EdTPA MCM Planning Commentary

Middle Childhood Mathematics
Task 1: Planning Commentary
TASK 1: PLANNING COMMENTARY

Respond to the prompts below (no more than 9 single-spaced pages, including prompts) by typing your responses within the
brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.
1. Central Focus
a. Describe the central focus and purpose of the content you will teach in the learning
segment.
[ ]
b. Given the central focus, describe how the standards and learning objectives within your
learning segment address
conceptual understanding,
procedural fluency, AND
mathematical reasoning and/or problem-solving skills.
[ ]
c. Explain how your plans build on each other to help students make connections between
concepts, computations/procedures, AND mathematical reasoning and/or problemsolving strategies to build understanding of mathematics.
[ ]
d. Explain how you will help young adolescents make interdisciplinary or integrative
connections between the central focus of the learning segment and other subject areas.
[ ]
2. Knowledge of Students to Inform Teaching
For each of the prompts below (2ad), describe what you know about your students with
respect to the central focus of the learning segment.
Consider the variety of young adolescent 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).
a. Prior academic learning and prerequisite skills related to the central focusCite
evidence of what young adolescents know, what they can do, and what they are
still learning to do.
[ ]
b. Personal, cultural, or community assets related to the central focusWhat do you
know about your students everyday experiences, cultural and language
backgrounds and practices, and interests?
[ ]
c. Young adolescent developmental assets related to the central focusWhat do you
know about your students cognitive, physical, and social and emotional
development?
[ ]
Copyright 2015 Board of Trustees of the Leland Stanford Junior University.
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d. Mathematical dispositionsWhat do you know about the extent to which your

students
perceive mathematics as sensible, useful, and worthwhile1

persist in applying mathematics to solve problems
believe in their own ability to learn mathematics
[ ]
3. Supporting Students Mathematics Learning
Respond to prompts 3ad below. To support your justifications, refer to the instructional
materials and lesson plans you have included as part of Planning Task 1. In addition,
support your justifications using principles from research and/or theory, including how
the research/theory reflects elements of young adolescent development.
a. Justify how your understanding of your students prior academic learning (from prompt
2a above) guided your choice or adaptation of learning tasks and materials. Be explicit
about the connections between the learning tasks and students prior academic learning
and research/theory.
[ ]
b. Justify how your understanding of your students personal, cultural, community, and
developmental assets (from prompts 2bc above) guided your choice or adaptation of
learning tasks and materials. Be explicit about the connections between the learning
tasks and students assets and research/theory.
[ ]
c. Describe and justify why your instructional strategies and planned supports are
appropriate for the whole class, individuals, and groups of young adolescents with
specific learning needs.
Consider the variety of young adolescent learners in your class who may require
different strategies/support (e.g., young adolescents with IEPs or 504 plans, English
language learners, struggling readers, underperforming students or those with gaps in
academic knowledge, and/or gifted students).
[ ]
d. Describe common mathematical preconceptions, errors, or misunderstandings within
your central focus and how you will address them.
[ ]
4. Supporting Mathematics Development Through Language
As you respond to prompts 4ad, consider the range of students language assets and
needswhat do students already know, what are they struggling with, and/or what is new to
them?
a. Language Function. Using information about your students language assets and
needs, identify one language function essential for young adolescents to develop
conceptual understanding, procedural fluency, and mathematical reasoning or problem1
From the Common Core State Standards for Mathematics

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solving skills within your central focus. Listed below are some sample language
functions. You may choose one of these or another more appropriate for your learning
segment.
Compare/contrast
Describe
Explain
Justify
Prove
Please see additional examples and non-examples of language functions in the glossary.
[ ]
b. Identify a key learning task from your plans that provides young adolescents with
opportunities to practice using the language function. Identify the lesson in which the
learning task occurs. (Give lesson day/number.)
[ ]
c. Additional Language Demands. Given the language function and learning task
identified above, describe the following associated language demands (written or oral)
young adolescents need to understand and/or use:
Vocabulary and/or symbols

Mathematical precision (e.g., using clear definitions, labeling axes, specifying units of
measure, stating meaning of symbols), appropriate to your students mathematical
and language development2
Plus at least one of the following:

Syntax
Discourse
[ ]
d. Language Supports. Refer to your lesson plans and instructional materials as needed
in your response to the prompt below.
Identify and describe the planned instructional supports (during and/or prior to the
learning task) to help students understand, develop, and use the identified language
demands (function, vocabulary and/or symbols, mathematical precision, syntax, or
discourse).
[ ]
5. Monitoring Student Learning
In response to the prompts below, refer to the assessments you will submit as part of the
materials for Planning Task 1.
a. Describe how your planned formal and informal assessments will provide direct
evidence of young adolescents conceptual understanding, procedural fluency, AND
mathematical reasoning and/or problem-solving skills throughout the learning segment.
[ ]
b. Explain how the design or adaptation of your planned assessments allows young
adolescents with specific needs to demonstrate their learning.
2
For an elaboration of precision, refer to the Standards for Mathematical Practice in the Common Core State Standards for
Mathematics (June 2010), which can be found at http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf.

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Consider the variety of young adolescent learners in your class who may require
different strategies/support (e.g., young adolescents with IEPs or 504 plans, English
language learners, struggling readers, underperforming students or those with gaps in
academic knowledge, and/or gifted students).
[ ]

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Middle Childhood Mathematics

Task 1: Planning Commentary

TASK 1: PLANNING COMMENTARY

Middle Childhood Mathematics

d. Mathematical dispositionsWhat do you know about the extent to which your

perceive mathematics as sensible, useful, and worthwhile1

From the Common Core State Standards for Mathematics

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

Middle Childhood Mathematics

Vocabulary and/or symbols

Plus at least one of the following:

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

Middle Childhood Mathematics

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

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