Mathematics Assessment Task 4 Part B Math Learning Segment Overview

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Western Governors University *

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C109

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Mathematics

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May 31, 2024

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Elementary Education: Literacy with Mathematics Task 4 Task 4: Mathematics Learning Segment Overview Copyright © 2018 Board of Trustees of the Leland Stanford Junior University. 1 of 2 | 2 pages maximum All rights reserved. V07.1 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement. Learning Segment Overview Directions: Briefly describe the instruction preceding the assessment by typing within the brackets in each section of the chart below ( no more than 2 single-spaced pages ). Do not delete or alter the chart; both the chart and your description are included in the total page count allowed. Refer to the evidence chart in the handbook to ensure that this document complies with all format specifications. Pages exceeding the maximum will not be scored. Central Focus: [ Conceptual understanding and procedural fluency in comparing by <, >, and =; mathematical reasoning in placing fractions in ascending order on a number line; and procedural fluency in utilizing a number line to order fractions from least to greatest; recognize equivalence in benchmark fractions to a number line landmark. ] State-Adopted Content Standards [ NY-4.NF. 2 Compare two fractions with different numerators and denominators. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions. ] Learning Objectives Instructional Strategies and Learning Tasks Formative and Summative Assessments Lesson 1 [Students will be able to find equivalent fractions and explain how they are equivalent. Students will be able to share ideas about comparing fractions using domain-specific vocabulary words.] [Review of vocabulary words: numerator, denominator, proper fraction, mixed number fraction, fraction greater than 1, equivalent, greater than, less than, equal to, number line landmarks. Essential Question: How can I use benchmark fractions, logic/reasoning skills, and drawing models to compare fractions? Teacher models using direct “I Do” instruction. Students engage in guided “We Do” practice. Students work independently or in small groups.] [Student active participation during “We Do” practice. Turn-and-Talk sharing ideas. Share and show work on C-F-U question. Students’ Fist-to-Five check-in response. Exit Ticket. Homework: Complete If/Then chart - Ideas About Fractions Six- problem comparing fraction worksheet with one written sentence to explain mathematical reasoning.] Lesson 2 [Students will be able to compare pairs of fractions using what they know about fraction equivalences and relationships of fractions to the 0, ½, and 1 landmarks. [Essential Questions: How can I compare fractions and relate the fraction to a ½? Teacher activates prior knowledge with ‘Think Aloud’ question of fractions equal to 1 whole, greater than 1 whole, equal to ½, and less than ½. Teacher models using direct “I Do” instruction. [Students’ Think-Pair- Share responses. Share and show logic and reasoning (without drawing a model) classwork. Share and show model representation drawings for self-check. Students’ Fist-to-Five check-in response.
Elementary Education: Literacy with Mathematics Task 4 Task 4: Mathematics Learning Segment Overview Copyright © 2018 Board of Trustees of the Leland Stanford Junior University. 2 of 2 | 2 pages maximum All rights reserved. V07.1 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement. Students will be able to share ideas about comparing fractions using domain-specific vocabulary words.] Students engage in “We Do” guided practice. Students work independently and in small groups.] Exit Ticket Homework: Which is Greater? ten-question worksheet and two cumulative review word problems.] Lesson 3 [Students will be able to compare pairs of fractions to determine which is greater. Students will order fractions on a number line by identifying equivalent fractions and making comparisons to landmarks such as ½, and 1. Students will be able to discuss procedures for fraction comparisons and ordering.] [Essential Question: How can I order fractions on a number line by thinking of benchmarks? Teacher activates prior knowledge with ‘think aloud’ activity charting fraction equal to 1 whole, greater than 1 whole, equal to ½, and less than ½. Teacher models using direct instruction for determining fraction placement in relation to benchmarks on a number line. Students engage in guided practice comparing fractions to landmarks 0, ½, 1, and 2. Students work independently and in small groups.] [Students participate in ‘think aloud’ activity providing fractions that relate to benchmarks and reasoning. Students use logic and reasoning to draw model representations and place fractions on a number line. Students share and show model representations of fractions equivalence to benchmarks on a number line. Students provide Fist-to-Five self-check-in response. Exit Ticket: Students order a set of 3 fractions from least to greatest on a number line and show work with models.] Lesson 4 (Optional) [ ] [ ] [ ] Lesson 5 (Optional) [ ] [ ] [ ]
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