Elementary Education - Mathematics with Literacy Task 4

Task 4: Mathematics Learning Segment Overview

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: State-Adopted Content Standards

Three-digit addition within 1,000
NC.2.NBT.7 Add and subtract, within 1,000, relating
the strategy to a written method, using:
• Concrete models or drawings
• Strategies based on place value
• Properties of operations
• Relationship between addition and subtraction

Learning Instructional Strategies and Formative and

Objectives Learning Tasks Summative
Assessments
Students will be
Lesson 1 Students will learn appropriate Formative: Student
able to solve a
strategies for using an open participation during
three-digit addition
number line to solve three- engage, explore and
problem within
digit addition problems using explain phases of
1,000 using
two digits. The open number lesson. Teacher
strategies based on
line strategy is one that observes
place value,
expands on the understanding comprehension and
concrete models or
of place values of hundreds, use of previously taught
drawings, on an
tens and ones. Students begin strategies and observes
open number line
lesson working in pairs to their progression
independently.
solve the equation 234+225 towards mastery as
using place value strategies they locate strategies
used from previous lessons that guide their thinking.
such as place value charts
and use of concrete
manipulatives as well as open Summative: Students
number lines. Students are will be given an exit
expected to record their ticket with two addition
answers and explain how their problems adding 10
strategy was the most efficient and 100 to three-digit
way to solve the problem numbers and a three-
during the explain phase of digit open number line
the lesson. The teacher’s addition problem where
objective is to circulate and they will also record
explore the strategies being their strategy to solve.
used, locating two to three
strategies that will provide
student led explanations
following the explore activity.

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 Elementary Education - Mathematics with Literacy Task 4
Task 4: Mathematics Learning Segment Overview

Student Expectations:
Student can clearly label and
illustrate the strategy they
used to solve the equation in
solving the problem with
clarity in their procedures.
Student utilizes strategy for
solving and makes no errors,
arriving at the correct answer.
Student shows great
proficiency in explaining an
efficient strategy to solve
three-digit addition or
subtraction problems using an
effective strategy and add two
three-digit numbers along an
open number line.

Copyright © 2018 Board of Trustees of the Leland Stanford Junior University. 2 of 2 | 2 pages maximum
All rights reserved. V07
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.