Task 4 Project Directions

Ashley Hinton
Part I: Overview
Elementary Mathematics Context for Learning Information Use the Context for
Learning Information to supply information about your school/classroom context.
About the School Where You Are Teaching
1. In what type of school do you teach? Suburban
2. List any special features of your school or classroom setting:
A special feature at my school is that the students in 2 nd grade switch
classes based on their reading ability and mathematical ability. The students
reading below average, average, or above average reading standards will be
placed in a different classroom during reading time everyday. The same concept
is based on math too. The school also features a special education room for
students with disabilities and certain needs.
3. Describe any district, school, or cooperating teacher requirements
or expectations that might affect your planning or delivery of instruction,
such as required curricula, pacing plan, use of specific instructional
strategies, or standardized tests.
There are standardized test taking at the school and the teachers are
pushing for their students to do well on them. Many of my personal lesson plans
will be toward the State Standards as well as towards the standardized tests to
meet the teachers expectations.
About the Class Featured in this Learning Segment
1. How much time is devoted each day to mathematics
instruction in your classroom?
45 minutes is devoted in the morning and 1 hour is devoted to
math in the afternoon.
2. Is theyre any ability grouping or tracking in mathematics? If
so, please describe how it affects your class.
Yes, there is grouping and tracking in the class. The teacher
groups students based off of their ability in math. This affects the
class because it helps the students to work with other students
that are on the same level as they are in math.
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 primary textbook for math is called, Investigations in Number,
Data, and Space, 2e. The authors name is Pearson Scott
Foresman and the publication is Scott Foresman & Company.
4. List other resources (e.g., electronic whiteboard, manipulatives,
online resources) you use for mathematics instruction in this class.
There is a whiteboard, smart board, and unifix cubes to use to help
students in their progression of math. The Internet is also available to the teacher
if he or she needs to look something up or show the students something

involving math.
About the Students in the Class Featured in this Learning Segment
1. Grade-level(s): 2nd
2. Number of students in the class: males: 9 females: 12 Total: 21
3. Identify the Common Core Standard/central focus for the whole class
lesson.
Students will be learning how to subtract and add multi step 3 digit word
problems. Students will write out how they found their answer in word form,
which promotes reasoning, students will write out their equation in number form,
which will promote procedural fluency, and lastly students will draw the problem
out using the blocks method but in written form, which promotes conceptual
understanding.
State your CCSSM and central focus (objective) below:
Objective: Students will use addition and subtraction in word problems by using
the numbers within 100.

CCSSM: 2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problem
involving situations of adding to, taking from, putting together, taking apart, and comparing, with
unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown nu
to represent the problem.
4. Explain your formative evaluation criteria for the lesson.
Make sure you explain how this assessment reflects
understandings outlined in the central focus. Criteria set for
mastery should be clear. Formative assessments should
assess the whole class or the whole group you are teaching.
It should reflect the work of the individual. It should reflect
conceptual AND procedural understanding and
reasoning/problem solving). It is a good idea to use a rubric
that DESCRIBES LEVELS of progress.
No Understanding

Partial Understanding

Full Und

Conceptual

The students drawings do

not show the problems and
answers. (0 points)

The students drawings

show the correct operation
for subtraction and addition.
(1-2 points)

Drawings sh
addition and
problem.
(3 points)

Conceptual

The students equations do

not involve the correct
operation.
(0 points)

The students equation

written uses the correct
operation for subtraction and
addition. (1-2 points)

The student
written show
operations fo
subtraction.
(3 points)

Procedural

The students addition and

subtraction equations were
not solved correctly or
solved at all.
(0 points)

The students addition or

subtraction equation was
solved correctly.
(1-2 points)

The student
subtraction e
solved corre
(3 points)

Reasoning

The student cannot support

the drawing with correct
reasoning and does not
refer to either of the given
word problems or the
appropriate operations. (0
points)

The student attempts to

support his or her drawing
with an appropriate
reasoning, but either does
not refer to the given word
problems or the appropriate
operations.
(1-2 points)

The student
her drawing
appropriate
referring to t
problem and
operations.
(3 points)

PART 2: Mathematics Assessment Commentary (p 44-45 Handbook)

1. Analyzing Student Learning-Whole class
Identify the specific learning objectives measured by the formative
assessment you chose for analysis.
The assessment I chose shows students ability to read and understand
word problems by setting up equations, writing out their answers in picture form,
as well as explaining their answers in word form all using numbers within 100.
Provide a graphic table and narrative that summarizes student
learning for the whole class. Make sure you discuss conceptual learning
AND procedural learning AND reasoning using the data from your rubric.
Student
Number

Conceptual
Understandin
g
Rubric score

Procedural
Understandin
g
Rubric Score

Reasoning
Understandin
g
Rubric Score

Notes on partial understandings, errors, and

Misconceptions.

6 points

Didnt want to draw or write.

3 points

Didnt have time to finish.

3 points

1 point

1 point

Didnt do all the problems and steps.

6 point

Didnt answer the questions/was late to class.

3 points

3 points

2 points

Forgot to do reasoning on 1 question.

6 points

Didnt follow directions.

3 points

2 points

Forgot to write out reasoning.

6 points

Didnt follow all of the directions.

6 points

3 points

Forgot to write reasoning.

10

6 points

3 points

Didnt write out reasoning.

11

6 points

3 points

Did a great job.

12

1 points

1 points

Didnt write out reasoning.

13

6 points

3 points

Didnt write out reasoning.

14

6 points

Didnt follow directions.

15

3 points

Didnt follow directions.

16

6 points

3 points

Did a great job.

17

6 points

3 points

Didnt write out reasoning.

18

3 points

1 points

Forgot to write out reasoning.

20

6 points

2 points

Forgot to write out reasoning.

21

3 points

2 points

0
Forgot to write out reasoning.

Quantitative and Qualitative: The quantity of students did very well with the
conceptual understanding. The students wrote out the problem and got most of
the answers correct. The struggle for the students was the reasoning section.
Students had a very hard time explaining how they go their answers. The
qualitative part of the errors that were missed was the students were not
explaining their answers at all. The students were so use to writing out an
equation for a word problem that they forgot to go back and finish the problem of
explaining their answers.
C. Discussion of whole class performance: Based on all your assessments,
identify levels of differences in performance of your class related to conceptual
understanding and procedural fluency. You must connect patterns of learning
and describe any relationships you see between these patterns of learning.
What do your students know? What are the class strengths? What do
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 trading, meaning of subtraction,
and/or subtraction as the inverse of addition. ) Try to connect the students
struggles to levels of mathematical understandings. Identify any patterns of
misconceptions if found. See EdTPA project for guidelines on this section
(Rubric 16) this discussion is likely a 2-3 pages, single spaced. (See rubric 16
Handbook page 47 AND directions edTPA handbook pages 44-45.)

Discussion of Whole Class Performance

Many of my students did a great job at procedural understanding and example
for the first problem given was, If John has $80.00 dollars in his saving account
and he makes $14.00 by cutting the grass. Then he gives Michael $23.00 to buy
a t-shirt. How much money will he have left in his bank account? Explain in word
form and draw a picture using the unifix cubes. As well as explain how you know
your answer is right.
Many of the students did a great job at putting the numbers in the correct
equation showing they knew procedural understanding. Students separated
80+14= 94 then they subtracted 94-23= 71. Some students didnt break the
problem up and wrote 80+14-23= and had a difficult time figuring out the answer.
Doing this procedure the students took a longer time in finishing the assessment.
Many of the students drew out bars, which represented 10. The students drew
8, 10s lines and began adding and taking away from the 10s lines by crossing
out and drawing more or turning them into 1s cubes. This procedure showed the
students new conceptual understanding of the problem. For reasoning
understanding almost all of the students did not write anything. Most of the
students in this class did not understand how to explain how they got their
answer.
For the next problem, If Mrs. Story makes 35 bags of candy to bring to school
one day and gives away 12 bags to her students but forgets that she left 10 bags
of candy at home, how many bags of candy will Mrs. Story have once she gives
them to her students and realizes that she forgot 10 bags at home? Explain your
answer in word form and draw a picture using the unifix cubes. As well as explain
how you know your answer is right.
Many of the students wrote out 35-12=23 and then 23-10=13. Other students
wrote out 35-12-10, which took them a long time to figure out the answer as well
as get the correct answer. A few of the students got confused and wrote 3512+10 or 35-12=23+10=33. I believe some of the students did this because they
were confused with the problem, did not read the whole problem, or just thought
that since the first problem was subtraction then addition, then that meant the
second problem would be subtraction and addition as well.
The students also drew out the 10s line, which represented conceptual
understanding. The students drew out 3 10s lines and 5 cubes then subtracted 2
10s lines and 2 cubes and then subtracted 1 more 10s line. The students did a
great job at showing conceptual understanding on this problem. To show
reasoning understanding none of the students wrote down any explanation of the

problems, I am guessing this is because the students were still confused at how
to even explain their answers in words.
The third and final problem was, If Lisa builds 42 sandcastles at the beach
and Jill builds 31 sand castles at the beach but Todd kicks 23 of their sand
castles over how many sand castles will Lisa and Jill have at the beach
altogether? Explain your answer in word form and draw a picture using the unifix
cubes. As well as explain how you know your answer is right.
For this problem some of the students didnt finish or do the problem. I believe
this was because the students took to much time trying to figure out the right way
to write the equation out in the 2 problems before. Many of the students wrote the
problem out as 42+31-23= 50 or 42+31= 73-23= 50. Most students did well with
this problem by showing their procedural understanding but others still had a
difficult time showing their reasoning understanding. I believe this to be true
because students did not fully grasp during the lesson how to explain their
answers, students only knew how to set up an equation.
The students did a great job at showing conceptual understanding by drawing
out their 10s lines and cubes. The students drew out 4 10s lines and 2 cubes
then drew 3 10s lines and 1 cube lastly students marked out 2 10s lines and 3
cubes which made 50 10s lines left. Some of the students in the 3 assessment
questions tried to go to fast and would forget a step. For example many students
in question 3 wrote out 42+31=73 and circled 73 as their answer but then forgot
to finish the problem to show procedural understanding. The students would still
correctly write out using the 10s and cubes showing conceptual understanding
but wouldnt go back and make sure the answers matched up. I also gave the
students 2 extra credit problems to do just in case some students finished before
other students.
The equations were not for a grade just for early finishers. Id have to say
the class strengths were definitely conceptual and procedural because most
students got these two types of understandings correct, but as for reasoning the
students really need to work on explaining why and how they received their
answers. The truth of the matter is that these students do not really truly know
what subtraction and addition is. I dont believe that these students know the
ones, tens, and hundreds sections when subtracting problems. The students only
really know how to look for key words in the word problem and then set up their
answers.
Many of the students finished their work when everyone else did but
others also had a difficult time reading the word problem. The level fluency of
their reading and comprehending was low. I remember one child asking me to
read to them the word problem and to then tell them how to set up the problem. I
told the student I could read the problem but could not set up the equation for
them. Many of the students were getting frustrated because they were having a
more difficult time with fluency then the other students were.
The pattern of the students struggle was the reasoning section as well as
the reading and comprehending of the word problem. Although students
struggled with the reasoning I still encouraged the students to do their best and
try as hard as they could when explaining their answers. I knew many students

didnt enjoy taking this assessment because they already had a difficult time in
Math writing out problems and equations and having 3 word problems to do
stressed them out.
Even though many students struggled with getting the assessment done
they all still did a great job at staying quiet and working diligently. The
assessments proved that reasoning needs to be taught more in the classroom to
the students and that there should be more assessments on reasoning
understanding.
2. Analyzing Student Learning 1 focus student (pg. 45 Handbook and rubric
page 48)
NOTE: We choose one student. During ST you choose three
students.
a) In what form did you submit the work sample? (Written)
b) Examine his/her work through these lessons. For this student,
explain mathematical understandings, errors, patterns in errors,
misconceptions, etc that affected his/her performance on
assessments. Try to connect students struggles to levels of
understanding of the mathematical concepts and any possible
misconceptions the student has that is evident in the work sample.
The struggle the student had was procedural, conceptual, and
reasoning strategy. The student had a hard time setting up the equation,
explaining the answer, and showing how to get the answer. It seemed as if
the student knew how to subtract using an equation but was still confused
on how to set up the equation. Student had no evidence of conceptual or
procedural ability with the assessment given. An example the student had
with conceptual understanding was the fist problem the student attempted
did not have any clear representation of the word problem. The student
had a difficult time writing down the equation for the word problem in
number 1 the student wrote 80-14-23 and the problem should be 80+1423=. For reasoning strategy the student had a pattern of not showing any
understanding of how to explain the answer from the word problem.
Math Assessment Blank Version
NAME: ______________________________
Math Assessment

1.
If John has $80.00 dollars in his saving account
and he makes $14.00 by cutting the grass. Then he
gives Michael $23.00 to buy a t-shirt. How much

money will he have left in his bank account? Explain

in word form and draw a picture using the unifix
cubes. As well as explain how you know your answer
is right.

2.

If Mrs. Story makes 35 bags of candy to bring to

school one day and gives away 12 bags to her
students but forgets that she left 10 bags of candy at
home, how many bags of candy will Mrs. Story have
once she gives them to her students and realizes
that she forgot 10 bags at home? Explain your
answer in word form and draw a picture using the
unifix cubes. As well as explain how you know your
answer is right.

3.
If Lisa builds 42 sandcastles at the beach and Jill
builds 31 sand castles at the beach but Todd kicks 23
of their sand castles over how many sand castles will
Lisa and Jill have at the beach altogether? Explain
your answer in word form and draw a picture using
the unifix cubes. As well as explain how you know
your answer is right.

Extra Credit:
38+42= ____________ +20
89+___________ = 45+ 65

Math Assessment 1 by the student. (2 pages)

3. Developing Students Mathematics Understandings

a. Write a targeted learning objective for the focus student based on 2b.
Include state adopted content standard that were the basis of the
analysis.
2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word
problems involving situations of adding to, taking from, putting together, taking
apart, and comparing, with unknowns in all positions, e.g., by using drawings and
equations with a symbol for the unknown number to represent the problem.
The objective is to prove that the students understand conceptual, procedural,
and reasoning understanding in a word problem that consist of adding and
subtracting within 100 to solve two step word problems.

b. Describe your re-engagement lesson.

Include the targeted learning objective.
Include strategies and learning tasks to re-engage students (including
what you and the student were doing and how you intent for this to
remediate the problem).
List any instructional resources used
Discuss how you will assess this re-engagement lesson.
Explain how you will assess to monitor student learning DURING the
lesson (white boards, pair share, etc).
The objective is to prove that the students understand conceptual, procedural,
and reasoning understanding in a word problem that consist of adding and
subtracting within 100 to solve two step word problems. The student and I sat
beside one another as I went over 2 word problems similar to the assessment.
The word problems were on a piece of paper. I explained the first word problem
and how to prove the knowledge of procedural, conceptual, and reasoning
understanding. The student had a very difficult time with understanding what
reasoning was and how to explain how they got their answer. It finally clicked
with the student and the student did a great job at understanding how to explain
their answer. I will assess the re-engagement lesson by giving the student the
same assessment that was given first. I believe this is a great way to see if the
student really understands the lesson just as the other students did. I will assess
the student by allowing the student to sit at a back table by themselves to re-take
the math assessment.

4. Analyzing Teaching (edTPA handbook page 46 and rubric page 48)

a) In what form did you submit the work sample to assess the
effectiveness of the reengagement lesson?
I gave the work sample to the student in written form. It was the same
assessment as the first assessment the student took.
b) Describe the effectiveness of the strategies you used during the reengagement lesson to develop students mathematical
understanding in the identified area of struggle. Use evidence in the
work sample to support your discussion. Reassess the students
mathematical understanding or misconceptions based on your
evidence and discuss next steps for this student. Remember to refer
back to what you wrote in 2b and specifically address learning in
these areas. (Rubric 18 pg. 49 EdTPA Handbook)
The student did a great job on the final assessment. The strategies I used
with giving the same assessment as well as going over two problems
before hand with the student really helped the student in both conceptual,
procedural, and reasoning strategies. The student did everything correctly
except the student did not explain the final answer in question 2. The next
step for this student is to continue to go over the reasoning strategy the
student really seems to understand conceptual and procedural but can be
confused with reasoning. The student need to learn to always explain their
answer and the reason for why they got the answer they did.

Math Assessment 2 by the student. (2 pages)