Planning Commentary

Elementary 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.
[The Counting Strategies unit of study is the third unit in the Guided Kinders Math Workshop
math curriculum, written by Deanna Jump and Deedee Wills, which is used in my kindergarten
class. The first unit focused on similarity and differences of objects and numbers, the second
unit focused on number combinations and fewer and greater. The central focus of the Counting
Strategies unit revolves around the four essential questions; How do I keep track of what I have
counted?, How do I know if a set has greater, fewer, or the same amount?, How can you
prove which group has more?, What can I do to make sure my counting is accurate?. There
are 20 lessons that make up this unit; I will be focusing on three of them: Ten- Frame counting
(lesson 1), Using Ten-Frames (lesson 2) and Object Addition using Ten-Frames (lesson 3). The
students will use the math manipulatives snap cubes and blank ten-frames. These
manipulatives will provide a concrete representation of the numbers we will be counting and a
visual depiction of addition giving the students a clear conceptual understanding of the
relationship between numbers and quantities. The students will learn how to count objects
(through the use of the ten-frames) by saying the number names in the standard order and
pairing each object with one and only one number name, resulting in number and quantity
fluency.]
b. Given the central focus, describe how the standards and learning objectives within your
learning segment address
conceptual understanding
procedural fluency AND
mathematical reasoning or problem-solving skills
[The central focus of my learning segment is derived from the Common Core State Standards
(CCSS) K.CC.B.4 A-C Understand the relationship between numbers and quantities; connect
counting to cardinality, 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, and
CCSS.K.OA.A.1-3 Represent addition and subtraction with objects, fingers, mental images,
drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or
equations. The content objective for lesson 1 is for the students to identify the difference
between the counting strategies, and more specifically focus on using a ten-frame to associate
quantities with the printed number. Lesson 2 has the content objective that students will use a
given number to fill in a ten-frame and recognize what a ten-frame shows about numbers and
how many more (add) cubes or objects are needed to fill the ten-frame (make 10). Lesson 3
content objective is for the students to 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 ten-frame. All the lessons in my learning segment use the snapping
cubes, which are a counting tool to show quantity and the ten-frames, which is a counting tool.
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As the students practice independently or with a classmate, using the ten-frames and counting
the snapping cubes, they are developing procedural fluency as stated in the CCSS.
Lesson 1 begins with a discussion and review of the different counting strategies that have been
previously covered in class. Later in the lesson it is discussed why each counting strategy is
helpful and when it will be helpful. This lesson then goes on to focus on the ten-frame counting
strategy and why it might be the most helpful counting strategy. The students then are given the
opportunity to practice and use a ten-frame and make simple observations about using the tenframe to count. Throughout lesson 1 the students are laying the foundation of their conceptual
understanding of ten-frames and counting in order to develop their procedural fluency in lesson
2 and lesson 3. In lesson 2 and lesson 3 the students develop their procedural fluency through
playing a ten-frame counting game and math talk sentence frames. The cards present the
students with the same sentence I have ____. I need ____ more to make 10(lesson 2) and a
blank number bond (lesson 3), which gives them a variety of ways to fill it out depending on the
number they roll. The numbers have to visually be created on their ten-frame. Therefore, the
students will visually self-correct themselves.
Students make sense of mathematics by reasoning with mathematical concepts, by making and
recognizing patterns, organizing information and making estimations. In my lessons for the
learning segment the students use mathematical reasoning as they recognize patterns in the
ten-frames and counting. By using the ten- frame the students can recognize that it shows you
what a number looks like, and the pattern that every number on a ten-frame makes, if it is over
5, it fills the first row. The students also use mathematical reasoning when they have to organize
and identify the specific quantity of snapping cubes needed to match the number given on the
dice. These visual and tactile displays aid students to demonstrate conceptual mastery,
procedural fluency and mathematical reasoning of counting and quantities.
My lessons for the learning segment can be modified for students who need extra support but
still give them the opportunity to achieve conceptual understanding, procedural fluency and
mathematical reasoning when and with using a ten- frame. By providing scaffolds such as,
modeling and repetition of the vocabulary words, struggling students and English learners can
easily navigate through the lessons. These scaffolds will not only benefit struggling students and
English learners but are incorporated into the beginning of each lesson to add extra support for
all students.]
c. Explain how your plans build on each other to help students make connections between
concepts
computations/procedures AND
mathematical reasoning or problem-solving strategies
to build understanding of mathematics.

[Lessons 1 and 2 begin instruction with a review and class discussion of the different counting
strategies. In lesson 1 the discussion goes in depth on each of the counting strategies, while in
lesson 2 the discussion revolves around the students reviewing the strategies. The students
have to access their previous knowledge of counting strategies and concepts in order to
participate in the class discussion in lessons 1 and 2. Lesson 1 introduces the students to tenframe counting and how to see the numbers on the ten-frame. In lesson 2 the students build
onto their ten-frame knowledge and concepts by adding a math talk sentence frames. This gives
the students the opportunity to practice and experiment with addition and computations, through
the use of object manipulation and observation. Lesson 3 allows the students to continue using
the ten-frames and math talk sentence frames to build procedural fluency, but it adds the
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concept of number bonds. By adding number bonds the students use mathematical reasoning
to transfer what they see visually on the ten-frame, to what they have written on their math talk
sentence frames and then transposing that on to the number bond. Throughout my lessons for
the learning segment the students work together to see the numbers on the ten-frames,
realize how many more makes ten, and how to fill out the math talk sentence frames and
number bond, they are using mathematical reasoning to deepen their learning and
understanding of mathematics.]
2. Knowledge of Students to Inform Teaching
For each of the prompts below (2ac), describe what you know about your students with
respect to the central focus of the learning segment.
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).
a. Prior academic learning and prerequisite skills related to the central focusCite
evidence of what students know, what they can do, and what they are learning to
do.
[All lesson plans and segments are adapted to be appropriate for the appropriate academic
level of each student. Accessing and pulling from students prior knowledge and academic skills
helps in management of the instruction and lesson. Students prior academic knowledge
includes, numerals and quantities from 0-10, understanding more/greater and less/fewer and
composing numbers. The prerequisite skills needed that relate to the central focus include,
concentration, independence, numeral recognition and collaboration. The manipulatives used,
snapping cubes, ten-frames and number bonds, are linguistically neutral, which is beneficial for
students who are English Learners, it does not require reliance on a students English
proficiency. These manipulatives also require gross motor skills, which provide students with the
chance to have movement in math. The snapping cubes have been used since our first math
unit and they are always accessible for students during free choice time, this offers students the
chance to practice and gain mastery of the snapping cubes. Each lesson uses the students
prior knowledge woven in with the new concepts to help with mastery and achieving the central
focus: counting and using ten-frames.
Through the past two units my students have shown that they have either mastery or are close
to mastery in recognizing the numerals and quantities of 0-10. They also have shown mastery in
composing numbers, part - part whole. From this understanding of my students knowledge, I
know that I will be able to introduce the ten-frame counting strategy (lesson 1) to all of my
students with only limited modifications for my underperforming students. These modifications
will include, review of all previous and new vocabulary. Then in lesson 2 and 3 the students will
use their prior academic knowledge of composing numbers to fill out their math talk sentence
frames and number bonds. Modifications made in these lessons include, during their guided
practice I will pair English learners and struggling students with a Native English speaker or a
student who has a more solid understanding of the concept. This will help both the more
advanced student, who will have to explain to their partner what to do, and the struggling/EL
student who will see an example of how to correctly fill the ten frame and fill out the math talk
sentence frames.
In the Counting Strategies unit the students are working towards mastery and procedural
fluency with the different counting strategies. With that in mind my three lessons build on each
other to help the students learn mastery of the ten-frame counting strategy. They also are
learning familiarity with the numbers 10-20 and their quantities.]
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b. Personal, cultural, and community assets related to the central focusWhat do you
know about your students everyday experiences, cultural and language
backgrounds and practices, and interests?
[In my classroom I try to foster and promote a safe space where students feel like they can
participate authentically, nurture their creativity, further their problem solving skills, and learn
how to be good citizens. All of my students come from different backgrounds and family styles.
Each student excels in different areas and I try to promote and tap into each of their strengths.
When planning my lessons I include different learning modalities, in the three lessons for the
learning segment I included visual, auditory, and kinesthetic. I feel it is important to use more
than one modality for my class because after observing them multiple times, I know that they all
learn in different ways. The students are visually seeing me model the different counting
strategies and how to play ten-frame fun, they are listening to the discussion among the class
and the snap cubes provide for kinesthetic learning.
In our classroom we have the students work in pairs to stimulate participation and good
citizenship. By pairing students together we are able to see their willingness to help each other
learn, understand concepts and provide support. This is amplified when advanced students are
paired with struggling or English Learners. The advanced students take the responsibility and
pride in helping their partners achieve more and understand the math concepts. ]
c. Mathematical dispositions related to the central focusWhat 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
[From my experience and observations, the majority of my students perceive mathematics as a

tool that is sensible, useful and worthwhile in everyday use. My students are always enthusiastic
when it is math time and almost all participate in class discussions about mathematics and the
concepts being learned. During discussion I find it beneficial to allow the students to build on
each others opinions and help each other when they become stuck, we call it phoning a
friend. This helps students to feel confident in participating even if they are unsure of the
answer. My students are intrinsically motivated to apply mathematics to all things in class and
everyday situations; such as finding patterns in the numbers that keep track of how many days
we have been in school, counting how many people are at their table and figuring out how many
students are absent.
Math is always presented in an engaging, active and thought-provoking manner to develop
students confidence in their mathematics abilities. It is important for the students confidence
and their perceived ability that they receive positive feedback on their work and corrections. The
students in my class are very persistent in using and applying mathematics to solve problems.
One of the biggest concepts we promote in our class is using problem-solving skills when
presented with a problem. It is important that our students are able to apply problem-solving
skills used in mathematics to all problems they face. This helps students develop belief in their
own abilities to problem solve when challenged.]
3. Supporting Students Mathematics Learning
1 From the Common Core State Standards for Mathematics

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Respond to prompts below (3ac). To support your justifications, refer to the instructional
materials and lesson plans you have included as part of Planning
Task 1. In addition, use principles from research and/or theory to support your
justifications.
a. Justify how your understanding of your students prior academic learning; personal,
cultural, and community assets; and mathematical dispositions (from prompts 2ac
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,
their assets, their mathematical dispositions, and research/theory.
[Given the wide range of proficiencies in any classroom, I shaped my lesson for my learning
segment intentionally to include modeling, opportunities to individually explain and justify and a
setting to work collaboratively in. I model for the students how they are to complete a task, while
also giving verbal instructions and then in most cases include a visual aide poster, all instructing
students in what they are to do or what they are learning. Then I request them to practice along
with me before they may perform the task independently. This method of teaching is in
alignment with Blooms theory of Mastery Learning, which is the belief that students learn best
when they are helped to master each learning unit before proceeding to a more advanced
learning task. In my lessons I make sure that my students have mastered each step of the
learning task before moving on or making it more advanced.
Also according to Ausubels theory of Meaningful Learning, I take into account in all of my
lessons the students prior knowledge. Students cannot acquire new knowledge without relating
it with previous knowledge. Since the students have the previous knowledge of the numerals 010 and their quantities, my learning tasks for my lessons do not exceed the quantity 10, the
students are not learning how to specifically use the ten-frames with numerals 10-20, yet, but it
will be introduced in the next couple of lessons. These lessons are to build and strengthen their
knowledge and procedural fluency with numbers and quantities 0-10, while learning the new
concept of ten-frame counting and object addition using ten-frames. ]
b. Describe and justify why your instructional strategies and planned supports are
appropriate for the whole class, individuals, and/or groups of students with specific
learning needs.
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).
[The environment we try to promote in our classroom is one based on Kolbs theory of
experiential learning. Experiential learning requires active participation of all the students in
hands-on opportunities and should connect to the students personal lives. This type of
instruction combines active learning with tangible experiences, abstract opinions and reflection
in order to engage all learning styles. In my lessons for the learning segment this approach in
instruction can be seen in the many hands-on learning tasks during both whole group
discussions and guided practice. It is important for the students to be able to physically see and
feel what a number quantity is and place these on a ten frame. Hands-on learning is beneficial
for all students because there is no dependency on language for my English learners and it
gives my struggling students a chance to move and be active.
In all of my lessons for the learning segment I scaffold particular things in order for my English
Learners and struggling students to succeed. One scaffold that we use a lot in my class is
specific groupings and partners. We partner the English learners and struggling students with
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more advanced students who will be able to help them. This follows Vygotsky's theory of Zone
of Proximal Development. This theory states, the learner can achieve much more or their zone
of proximal development with the aid of a teacher or peer partner, then if they did it individually.
Students are also learning how to work collaboratively and collectively as a team. When they
are working together the students are not only reaching their Zone of Proximal Development but
being good citizens.]
c. Describe common mathematical preconceptions, errors, or misunderstandings within
your central focus and how you will address them.
[A common misunderstanding and mathematical preconception many have about counting is
that it involves memorizing and reciting, when in fact counting should involve cognitive thinking
and hands-on learning. According to a study completed by Manfra(2012)., he found that when
children are reciting and recounting, they are just repeating what has become a memorized
sentence in their brains. However when they are counting, it becomes more cognitive activity in
which they are correlating a one-to-one comparison with the object and the number that
represents that quantity. In my lessons for the learning segment the counting we do is not
memorized or recited, I have strategically planned so that all the interactions my students have
with counting is hands-on and cognitively stimulating. I want to make sure my students
understand that counting is more than reciting numbers but are objects and quantities that mean
something and hold value.]
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 students to develop conceptual
understanding, procedural fluency, mathematical reasoning, or problem-solving skills
within your central focus. Listed below are some sample language functions. You may
choose one of these or another language function more appropriate for your learning
segment:
Categorize
Compare/contrast
Describe
Interpret
Justify
Please see additional examples and non-examples of language functions in the

glossary.
[The language function essential for students to learn is justify.]
b. Identify a key learning task from your plans that provides students with opportunities to
practice using the language function identified above. Identify the lesson in which the
learning task occurs. (Give lesson day/number.)
[It is important for me to model the correct use of academic language in the classroom and
during my lesson because it is not something that students are always familiar with. Academic
language is embedded in my lessons for the learning segment to help promote the use of it
among my students. The overlapping academic language in all of my lessons is, count, explain
and justify. By having the same academic language in my lessons it gives students the
opportunity to practice using it and develop their fluency with it. It also allows my English
Learners the opportunity to fully understand and develop fluency with the vocabulary words. In
lesson 1 the students are given the opportunity to explain and justify the use of the different
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counting strategies. This is done through whole class discussion and one student coming up to
demonstrate a counting strategy and instructing the class in what they are doing and why. They
are given the same opportunity at the beginning of lessons 2 and 3. In lesson 1 the students are
given another opportunity to justify and explain what they see when looking at a number on the
ten-frame, as well as, what they notice about that number.]
c. Additional Language Demands. Given the language function and learning task
identified above, describe the following associated language demands (written or oral)
students need to understand and/or use:
Vocabulary and/or symbols
Plus at least one of the following:
Syntax
Discourse
[Given the language function and learning task identified above the key academic vocabulary in
lesson 1 is count, ten-frame, count and scoot, count and touch, and count and check. All of
these vocabulary words have been seen and used by the students prior to this lesson, they are
essential to lesson 1 because the students are building an awareness of how and why tenframes fit into the counting strategies. The students are first exposed to the vocabulary in
lesson 1 when we begin our class discussion about counting. As my students are verbally
discussing the vocabulary, I will monitor and ask questions to assess my students range of
understanding. Though all of my students have an understanding of what each vocabulary
words means, in this discussion we will develop their understanding of when you use each
counting strategy and why you use it (Instructional Material 0.1). In lesson 1, the language
demand relating to mathematical discourse involves the students speaking to peers about their
ideas and opinions regarding ten-frames. This is introduced when we are discussing ten-frames
and I pose the question Why are ten-frames a good tool for counting? which is asking the
students not to just understand that a ten-frame is for counting, but also be able to look at it and
discuss the ways in which it helps us count. The language demand relating to syntax that
students need to learn and understand during the learning segment involves seeing a number
on a ten frame (I can see that 7 is one full row of cubes and 2 more. I can also see that I need
3 MORE to have a full ten-frame.) and then being able to write that in a math sentence
(Instructional Materials 1.1 and 2.1) In lesson 1 the students are given the opportunity to explore
what seeing a number means and explain what they think about it, as well as, justify their
explanation. ]
d. Language Supports. Refer to your lesson plans and instructional materials as needed
in your response to the prompt.
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 (vocabulary and/or symbols, function, discourse, syntax).
[I use various instructional strategies, learning tasks and assessments throughout my lessons to
support my students learning and language use. The main instructional support that I included
in my lessons to help students understand and successfully use the language function and
language demands include; whole group discussion, providing verbal feedback, individual
verbal cues for students who are English Leaners or struggling students, and structured math
talk. In my lessons for the learning segment, the whole class discussion begins with a familiar
and already learned topic from a previous lesson; counting strategies, and in each lesson we
develop the vocabulary words more and understand them deeper. During the whole class
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discussion I will support students language use of the vocabulary words by providing visual aid
poster with the vocabulary and topic explained on it. These will contain a picture of the strategy
and the proper name; the students have to elaborate from there (Instructional Material 0.2). By
providing the students with the basic vocabulary they will feel more confident in explaining and
justifying why and when we use the counting strategies. During the formative assessment for
my lessons for the learning segment, I give students support by observing and viewing the way
they complete the ten-frames and providing verbal feedback to them. I also ask them individual
verbal questions that will cause them to think at a higher level and explain and justify what they
are doing with the their ten-frame. I help students with additional literacy needs in the
summative assessment by reading the instructions on the worksheet that must be completed to
the class and completing two to three of the tasks with them. For the exit slips required in
lessons 2 and lessons 3, I will assist the students in understanding the language demand by
modeling how to complete each task and posting a visual of how to fill them out (Instructional
Material 2.1 and 3.1) By practicing verbal and written language demands my students can
acquire skills to deepen their understanding and success of new content and encourages the
application of their new knowledge. ]
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 students conceptual understanding, computational/procedural fluency,
AND mathematical reasoning or problem-solving skills throughout the learning
segment.
[The lessons in the learning segment include multiple opportunities for assessment that provide
direct evidence of student learning and make it possible for me to monitor learning. Both the
informal/formative and formal/summative assessments serve as a purposeful indicator of
student mastery of content and their procedural fluency of the Central Focus and Learning
objectives. The informal/formative assessments are integrated throughout the lessons and
mainly conducted during the learning task being completed during the students guided practice.
The planned informal/formative assessment for lesson 1 includes monitoring student progress
with the ten frames and asking the questions How many do you have on your ten frame? How
many more do you need to make 10? Can you show me how you count on the ten frame?.
Lesson 2, planned informal/formative assessment includes monitoring student progress with the
ten frames and asking the questions If you have _____. You need _____ more to make 10.
How do you know this? Lesson 3 planned informal/formative assessment includes monitoring
student progress with the ten frames and asking the questions You have _____. You need
_____ more to make 10. and _____ and _____ make 10. The informal/formative
assessments provide me with a snap shot of my students knowledge and if they have a
conceptual understanding and procedural fluency when using and seeing numbers on a tenframe (lesson 1) and how many more they need to make 10 (lessons 2 and 3).
The planned formal/summative assessment in for my lessons will provide me with data on
whether my students gained conceptual understanding of the ten- frames and using them for
counting. In lessons 2 and lessons 3 the students will be asked to turn in an exit slip as part of
their formal/summative assessment. Lesson 2 will be the math sentence You have _____. You
need _____ more to make 10.(Assessments 2.1) Lesson 3 will be the same math sentence and
a completed number bond. (Assessments 3.1) Based of the information gained from the

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informal/formative and formal/summative assessments I can shape the proceeding lesson

activities and learning tasks to fully support student learning.]
b. Explain how the design or adaptation of your planned assessments allows students with
specific needs to demonstrate their learning.
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).
[The purpose and adaptation of my planned informal/formative and formal/summative
assessments provides students with the specific needs to demonstrate their learning. In the
informal/formative assessments of my lessons of the learning segment I am monitoring and
assessing student conceptual knowledge and progress as they work. During this time, I scaffold
students who are English Learners and struggling students by providing verbal reminders, an
identified strategy to help deepen their understanding and reiterate what they should be doing at
that time. Monitoring students progress functions as an effective informal/formative assessment
because I can briefly check in with students that need extra support and give them a mini lesson
if need be, as well as, give input to students and assess their progress in reaching the content
objective of that lesson. In addition to helping specific students (English learners and struggling
students) I am continually scanning the classroom and providing verbal feedback. For the
formal/summative assessments I provide scaffolding for the entire class, in that I complete the
first 2-3 problems whole class. Then if needed I can provided even more scaffolding for the
English learners by providing verbal reminders and instructions. For my struggling students I
provide scaffolding by assessing their behavior and whether they seem to be able to finish the
entire worksheet, if they can not then remove the last 2 problems. For the exit slips in lessons 2
and 3, I can provide scaffolding to my English learners and struggling students by modeling how
to complete the math talk sentence frames and number bonds (Instructional Material 3.1).]

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Elementary Mathematics

Task 1: Planning Commentary

TASK 1: PLANNING COMMENTARY

procedural fluency AND

mathematical reasoning or problem-solving skills

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

mathematical reasoning or problem-solving strategies

to build understanding of mathematics.

perceive mathematics as sensible, useful, and worthwhile1

persist in applying mathematics to solve problems

believe in their own ability to learn mathematics

[From my experience and observations, the majority of my students perceive mathematics as a

1 From the Common Core State Standards for Mathematics

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

Please see additional examples and non-examples of language functions in the

Vocabulary and/or symbols

Plus at least one of the following:

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

informal/formative and formal/summative assessments I can shape the proceeding lesson

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

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