Elementary Education - Mathematics

Task 4: Mathematics Assessment Commentary

TASK 4: MATHEMATICS ASSESSMENT COMMENTARY

Respond to the prompts below (no more than 8 single-spaced pages, including prompts) by typing your responses within the
brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be
scored. Attach the assessment you used to evaluate student performance (no more than 5 additional pages) to the end of this
file. If you submit feedback as a video clip and your comments to focus students cannot be clearly heard, attach transcriptions of
your comments (no more than 2 additional pages) to the end of this file. These pages do not count toward your page total.

1. Analyzing Student LearningWhole Class

a. Identify the specific learning objectives and standards measured by the assessment you
chose for analysis.
[Students will be able to understand that equal dividends can be arranged into rectangular
arrays and can be used to find the sum.]
b. Provide a graphic (chart or table) or narrative that summarizes student learning for the
whole class. Be sure to summarize student learning for all evaluation criteria submitted
in Task 4, Part D.

[
Percentage Correct
10%
20%

Pre-Assessment

Post-Assessment

Only 20% of students

scored correctly.

30%
40%
50%
60%
70%

Only 70% of the

students scored
correctly.

80%
90%
100%
]
c. Using examples from the summary chart, discuss the patterns of learning across the
whole class relative to

conceptual understanding
procedural fluency
mathematical reasoning/problem-solving skills
[Only 2 students scored 100 on the Post-Assessment. Students understood the repeated
addition but they did not build their arrays correctly. Most of the students drew
pictures that were equivalent to the total amount of the array. Most of the students
completed picture graphs because of their prior knowledge. The answers were correct
but it wasnt an array with equal rows and columns. It is evidence that my kinesthetic
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Elementary Education - Mathematics

Task 4: Mathematics Assessment Commentary

learners did better with manipulatives. They knew the concept of equal rows and
columns but when it came time to apply the concept, something went wrong. Their
mathematical addition skills as it relates to repeated addition was strong. ]
2. Analyzing Student Learning3 Focus Students
From your analysis of whole class student learning, identify one area where students
struggled mathematically. Select 3 student work samples that represent the struggles in
this area. These students will be your focus students for this task. At least one of the
students must have specific learning needs, for example, a student with an IEP
(Individualized Education Program) or 504 plan, an English language learner, a struggling
reader, an underperforming student or a student with gaps in academic knowledge, and/or a
gifted student needing greater support or challenge.
a. In what form did you submit the work samples for the 3 focus students? (Delete the
choice that does not apply.)

Written work samples in text files

b. Analyze the 3 students work samples and describe the students struggle(s) as they
relate to the underlying mathematical understanding and/or concept. Cite specific
evidence from the work samples in relation to mathematical errors, confusions, and
partial understandings.
What do the 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 regrouping, meaning of subtraction, and/or subtraction as the
inverse of addition. The related mathematical understanding becomes the basis for the
targeted learning objective/goal for the students.
[Student#1-understands the concept of equal rows and columns but gets confused when it is
conveyed in a word problem form. We didnt complete any examples of word problems for
arrays but it would have been helpful. Student #1 does better with making arrays with graph
paper/boxes. Students#2 had a few issues with drawing arrays but did very well with repeated
addition. I dont know if he was rushing but he did not do well with shading in the array with the
graph. This should not have been complicated for him due to his previous work. While these
math concepts came quickly for some students, others needed some extra scaffolding and
support]
3. Developing Students Mathematical Understanding
a. 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.
o

[My targeted learning objective would be to help students with making or creating
arrays because it appears they dont have a problem with solving the equation.
The most logical solution is to work with them using manipulatives to create
arrays. ]

b. Describe the re-engagement lesson you designed to develop each focus students
mathematical knowledge in relation to the targeted learning objective/goal. Your
description should include

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Elementary Education - Mathematics

Task 4: Mathematics Assessment Commentary

targeted learning objective/goal from prompt 3a

state-adopted academic content standards and/or Common Core State Standards,
if applicable, that were the basis of the analysis

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

assessments for monitoring student learning during the lesson (e.g., pair share, use
of individual whiteboards, quick quiz)

Before responding to prompt 4 you will teach your re-engagement lesson. This lesson
may be taught with the 3 focus students one-on-one, in a small group, or with the whole
class.
[My targeted learning objective would be to help students with making or creating arrays
because it appears they dont have a problem with solving the equation. The most logical
solution is to work with them using manipulatives to create arrays. According to the common
core standards, students should be able to understand that equal dividends can be arranged
into rectangular arrays and can be used to find the sum. In order to achieve this, I taught a reengagement lesson using manipulatives. Students were able to demonstrate arrays by
arranging them in equal rows and columns by using connecting blocks. I will write the number of
rows and columns for them to demonstrate. I will monitor their understanding by letting them
demonstrate their array on the overhead projector. This was a whole group lesson. ]
4. Analyzing Teaching
Cite evidence from the 3 focus students work samples from the re-engagement lesson to
support your response to prompt 4b.
a. In what form did you submit the 3 students work samples from the re-engagement
lesson? (Delete the choice that does not apply.)

Written work samples in text files or

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Elementary Education - Mathematics

Task 4: Mathematics Assessment Commentary

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Elementary Education - Mathematics

Task 4: Mathematics Assessment Commentary

b. Analyze the effectiveness of the strategies you used during the re-engagement lesson to
develop students mathematical understanding in the identified area of struggle.
Consider the change in students mathematical understanding or misconception(s) in
relation to the identified area of struggle when describing the effectiveness of the reengagement lesson.
[My kinesthetic learners were able to successfully demonstrate rows and columns with the
manipulatives. I feel confident in how the lessons were taught, keeping into consideration of the
diverse learners. By using the manipulatives, it cleared up the area of confusion for most
students. They were able to clearly demonstrate the correct number of rows and columns. As
they were constructing the models on paper, I saw some careless mistakes. ]

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