Task 1a
Task 1a
2. Is there any ability grouping or tracking in mathematics? If so, please describe how it affects
your class.
[The students are divided by their grade. The teacher works with each grade
individually. If there is a project that grades could combine on the teacher will let the students
work together. The students are use to doing their own work and moving on to the next lesson
when they are completed.]
3. Identify any textbook or instructional program you primarily use for mathematics instruction.
If a textbook, please provide the title, publisher, and date of publication.
[The teacher uses Saxon Math books for the students math. The six grader uses the
math book: Hake, Stephen. Saxon Math Course 1. Orlando, FL: Saxon, 2007. The seventh
grader uses the math book: Hake, Stephen. Saxon Math Course 2. Orlando, FL: Saxon,
2007. The eighth graders use the math book: Hake, Stephen. Saxon math Course 3.
Orlando, FL: Saxon, 2007. ]
4. List other resources (e.g., electronic whiteboard, manipulatives, online resources) you use
for mathematics instruction in this class.
[There is a white marker board that I am able to use. I have computers at the back of
the room enough for each student so the students would be able to practice math online.
There are calculators, rulers, and small white marker boards for each individual student to
practice their math. Each student has a math journal that they will be writing the notes and
assessments in. The teacher has different objects in the classroom for the students to use
for counting or other activities in their math class. ]
Number of
Students
2
Supports, Accommodations,
Modifications, Pertinent IEP Goals
Close monitoring, graph paper for 3-digit
numbers
N/A
N/A
N/A
Number of
Students
5
Supports, Accommodations,
Modifications
Provide oral explanations for directions
and simplified text for word problems
There will be a journal for the student to
write all the procedures down that are
being taught. The teacher will wait until
the student has completely written
everything down before erasing. This way
the student will be able to look back and
understand the procedure of solving the
equation. The teacher will write all
procedures steps on the board or hand
out a typed version. There will be
mathematical problems that will be done
multiple times.
The student will speed through the work
and not try to remember what the process
is. There will be times where the student
will need to complete a problem and write
the description of what was done to solve
the problem. The students will have to
continually write about what they have
observed/solved for a timed portion of the
lesson. This will cause the student to
think about what the problem means and
retain some of the process of solving it.
I will be using fifth grade CCSS to teach
them the process of solving fractions.
They will then proceed to create their own
problems and real-life mathematical
problems. They will have the chance to
ask a group member or the teacher if a
concept is still unclear. They will be
describing what they are doing and why
when performing the fraction problems.
Speed working
(This student gets most of
the work right but speeds
through it and does not try to
remember the process for
the next day)
****The 7th grader was sick all the days the edTPA lessons were taught. Because I
needed 4 students I brought a 4th grader up to learn the lessons with the other
students. The school is a one-teacher school and I knew what the students prior
knowledge consisted of. I went to the student right after explaining the lesson and
work with him one-on-one.****