Edtpa Elm Assessment Commentary

Elementary Mathematics
Task 3: Assessment Commentary
TASK 3: ASSESSMENT COMMENTARY

Respond to the prompts below (no more than 10 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 or audio 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 Learning
a. Identify the specific learning objectives measured by the assessment you chose for
analysis.
[In the formal assessment 3.1 and 3.2, it provided the students with the chance to demonstrate
and assess their abilities to answer the question how many?, represent and solve addition
problems with objects and decomposing numbers within 10. Both formal assessments
evaluated the student's mastery of the learning tasks and objective; which was, The students
will use a given number to fill in a ten-frame, as well as, identify how many more cubes or
objects are needed to fill the ten-frame (make 10) and create a number bond from their tenframe. As well as, the Common Core State Standards (CCSS) K.CC.B.5 Count to answer "how
many?" questions about as many as 20 things arranged in a line, a rectangular array, or a
circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out
that many objects. CCSS.K.OA.A.1 Represent addition and subtraction with objects, fingers,
mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations,
expressions, or equations. CCSS.K.OA.A.2 Solve addition and subtraction word problems, and
add and subtract within 10, e.g., by using objects or drawings to represent the problem.
CCSS.K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way,
e.g., by using objects or drawings, and record each decomposition by a drawing or equation
(e.g., 5 = 2 + 3 and 5 = 4 + 1). Formal assessment 3.1 specifically assessed and evaluated the
students on the second part of the learning task and objective (identify how many more cubes or
objects are needed to fill the ten-frame (make 10) and create a number bond from their tenframe) and focused mainly on CCSS.K.CC.B.5 and CCSS.K.OA.A.3. Formal assessment 3.2
evaluated the students using six questions all structured the same, but using different numbers.
This was to insure familiarity with the ten-frames, but also to ensure the students could perform
the task. This assessment evaluated the students on their ability to, use a given number to fill in
a ten-frame and identify how many more cubes or objects are needed to fill the ten-frame (make
10), which is the beginning of the learning task and objective and CCSS.K.CC.B.5,
CCSS.K.OA.A.1, CCSS.K.OA.A.2 and CCSS.K.OA.A.3. Formal assessment 3.2 also evaluates
the students on CCSS.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects
with a written numeral 0-20 (with 0 representing a count of no objects).]
b. Provide a graphic (table or chart) or narrative that summarizes student learning for your
whole class. Be sure to summarize student learning for all evaluation criteria submitted
in Assessment Task 3, Part D.
Student
Sentence
frames
filled in
#s match
picture for I
have
Correct
# for I
need___
Completed
exit slips
Math
Sentence(
MS) and
Number
Bond(NB)
#s
make
10
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Match
1
X-1
wrong
X-No
X- 4/1
& 4/6
X- 1/5
10
11
12
13
X -1 not
completed
14
X-Only NB
X- No
X- 6/8
15
X-Only NB
X- No
16
(Received
help)
17
18
(Received
help)
X- 6/4 &
5/5
19
X - MS 8/7
NB 8/5
X- 8/7
& 8/5
20(focus
student
2)
Modified
only had to
3
21(focus
(Received
help)
(Received
help)

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student
3)
22(focus
student
1)
X 1 wrong
X- 3
wrong
#
students
correct/
total
students
21/22
21/22
20/22
20/22
17/22
18/22
[There were 2 students absent the day this assessment was given.
Based on the assessment and the analysis of student learning the majority of my students
reached mastery of the learning task and content objective, which can be seen after reviewing
all the students assessments and evaluating them on the 6 criteria. For the first criteria I was
looking at if the students had filled out their sentence frames. This criterion was used to
evaluate if the students were following directions and completing their work. After looking over
the analysis of student learning, 21 out of 22 students fully completed the math sentence
frames, with the 1 student who did not finish completing the sentence frame accidentally
skipping one problem. Based on this, the students had a firm grasp of what I was asking them to
do during the assessment.
The second criteria looked at if the students had correctly counted how many objects were
drawn and wrote it in the I have _____ blank. This criterion was used to assess if the students
understood that the first blank in the sentence frame was asking about how many they already
had. Based off of the analysis of student learning, 21 out of 22 students correctly completed the
math sentence I have___ based off of the picture drawn on the worksheet. This informs me
that my students understood and gained mastery of the first part of the math sentence. Next, I
looked at if the students completed the second part of the math sentence I need ____ more to
make 10. This criterion assessed whether the students understood and gained mastery of the
learning task and language demand. Could they count and see how many more they needed.
Based off of the analysis of student learning, 20 out of 22 students completed this task correctly,
with some students receiving one-on-one help.
The next three criteria looked at the exit slips the students had to complete based off of a filled
ten-frame. The first criterion assessed whether the students simply filled out the exit slips. All of
the students filled out the number bonds but 2 students did not fill out the math sentences. The
next criterion assessed if the students used the same numbers on their math sentence and
number bond. The students were asked to match these two exit slips to enforce the relationship
between them and to strengthen the understanding of the number bond. After looking at the
analysis of student learning, 17 out of 22 students completed this criterion. This informs me that
I may need to go back and reteach some aspects of the number bond, focusing especially on
my ELs and struggling students. The last criterion assessed whether the numbers used added
to make 10. This was part of the learning and content objective. The students needed to be able
to fill out the math sentences and number bond with numbers that make 10 on a ten frame.
Based off of the analysis of student learning, 18 out of 22 students correctly used numbers that
would add together to make 10. This informs me that my students need more review and
practice with making 10 on a ten-frame.]

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c. Use evidence found in the 3 student work samples and the whole class summary to
analyze the patterns of learning for the whole class and differences for groups or
individual learners relative to
conceptual understanding
procedural fluency AND
mathematical reasoning or problem-solving skills
Consider what students understand and do well, and where they continue to struggle
(e.g., common errors, confusions, need for greater challenge).
[Based off of the analysis of student learning provided in the table above on the whole class and
my 3 focus students, they did gain mastery of the learning task and content objective. The 3
focus students provided me with specific information and trends based on my students as a
whole. During the lessons for my learning segment the students had to be able to use a given
number to fill in a ten-frame and then identify how many more cubes or objects are needed to fill
the ten-frame (make 10). Then based off of this information the students had to transfer that
knowledge and create a number bond. Being able to transfer mathematical facts to new
situations, like the number bond, shows that the students have a conceptual understanding of
ten frames and adding with them. Based off of the analysis of student learning looking at the
whole class, some of my students struggled with this concept and may need more scaffolding in
future lessons. My ELs seemed to struggle with the conceptual understanding of this lesson
and received one-on-one help while filling out the exit slips. Since a group of about 5 struggled
with this concept of transferring information to the number bond and math sentence, I may
review and reteach key information to that group individually, as well as, review whole class,
before moving on.
Students developed their procedural fluency in my lessons for my learning segment through
having multiple opportunities with different number use, which gave them a variety of ways to fill
out a ten frame. Since they were playing ten frame fun it was not a pre-set number they had to
use but one that they rolled. This allowed the students to continually have different numbers and
outcomes. The students also practiced procedural fluency when deciding how many more was
needed to fill the ten frames, which was the second part of the math sentence I need ___ more
to make 10. The students had to be able to first count how many were on the ten frames and
then count how many more. The assessment reflected this procedural fluency in criteria 2 and
3, looking specifically at the math sentence. Based off of the analysis of student learning from
the whole class and my 3 focus students, they mastered this task and clearly developed
procedural fluency with ten-frames.
Students used mathematical reasoning by using mathematical concepts such as recognizing
patterns, organizing information and making estimations. When using the ten- frame the
students are asked to recognize that it shows what the number looks like, and the pattern that
every number on a ten-frame makes. For example, if it is over 5, it fills the first row. The
students also used mathematical reasoning when they were asked to organize and identify the
specific quantity of snapping cubes needed to match the number given on the dice. This can be
seen through the assessment and student learning, when the students have to fill out the
worksheet that shows them a picture of a ten frame and then asks then to fill out the sentence I
have_____. I need ___ more to make 10. Based of the whole class and my 3 focus students
the students displayed that they have a mastery of mathematical reasoning and using
mathematical concepts. Within my focus students, focus student 2, who is a struggling student,
struggled the most with this task and the mathematical reasoning. He received help on the first
three problems and seemed to understand but did not transfer that learning to the next three
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problems. Focus student 1, an EL student, as well as, the other EL students in the class
received help when filling out the worksheet.
Based on the whole class and my 3 focus students I believe that my students understand and
have mastered using mathematical reasoning and procedural fluency within ten-frames. I
believe that the whole class could benefit from more instruction and review within conceptual
understanding of using a ten frame and transferring that information to different structures.]
d. If a video or audio work sample occurs in a group context (e.g., discussion), provide the
name of the clip and clearly describe how the scorer can identify the focus student(s)
(e.g., position, physical description) whose work is portrayed.
[Each focus student has his or her own video segment, with only that student featured.]
2. Feedback to Guide Further Learning
Refer to specific evidence of submitted feedback to support your explanations.
a. Identify the format in which you submitted your evidence of feedback for the
3 focus students. (Delete choices that do not apply.)
In video clip(s), in separate video clips

If a video or audio clip of feedback occurs in a group context (e.g., discussion), clearly
describe how the scorer can identify the focus student (e.g., position, physical
description) who is being given feedback.
[Each video submitted is clearly of that focus student.]
b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the learning objectives measured.
[When providing feedback to focus student 1, I know that he has a hard time taking in a lot of
information at a time and remembering information. He also lacks confidence in mathematics
and his ability to do mathematics. With this background information in mind, I only reviewed and
provided feedback on three of the problems on the worksheet. For the first problem we reviewed
and re-counted the already drawn leaves. He did this by counting and checking the objects (S1
00:00- 00:31). After counting we reviewed what he wrote down as I have how many?(S1
00:31-01:12). Which he correctly had filled in to match the number he counted (S1 00:00-00:24).
By reviewing a problem this focus student did correctly, I wanted to boost his confidence and
show that he does know what he is doing. While giving feedback to focus student 1, it was
important to prompt him in what to do but at the same time let him be in control of the work and
the speed at which we completed each problem (S1 01:12-01:40). Focus student 1 tends to
rush through the problems, so we have a saying with each other Go slow and don't rush (S1
01:38-01:48). By using this saying and letting him pace the feedback it is modeling how each
worksheet should be completed and how long it should really take him. By prompting focus
student 1 and providing him with subtle reminders of what the worksheet is asking it gives him
opportunity to complete the learning task. It also allows him to practice filling in the math
sentence I have____. I need ____ more to make 10 and knowing how many more (S1 01:5502:31).
When providing feedback to focus student 2 there are few things I have to keep in mind. She
has a hard time focusing on the task at hand. She also works best in one-on-one settings,
where she is getting the specific attention of the teacher. She also tends to be more
independent and wants to do things at her own pace. She is also an English Learner. Knowing
all this background information about focus student 2, I tailor the way I give her feedback. To
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begin with, we count together and I make the check marks for the first problem (S2 00:0000:15). By counting together it is providing a scaffold for her to reinforce cardinality and number
order. I also am going over the worksheet with her at the back table by herself. She is also
motivated by positive praise of her work, which is why I am constituently positively reinforcing
her and praising her (S2 00:50-01:03). I model how to count, as well as, correctly write the
number (S2 00:27-01-14 & 01:33-01:36). Then we review how to fill out the math sentences
based off of what we counted (S2 01:13-01:28). By breaking down each step of the learning
objective for focus student 2, it makes the amount of information needed smaller and more
manageable for her. By scaffolding the worksheet to be more manageable, she is more willing
to complete it and master the learning objective of using ten-frames. It also provides her the
opportunity to practice the math sentences I have____. I need ____ more to make 10 with
prompting and modeling as support (S2 01:40-02:20).
When providing feedback for focus student 3, I knew that he already had a firm grasp of the
learning objective and task. He also is very meticulous and particular about his work. Since I
believed he already mastered the learning objective of being bale to use a given ten-frame and
say how many more cubes or objects are needed to fill the ten-frame (make 10), I focused his
feedback on developing his thinking and pushing him to higher-level thinking. Instead of
prompting focus student 3, I asked him questions relating to the why behind what he did (S3
01:11-01:50). To begin with I asked him what did you do in this problem? (S3 00:00-00:53). I
wanted him to begin thinking about why he did what he did and be able to articulate what he did.
After he explained what he did, I asked him to count and actually do the mathematics (S3 00:2500:32). I then went on to ask him what he noticed about the ten frames and he said he noticed,
There is 5 and 3 more (S3 01:50-02:12). ]
c. Describe how you will support each focus student to understand and use this feedback
to further their learning related to learning objectives, either within the learning segment
or at a later time.
[To support focus student 1 in future learning regarding ten-frames and identifying how many
more cubes or objects are needed to fill the ten-frame (make 10), I will create more scaffolds for
him. These will include pre-modifying worksheets to make them more manageable for him. By
giving him modified worksheets, it will boost his confidence level and help him slow down. This
also will help focus him on the fewer problems and create more quality answers in his work.
Another scaffold that this focus student needs is more support when it comes to the math
sentence I have____. I need ____ more to make 10. This is evident after reviewing the
analysis of student learning and reviewing his feedback. This focus student could benefit from
more structured math sentences, which focus on only one concept at a time. Such as, I have 5.
I need_____ more to make 10, or I have ____. I need 3 more to make 10. By providing only one
blank in the sentence it focuses the focus student on the particular task, either counting how
many they have or finding out how many more they need, instead of both.
To support focus student 2 in future learning regarding ten-frames and identifying how many
more cubes or objects are needed to fill the ten-frame (make 10), I will add more extrinsic
rewards to finishing her work and create more opportunities for her to succeed. I also think that
since she is an EL and has not yet mastered number recognition and cardinality, more review
and practice with counting and number writing is needed before moving any deeper with ten
frames. She needs to build a stronger foundation in number sense in order to fully master the
learning objective of using a given number to fill in a ten-frame and then identify how many more
cubes or objects are needed to fill the ten-frame (make 10).
To support focus student 3 in future learning regarding ten-frames and identifying how many
more cubes or objects are needed to fill the ten-frame (make 10), I now know he is ready to be
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challenged with higher level thinking and harder problems. Since he has mastered the learning
objective and task of using a given number to fill in a ten-frame and then identify how many
more cubes or objects are needed to fill the ten-frame (make 10), I can scaffold his work to be
higher level. I can add in the numbers 10-20 and another ten frame to challenge him. He also
can answer questions and respond to the why behind his thinking and actions. I demonstrated
some of this higher-level scaffolding in the feedback video (S3 01:13-02:12). Focus student 3 is
ready to move on to the next mathematical concept regarding ten-frames.]
3. Evidence of Language Understanding and Use
When responding to the prompt below, use concrete examples from the video clip(s) and/or
student work samples as evidence. Evidence from the clip(s) may focus on one or more
students.
You may provide evidence of students language use from ONE, TWO, OR ALL
THREE of the following sources:
1. Use video clip(s) from Instruction Task 2 and provide time-stamp references for
evidence of language use.
2. Submit an additional video file named Language Use of no more than
5 minutes in length and cite language use (this can be footage of one or more
students language use). Submit the clip in Assessment Task 3,
Part B.
3. Use the student work samples analyzed in Assessment Task 3 and cite language
use.
a. Explain and provide concrete examples for the extent to which your students were able
to use or struggled to use the
selected language function,

vocabulary and/or symbols, AND
discourse or syntax
to develop content understandings.
[The selected language function for my lessons in the learning segment is justify. The students
use the language function of justify when they have to explain the why of ten-frames and
justify how they see a number on a ten-frame. During lesson 2, I asked the question Why do
you think ten-frames are good to use when you count? (Lesson 2 Day 2 (L2D2) 02:41-02:59).
This question was specifically asked to help the students think and break down a higher level
question which is asking the students to justify what they are explaining about ten-frames. I
wanted the students to really think about the why with ten-frames. Since this is a higher-level
question, which is asking them to justify and use a new language function my students did
struggle with it. I called on one student and he was unsure of the answer, I continued to prompt
the student with questions such as what do ten frames tell you? and why do we use them?
(L2D2 03:05-03:32). After that a student added in that they tell you how to count (03:48-04:29).
With two more students following, adding in to the discussion that they tell you where to start
and if you want to go backwards and if you have a full one you know you have 10.( L2D2
04:30-04:59).

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In the language use video the students discuss and have to justify what they think it means that
the ten frames shows us numbers (Language use (LU) 00:00-00:13). The students then
discussed how they noticed that the top row has five squares and if there is one more then you
have 6 (LU 00:22-00:55). I then asked them to make a number on their ten frames and ask what
they can see about their ten frames (LU 02:10-03:52). I am continually prompting them to use
justification for what they are doing and use the proper mathematical talk.
The vocabulary words used throughout the lessons for my learning segment were; count, tenframe, count and scoot, count and check, count and touch, and number bond. The students
were familiar with the vocabulary before the lessons and had been exposed to the two key
vocabulary words, count and ten-frame before. Throughout my lessons I make sure to use the
proper vocabulary and that the students are using it as well and feel comfortable using it. In
Lesson 2 the students use the vocabulary during the whole group discussion of the different
counting strategies. We review each vocabulary word that goes under counting strategies; count
and scoot, count and check, count and touch (L2D2 00:00-00:51). Then I ask the students to
demonstrate that they have an understanding of each vocabulary word by explaining how you
use each strategy (L2D2 00:51-02:41).
In the language use video the students use and demonstrate an understanding of the
vocabulary words by being able to discuss different aspects of the ten-frames (LU 02:42-03:47).
The students also use the vocabulary words in their explanations and justifications to the higher
level questions. One student answered that ten frames show us how to make numbers
because it shows you how you can count them and how you can write them (LU 03:49-04:15).
The discourse used throughout the lessons for my learning segment revolved around seeing a
number on a ten frame and using the math sentence I have ___. I need _____ more to make
10. During lesson 2 the students use mathematical discourse to develop their understanding of
ten frames through whole group discussion and thinking aloud. To begin with I modeled the use
of the discourse I have how many? and then we counted together as a class (L2D2 05:2005:34). Then I asked, How many empty squares to we have? and we counted them together
(L2D2 05:34-05:48). After counting I put the number in the correct mathematical discourse of I
need 4 more to make 10 (L2D2 05:48-05:54). Then we go over the discourse word-for-word
making sure all of the students understand what should be used when talking about how many
and how many more on a ten frame (L2D2 07:53-08:36). Then at the end of the lesson the
groups are asked to share their talk cards using the correct mathematical discourse (L2D2
14:09-15:00).
In the language use video the students are discussing in a small group and building off of each
others opinions and inputs. In the beginning of the video one-student states what she thinks it
means to see a number (LU 00:22-01:13). Then I ask for what else they notice about the ten
frames and how they can add to the discussion (LU 01:13-02:09). The students help each other
understand this hard concept by using the correct mathematical discourse in their justifications
and explanations.]
4. Using Assessment to Inform Instruction
a. Based on your analysis of student learning presented in prompts 1bc, describe next
steps for instruction:
For the whole class

For the 3 focus students and other individuals/groups with specific needs
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Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students needing greater support or challenge).
[Based off of the analysis of student learning and the feedback given to my 3 focus students,
some instructional steps for the whole class will include, continued use with the math sentence
I have____. I need _____ more to make 10 and then transferring that information to the
number bond. My students struggled the most with connecting the math sentence and the
number bonds, due to this I will create a worksheet that has both the math sentence and the
number bond on it. By creating a worksheet instead of having them be an exit slip it will make it
easier for them to see the correlation between the numbers used in the math sentence and the
number bond, and that they should be the same numbers. I also will provide more instruction on
making 10 and the different numbers that make 10. Based off of the analysis of student
learning and the 3 focus students, I will introduce more hands on activities to participate making
10, with the ten frame and with out the ten frame. By giving the students more opportunities to
practice making and adding numbers to make 10, they will become more familiar with the
addends that make 10. Becoming more familiar with the addends that make 10 will make it
more likely that my students will use them correctly in the number bond and math sentence.
In order to provide more support and learning to my students in creating 10, I will give them a
worksheet with the different ways to create 10. By providing different stimuli and situations
where the students have to create 10, it will strengthen their ability to easily recall the addends
that make 10. It also will make students familiar with using 10 in different ways and making 10 in
different ways. This will help my higher students because it will give them the freedom they
need and can handle when creating 10. It also will help my ELs and struggling students since it
will give them more practice, as well as, the worksheet can be modified to be more structured
for them.
Based off of the analysis of student learning and my 3 focus students, I will provide more
scaffolds for my ELs and struggling students in a small group setting, which will include,
reviewing the vocabulary, modeling the math sentence and number bond and chunking the
math sentence to be more manageable. The EL students and struggling students received help
when filling out the math sentence and number bond and will continue to need support and
remodeling. This can be done in a small group after the whole class discussion in any math
lesson or before a math lesson. By continuing to provide the extra support to my ELs and
struggling students they will be able to master and build the foundation of using the math
sentence. I also will create a math vocabulary worksheet, which has the students trace the
vocabulary word and draw a picture of what that vocabulary word means. By reinforcing the
vocabulary used in the math lesson, my ELs and struggling students will be given more
exposure to the academic language needed and become more familiar with it. In order to
chuck the math sentence I will break it up into the two different parts. So instead of having to
answer both blanks the students only have to focus on one. I will create a worksheet that will
have problems that either ask I have______. or I need____ more to make 10.]
b. Explain how these next steps follow from your analysis of student learning. Support your
explanation with principles from research and/or theory.
[The next steps for instruction highlighted above are based on the analysis of student learning
specifically looking at the criteria, which assessed the math sentence and number bonds. These
criteria were, math sentence and number bond match and the numbers used make 10. Most of
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my instructional steps are based in Blooms Mastery Learning, which is also known as learning
for mastery. Mastery learning is based around that the students gain a certain level of mastery
in knowledge before moving on to the next stage of learning. My students seemed to struggle
the most with the exit slips and so my instructional steps focused mainly on those two things. By
creating a worksheet that has the math sentence and number bonds on it, it will provide the
students with continued practice and a clearer connection between the two. It will ensure that
they begin to gain mastery learning in the transferring of knowledge from the ten frames, to the
math sentence, to the number bond. By making sure my students are on the way to gaining
mastery and familiarity with the math sentences and number bonds it will lay the foundation for
the next mathematical concepts they will learn.
Based off of the analysis of student learning and my 3 focus students, they also struggled with
knowing the correct numbers that create 10. By creating a worksheet for the students to practice
those skills, it also follows Blooms mastery learning, in that the students are reviewing and
practicing their math skills in creating 10 in order to use them in the number bond and math
sentences.
Also based off of my 3 focus students and the whole class analysis, my next instructional steps
included, chunking and more practice with the academic language. By chunking the math
sentence for my ELs and struggling students it will provide them the opportunity to make the
information more manageable. By chunking it is allowing my students to use their short-term
memory to recall little bits of information at a time. Through asking them to only learn and
remember little chunks of information at a time, learning is not so overwhelming for them.
Chunking is a common scaffold that is based on the process of taking small pieces of
information or chunks, which would be dividing the math sentence into two parts, and then
grouping them into a larger whole, which would be linking the sentence to the ten frame and
number bond. Chunking provides my ELs and struggling students with concrete bits of
information they have to learn at a time and then attach those chunks to the big mathematical
concept being taught. I am continually having my students practice and review the academic
language needed for the math lessons in order to become more familiar with it. Academic
language is one of the hardest concepts for ELs to master, but proves to be a key to academic
success. All students need to continually practice and familiarize themselves with academic
language in order to master the content they are learning. According to Michael Willis (2013),
students who are proficient in Academic language in all subject and content areas will be better
prepared to obtain new knowledge through reading and listening, and will be able to express
this new knowledge through oral discussion, writing and test taking. Based off of this research, I
am frequently providing opportunities for my students to review and practice their academic
language, especially my ELs and struggling students.]

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Assessment used:
3.1- These are the exit slips for lesson 3. The students had to fill out the math talk sentence
frame and then the number bond. They were instructed to have the two cards match in
numbers, so that it enforced the relationship between the math sentence frame and number
bonds. This was also included as the students informal assessment during their guided
practice.

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3.2-The worksheet below was given to the students to complete during their independent
practice and was their formal assessment. I introduced the students to the worksheet whole
class and completed 2 problems with them to make sure they had an understanding of what
was being asked of them. They had to count and check the leaves on the ten-frame and then
fill in the math talk sentence frame I have____. I need ____ more to make 10.

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Elementary Mathematics

Task 3: Assessment Commentary

TASK 3: ASSESSMENT COMMENTARY

1. Analyzing Student Learning

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

In video clip(s), in separate video clips

selected language function,

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

For the whole class

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

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