning/problem-solving skills.You will
upload a blank copy of this assessment with your files.

Define the criteria you used to evaluate the assessment.

Conceptual understanding -comprehension of mathematical
concepts, operations, and relations, allows a student to apply
and possibly adapt some acquired mathematical ideas to new
situations. Example: the use of zeros with place value
problems is simple, but critical for understanding. "What is 20
+ 70?" A student who can effectively explain the mathematics
might say, "20 is 2 tens and 70 is 7 tens. So, 2 tens and 7 tens
is 9 tens. 9 tens is the same as 90.“

Procedural fluency-refers to knowledge of procedures,
knowledge of when and how to use them appropriately, and
skill in performing them flexibly, accurately, and efficiently.
Students must know when, as opposed to just how, to use a
procedure. And they must not only be able to perform
procedures accurately, but also flexibly and efficiently.
Example: performing basic computations with whole numbers
(6+7, 17–9, 8×4, and so on) without always having to refer to
tables or other aids.

Mathematical reasoning/problem solving- Mathematical
reasoning provides opportunities for students to develop and
express insights about the mathematical competencies that
they are developing. Problem solving allows students to draw
on the competencies that they are developing to engage in a
task for which the solution is not known.

Collect and analyze the assessment for the whole class.
Students MUST show their work.
(You will need to cite the scores based on the evaluation
criteria for all the students in the class.)

Select and submit the files of the three focus students
(remove student names, school, teacher’s name) that
demonstrate an area of struggle from your analysis and explain
the focus students’ errors or misunderstandings related to the struggle.

Identify a targeted learning goal based on the analysis of work samples.

Design a re-engagement lesson.

Teach the re-engagement lesson.

Collect and analyze the re-engagement work samples. Write comments
on the samples and save for documentation.

Evaluate the effectiveness of the re-engagement lesson.
Mathematics Assessment Commentary
1.
Analyzing Student Learning—
Whole Class, provide a graphic (chart or table) or narrative summary of
student learning. Discuss all parts of the evaluation criteria for the
assessment as it relates to the whole class. Use examples from summary
to discuss patterns of learning as it relates to conceptual understanding,
procedural fluency, and mathematics reasoning/problem solving.
2. Analyzing Student Learning—3 Focus Students.
Describe students’ struggles and cite specific examples from work
samples. What do the errors tell you about their understanding?
3. Developing Students’ Mathematical Understandinga. 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.
b. Describe the re-engagement lesson- Your description should include:
targeted learning objective/goal from prompt 3a, Math Content and
Practice Standards, 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 and assessments for monitoring student learning.
4. Analyzing Teaching- using the re-engagement lesson
Explain how the work samples are being submitted.
Describe effectiveness of the lesson the re-engagement.
Cite examples from the re-engagement work samples.
As you complete task 4, use the templates provided,
Type inside the [ ]. Use Arial 11.
Follow the specifications in the evidence chart.
Refer to rubrics to make sure your are providing the necessary information.
Have a peer review your work and ask for suggestions for improvement.
After you are satisfied with task 4 upload to TK20 to ensure that your files do not
have the RED LINE ERROR. If you do, fix the problem NOW. Do not wait until
Submission Day.

Files for Task 4
Context
for
Learning
(Part A)
Mathematical
Assessment
(Part C )
Evaluation
Criteria for
Math
Assessment
(Part D)
Learning
Segment
Overview
(Part B)
Student work
samples from reengagement
lesson
(Part F)
Assessment
Commentary
(Part G)
Student Work
samples from
Assessment for
Learning
Segment
(Part E)
Rubric 16

Covers prompt 1 and Summary of student learning.

Describe what students did correctly and what they did
wrong as it relates to conceptual understanding,
procedural fluency, and mathematical
reasoning/problem solving.

Check to see the narrative or graphic summary aligns
with your analysis.

Cite examples from the assessment that describes what
the students understand and what they struggled with
understanding.

Discuss how the math understanding and struggles
relate to each other.
Rubric 17

Covers prompts 2, 3, and the three work samples of the
focus students.

For each focus student, describe the student’s struggles
and misconceptions and cite examples as evidence.

Evidence is aligned with identified area of struggle you
identified as the area to reteach.

Connect area of struggle of the three focus students to
the mathematical concept.

Your analysis shows how the error is connected to the
area of struggle for each focus student.

Your analysis describes the relationship between the
concept and the area of struggle.
Rubric 18

Covers prompt 3 and 4 and three focus students’
re-engagement work samples.

Uses evidences from the work samples to explain how
the re-engagement lesson was or was not effective for
each focus student.

Cite specific examples to support your explanation.

Each student should be discussed separately on the
effectiveness of the re-engagement lesson as it relates
to mathematical understanding.

Compare and discuss the changes noted in each
student’s formative assessment and the assessment
after the re-engagement lesson.
QUESTIONS
????????

Refer to handbook

Ask peers

Email Mrs. Steed