PPAT ® Assessment
Library of Examples – Task 3
Example Task 3, Step 1, Textbox 3.1.1
Below are two examples of written responses to Textbox 3.1.1 as excerpted from the portfolios of two different
candidates. The candidate responses were not corrected or changed from what was submitted. One response was
scored at the Met/Exceeded Standards Level and the other response was scored at the Does Not Meet/ Partially
Met Standards Level. This information is being provided for illustrative purposes only. These excerpts are not
templates for candidates to use to guarantee a successful score. Rather, they are examples that candidates can
use for comparison purposes to see the kinds of evidence that they may need to add to their own work.
The work you submit as part of your response to each task must be yours and yours alone. Your written
commentaries, the student work and other artifacts you submit, and your video recordings must all feature
teaching that you did and work that you supervised.
Step 1: Planning the Lesson
Textbox 3.1.1: Standards and Learning Goals
Met/Exceeded Standards Level
A. While I will use both social learning theory and the theory of social constructivism, I will mostly use the
social learning theory to guide my planning. I will begin the lesson by modeling what I am teaching them,
both with the video and then my own example after the video. Students will watch how I use base 10
blocks to regroup 1 ten into 10 ones. I will also model how to transfer the base 10 pictorial models to the
algorithm to show their answer. Then I will use shared demonstration when I go over the Envisions guided
practice worksheet using the projector. I will be doing most of the work, but I will ask the students
questions and include them in helping me solve the problems. Then, when the students work together
with whiteboards they will partake in guided practice, where they are working more independently with
still a little guidance from me. Lastly, they will practice independently. This gradual release model focuses
on the students watching my examples and then slowly letting the students do more of the work.
B. The Texas Essential Knowledge and Skills (TEKS) that dictate that “students are expected to add up to fourdigit numbers and subtract two digit numbers using mental strategies and algorithms”. The National
Standard for Mathematics say that students are expected to understand numbers, ways of representing
numbers, relationships among numbers, and number systems. Therefore, my learning goal is that students
will become familiar with 2-digit minus 2-digit subtraction with regrouping. They will use base 10 block
models as well as the algorithm to subtract. This will shape my learning goals because I will introduce the
students to regrouping 2-digit numbers. They will get practice with it.
C. This lesson focuses on 2-digit subtraction with regrouping. Students have already worked with 2-digit
minus 1-digit subtraction with regrouping, so they are familiar with how to use base 10 models to show
regrouping and they know how to show their work on paper. They understand the concept of regrouping 1
ten to 10 ones and know to start subtracting with the ones and then moving to the tens. This is just taking
what they already know and transferring it to 2-digit minus 2-digit subtraction with regrouping.
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D. Students might still have difficulty knowing when/how to regroup. Although we have already spent about a
week just regrouping with 2-digit minus 1-digit, this concept is still tricky to some of them. Also, some of
them understand why they need to regroup when there is support from a teacher, but forget what to do
when they are sent off to work independently. This is something that I will constantly need to be reminding
them about. I will remind them to check to see which number is bigger, the top number or the bottom
number, and what to do if the bottom number is bigger. As they continue to practice this correctly, then
this will become more of a habit. I also anticipate that some students might forget to subtract the tens,
since when we were solving 2-digit minus 1-digit there was not anything in the tens place in the bottom
number. I don’t imagine that students will struggle with this for long; once they remember that they need
to subtract in the tens place a few times, they will remember every time after. So I will make a point in my
instruction to point out what I’m doing with the tens place and then if I see any students forgetting this
step, I will remind them.
Refer to the Task 3 Rubric for Textbox 3.1.1 and ask yourself:
What evidence does the candidate provide to show how the lesson plan has been guided by
• a learning theory/method
• state/national standards and learning goals
• related content that students have previously encountered
• ways to address the difficulties students may have with the learning
• Why is the analysis of standards and learning goals thorough?
Step 1: Planning the Assessment
Textbox 3.1.1: Selecting a Single Assessment
Did not Meet/Partially Met Standards Level
A. The learning theory I used to guide my planning was anchored instruction. This theory is use of technology
that is engaging. It is used to introduce topics and build upon them. I will use it because I will have the
game on the interactive whiteboard, which will keep students engaged. They will have fun therefore, they
will want to keep participating in the activity. When they are playing the game they will begin to
understand the concept earier. This theory is ideal for students with a variety of background knowledge.
My class has a wide range of knowledge so this works perfectly.
B. I included a variety of learning goals. They include students being able to define and give examples of
wants, goods, or services. Students being able to explain how wants are
satisfied and explain that all wants cannot be satisfied. The standards I used is CCSS.ELA-LITERACY.RL.K.7
With prompting and support, describe the relationship between illustrations and the story in which they
appear (e.g., what moment in a story an illustration depicts). They both help me to determine
an age appropriate culminating activity to engage students.
C. The content focus is wants. The previously encountered content is goods, and services.
D. Some students get confused with the differenvce between a good and a service. Therefore, I will ask
questions to help students understand that a service is provided by a person and a good is something that
can be touched. I will review these key concepts to avoid difficulty.
Library of Examples – Task 3
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Refer to the Task 3 Rubric for Textbox 3.1.1 and ask yourself:
What evidence does the candidate provide to show how the lesson plan has been guided by
• A learning theory/method
• State/national standards and learning goals
• Related content that students have previously encountered
• Ways to address the difficulties students may have with the learning
• Why is the analysis of standards and learning goals uneven?
Suggestions for Use
After writing your own rough draft response to the guiding prompts, ask the question, “Which parts of these
examples are closest to what I have written?” Then read the 4 levels of the matching rubric (labeled with the
textbox number) and decide which best matches your response. Use this information as you revise your own
written commentary.
Lastly, using your work and/or these examples as reference, consider what you believe would be appropriate
artifacts for this textbox.
Library of Examples – Task 3
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