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37 Elementary Mathematics for Washington Task 1: Planning Commentary TASK 1: PLANNING COMMENTARY Respond to the prompts below (no more than 11 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 central focus for this learning segment is to develop students understanding of the division of fractions. The purpose of this learning segment is for students to deepen their understanding of the division of fractions. This learning segment will require students to use their background knowledge to solve real world problems that involve the division of fraction. They will solve problems that require them to divide fractions. They will work with their peers and participate in discussions that will help strengthen their understanding. This learning segment will lead them towards discovering the reciprocal and having a deeper understanding of why and how that works.. ] b. Given the central focus, describe how the standards and learning target(s) within your learning segment address conceptual understanding procedural fluency AND mathematical reasoning or problem-solving skills [ Throughout this learning segment students will work toward strengthening their understanding of two standards and four different learning targets. I can analyze equations and look for relationships between multiplication and the division of fractions. I can reason about and solve word problems that involve the division of fractions by drawing models and creating equations. I can interpret and compute quotients of fractions. I can teach a friend how to solve a word problem that involves the division of fractions by explaining my reasoning and sharing my model and expressions. The first opportunity that students will get to develop their conceptual understanding and mathematical reasoning as well as problems solving skills is through the first two lessons which will be very discussion oriented. Throughout these lessons students will be shown a slide show and will have opportunities to explore different problems and then practice their reasoning through small group and whole class discussions. I will put aside time in every lesson to discuss and review what students know and how they reason about problems. During the third lesson students will have opportunities to reason, analyze and discuss a word problem. They will teach a skeptic how to solve a problem. Being able to teach someone that is asking questions will encourage more conceptual and deeper understanding. My learning targets also address procedural fluency and mathematical reasoning because throughout my lessons and especially in the fourth lesson students will practice computing quotients of fractions. They will work individually and in groups to reason and analyze division problems. As they progress through my lessons they will be looking for patterns and coming up with a rule that they could use when they divide fractions. That leads them towards exploring and finding that they could multiply by the reciprocal when they divide fractions. ] Copyright 2015 Board of Trustees of the Leland Stanford Junior University. 1 of pages maximum All rights reserved. V4_0915 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.

38 Elementary Mathematics for Washington Task 1: Planning Commentary 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. [All five of my lessons build on each other in several ways that help students make connections between concepts, computations/procedures and mathematical reasoning or problem-solving strategies. Before planning my lessons I was aware of the background knowledge my students had with fractions, in particular, with the division of fractions. Students have divided fractions using fraction towers but have not drawn models or had much practice with word problems that involve the division of fractions. In my first two lessons I will facilitate whole class discussions on different slides that I show. As I progress through my slideshow students will be asked to solve problems that increase in difficulty. I will give students different examples and ask students to reason about the patterns that they see between fraction division and fraction multiplication. They will be problems solving and reasoning about problems as well as, enhancing their conceptual understanding. After that, I will give students a table that has missing values. They will be given many opportunities to work individually and in small groups and then to discuss their thinking with the whole group. The third lesson will give them an opportunity to practice solving a word problem and then to teach someone how to solve the problem. This gives them opportunities to use mathematical reasoning and problem solving strategies. They will be encouraged to think of questions that someone might ask them and prepare their answers. Drawing models will help guide them towards understanding word problems and thinking about what they are doing when they divide fractions. They will also get an opportunity to learn from their peers and to hear their peers reasoning about solving division word problems. After that, students will get an opportunity to work through a worksheet that has carefully scaffolded fractions equations leading them towards the discovery of the reciprocal. After the students have noticed patterns and discovered that they are multiplying by the reciprocal when they divide fractions. We will have a class discussion about what a reciprocal is. The lessons build on each other through discussion and careful scaffolding. Students slowly go from working with fraction towers, towards drawing models, and then towards discovering that when they are dividing they are multiplying by the reciprocal. All of these lessons build on one another and students slowly build their knowledge of concepts, procedures and mathematical reasoning and problem solving. d. How and when will you give students opportunities to express their understanding of the learning target(s) and why they are important to learn? [In the beginning of each lesson we will read the learning target together. After reading the learning target we will discuss with the students what that learning target(s) mean and why they are important. Students will be given opportunities to share what they have learned with their groups and with the whole class. Throughout the lessons I will give students many opportunities to share their answers and their reasoning about problems I will also have exit tickets after each lesson At the end of lesson five I will give students a formative assessment that asks them to describe their progress towards the learning target. The formative assessment will ask them to describe what they have done towards reaching those learning targets. Students will be asked to reflect on the learning targets. I am hoping to see students discussing how they have grown and being metacognitive about their learning journey. ] Copyright 2015 Board of Trustees of the Leland Stanford Junior University. 2 of pages maximum All rights reserved. V4_0915 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.

39 Elementary Mathematics for Washington Task 1: Planning Commentary 2. Knowledge of Students to Inform Teaching For each of the prompts below (2a c), 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 focus Cite evidence of what students know, what they can do, and what they are still learning to do. [Before the beginning of this unit students were given a pre-test that gave them an opportunity to express what they know about dividing fractions and solving word problems that involve the division of fractions through drawing models or other strategies that they chose. Their pre-test showed me that the majority of the class did not know how to divide fractions. They were not able to draw models or find a quotient for most of the problems given. After the pre-test we spent the week prior to this learning segment learning how to divide fractions using fraction towers and Cuisenaire rods. They began dividing fractions by using Cuisenaire rods and dividing colors by colors. They were given sets of different color Cuisenaire rods and were asking questions such as how many reds make up a blue? Those questions were then put into division form and students worked at dividing colors by colors. After that, students were introduced to fraction towers and began dividing colors by colors and also writing equations for the division problems that they were doing. Students can divide fractions using fraction towers, they are still learning how to draw models and solve word problems that involve the division of fractions. However, that was the first step towards students learning about fraction division and my lessons segment is the second step towards that. I know that my lessons need to cover word problems with division, they will also provide students opportunities to draw array models that will help them visualize the division process and find the quotient that way. ] b. Personal, cultural, and community assets related to the central focus What do you know about your students everyday experiences, cultural and language backgrounds and practices, and interests? [Students have recently done a whole week of inspirational math created by Jo Boaler a Mathematics Education professor at Stanford University who is the Co-Founder of YouCubed.org a website that was created with the mission to inspire teachers as well as students that any student can do math at the highest level. The week that was spent on inspirational math has helped create a classroom community of students that are more open to making mistakes. This is advanced math class for students that were either recommended or scored high on state assessments. About half of these students have been told by previous math teachers that they are good at math. The other half of the students does not feel that they should be in this class. A number of students have told me I don t even think I should be in this class. Throughout my lessons I keep in mind student s previous experience in math and allow time for them to work in groups and share their thinking. All of the students are Caucasian and come from socioeconomic status that varies from low to middle class. The majority of these students are supportive and students value math and understand its importance in everyday life. A number of students are going through issues at home; one has a parent in her last stage of cancer. Many of these students are very strong minded and even though they all enjoy Copyright 2015 Board of Trustees of the Leland Stanford Junior University. 3 of pages maximum All rights reserved. V4_0915 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.

40 Elementary Mathematics for Washington Task 1: Planning Commentary mathematical debates they often struggle with accepting that they may be wrong about something. I will continue to build students understanding through discussions as well as providing them with many opportunities to work together and independently. c. Mathematical dispositions related to the central focus What do you know about the extent to which your students perceive mathematics as sensible, useful, and worthwhile 1 persist in applying mathematics to solve problems believe in their own ability to learn mathematics [I know that about half of my students perceive mathematics as sensible, useful and worthwhile. A big part of our discussions this year has been on the importance of mathematics in real life because even though these students are taking an advanced mathematics class they see math as just another subject that they need to take in school. There are a number of students that still ask questions such as why am I in this class? and state that they don t even like math. Because of our classroom discussions regardless of their opinion about math students often participate in discussions about the real world problems that are presented to them. I believe that they have all grown and are beginning to perceive math as sensible, useful and worthwhile. Students in this class often struggle with persisting in applying mathematics to solve problems. Because they have been told that they are good at math they expect themselves to be able to do math with less struggle. However, when they come across something that they struggle with they often give up before persisting or they look for an easy way to find the answer instead of making sure they understand the process. From my observations and work with students I believe that about ¾ of the students believe in their ability to learn mathematics, however, about ¼ of the students are struggling with believing in themselves and their ability to learn mathematics. Students often comment that math is boring therefore I try to design and present my lessons in an engaging way that will promote student engagement. I will offer volunteers many opportunities to share their thinking and be teachers because I believe that will encourage student engagement in the lesson and the learning of content. ] 3. Supporting Students Mathematics Learning Respond to prompts below (3a d). 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 2a c 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. [Prior academic learning- My understanding of students prior academic learning guided my choice of learning tasks and material in a number of ways I knew that students have an understanding of how to divide fractions using fractions blocks and I knew that my lessons needed to take that understanding a couple of steps further. Students were grouped by ability. They were given freedom to pick their table but not the individuals that are at their table. When planning my lesson and their seating I took into account Lev Vygotsky s concept of Zone of 1 From the Common Core State Standards for Mathematics Copyright 2015 Board of Trustees of the Leland Stanford Junior University. 4 of pages maximum All rights reserved. V4_0915 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.

41 Elementary Mathematics for Washington Task 1: Planning Commentary Proximal development that addresses the difference between what learners can do with help and what they can do without help.my lessons encouraged students to expand their Zone of Proximal development. I did that through introducing students to word problems that involve division of fractions. As we talked about problems that I posed in the slides for lessons 1 and 2 I encouraged students to draw models instead of using fraction towers. They were familiar with the terms quotient, divisor, and dividend therefore throughout my lesson I reinforced that language to guide students through the different tasks. Personal culture- My understanding of personal culture encouraged me to write word problems that students could relate to and understood. In our class we have been working a lot with patterns and talking about the different patterns that can be found in nature. For my lessons students are working with finding patterns in math equations. From conversations with students I know that the majority of them have thought about what colleges they want to go to. I connected that to lesson three in which I planned a task that included a scenario where students are given opportunities to make connections but also reason about problems and teach someone about what they know. They are given a scenario where they have graduated college and are applying for a job. This gives students opportunities to connect with their own persona culture. Students write down what job they are applying to and then in order to pass the interview they are asked to teach two skeptics how to solve the equation. This task was specifically created for this group of students because they enjoy sharing their reasoning and being the teacher. Community assets- Students live in a community near the Columbia river and have grown up with an area with rain and a lot of exposure to nature therefore the anticipatory activities that we will do will reflect that. Students are aware of the new school that is being built. It is often the talk of the community and in all of their classes at school because these students will be in the new school during their eighth grade year. Therefore many word problems that they will do will involve the building, or painting of the school. Mathematical dispositions- Students are familiar with the mathematical practices and we have had discussions about eight mathematical practices that all mathematicians strive towards meeting. I have posted the eight mathematical practices worded in kid-friendly language on every table. Throughout my lessons I will stop students and discuss the practices that they are using. Students are always encouraged to persevere and reason through problems. ] 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). [Whole class- The instructional strategies that I planned encourage discussion and for students to move around in the classroom. Throughout my lessons I provide guidance but students discover and problem solve through conversations with their table groups and their peers.. By the end of my five lessons students discover patterns and find that multiplication and division of fractions are related as a result of the tasks that they have been exposed to. Individual students- There are two students that struggle with staying on task when they sit next to each other. I will be re arranging where they sit. There is also a student whose mom is in Copyright 2015 Board of Trustees of the Leland Stanford Junior University. 5 of pages maximum All rights reserved. V4_0915 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.

42 Elementary Mathematics for Washington Task 1: Planning Commentary critical condition and on her last stage of cancer. In order to help that student throughout my lessons I will not call on him unless he raises his hand. The student that have ADHD in my class will get a yoga ball. Throughout my instruction I will use visuals to help enhance learning for visual learners. I will also provide students with the option of working individually on problems and tasks during the first, second, fourth and fifth lesson. I will use my proximity and position in the classroom to keep students engaged in discussions and as a classroom management strategy. Groups of students- there is a group of students that are deep thinkers and slower processors. For those students I will provide them with the time that they need. The group that is on the opposite side of the spectrum and tends to complete tasks at a faster pace will get opportunities to challenge themselves with challenge problems. I have students that often finish the anticipatory activity before the rest of their class therefore I will have a challenge problem for them to compete. ] c. How will students identify resources to support their progress toward the learning target(s)? [We often talk about the different resources that are available for them. Lesson notes, math journal, their work folder, math book, ipad, laptops are some of the resources that students have available to them. Students are all encouraged to use each other as a resource as well as using online resources. During the first lesson I will have a discussion with the students about the different types of resources that are available to them and then throughout my lessons I will remind student to use their resources. I will also make sure that students are aware that I am they can always come to me for help. They can communicate with me via or stay after school on Tuesdays and Thursdays because we have a late after school bus. I will also encourage students to schedule appointments with me before school or during lunch if they need extra help and clarification on assignments. ] d. Describe common mathematical preconceptions, errors, or misunderstandings within your central focus and how you will address them. [ Some common preconceptions that are within the division of fractions are: -Believing that the numerator and denominator are two separate whole numbers. I will address that by drawing models and having students model their problems on their tables and the board during discussions in the second lesson and also model their problems in the third lesson when they are teaching their peers. -Students look for the common denominator- Students have had a lot of experience with adding and subtracting fractions starting in fourth grade and many times they just want to find the common denominator to solve the equation. In order to address that before solving division problems I will write the problem down and ask them what is the question that is being asked? in order to solicit the response how many groups of is in -After working with fraction division problems students might say that they are cross multiplying. I do not want students to do cross multiplication because my goal is for them to have a conceptual understanding of division and when they cross multiply they are looking for a short-cut and not for understanding. I will address that by emphasizing the importance of them being able to justify their reasoning. I will ask them questions such as why does this work? and why are you doing that? throughout each lesson. Some common errors that students could make when dividing fractions could be: --Drawing array models that do not line up. When students draw models that do not reflect the equation they are going to struggle with making sense of their thinking and finding an answer Copyright 2015 Board of Trustees of the Leland Stanford Junior University. 6 of pages maximum All rights reserved. V4_0915 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.

43 Elementary Mathematics for Washington Task 1: Planning Commentary that is reasonable. I will provide students with many models. I will also help them by modeling it on a number line to help students see the problems in several ways. ] 4. Supporting Mathematics Development Through Language As you respond to prompts 4a d, consider the range of students language assets and needs what 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. [ Throughout my lessons students will be working on different task and problems that will require them to justify their thinking. They will need to especially be able to justify their thinking during the third lesson when they will be teaching their peers how to solve a word problem that involves the division of fractions. Much of the time during my lessons will be spent on discussions within small groups as well as with the whole class. My classroom discussions will be supported by Gordon Pask s Conversation Theory. The fundamental idea of his theory is that learning occurs through conversations. Our discussions promote students towards making connections among concepts and deriving explanations about the concept. They will justify their thinking through conversation and I will always encourage and challenge them to justify their thinking through sharing their reasoning and modeling. ] 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.) [ In lesson three students will get the opportunity to become the teacher. In order to teach, students are required to come up with a plan for proving to a skeptic that their thinking about the problem they are solving is correct. In order to be able to teach it they will be asked to justify their thinking. Students that will be playing the skeptic will be encouraged to ask questions that will challenge their teachers. When students take the role of the teacher they will solve the problem and justify their thinking through drawing models, asking questions, and showing different strategies. Students will get an opportunity to take the role of both the skeptic and the teacher therefore they will be justifying their thinking as well as encouraging their peers to justify theirs.] 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 Copyright 2015 Board of Trustees of the Leland Stanford Junior University. 7 of pages maximum All rights reserved. V4_0915 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.

44 Elementary Mathematics for Washington Task 1: Planning Commentary Plus at least one of the following: Syntax Discourse [In lesson three students will need to reason about problems. In order to complete the task students will need to understand what a skeptic is. We will talk about this word before I go over the directions. Students will also need to know that there are multiple ways that fractions can be written. Students often see fractions in the following format: n d, however, in my handout I wrote fractions in this format: n/d. Some of the discourse that students will need to understand is the use of the terms; expression and model in this context. In order for them to clearly understand the discourse symbols and vocabulary I will directly address the vocabulary as I give students direction. I will also encourage them to use their notes, books, ipads, and peers as resources if they are unsure of about something. They will also be asked to identify their divisor, quotient and dividend. Students will be encouraged to use a book as a resource for finding definitions to any words that they are not familiar with. I do not have ELL students in this classroom however if I did I would provide them with translations for some of the mathematical discourse that will be used in throughout this learning segment. ] 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). [Students will be using the identified discourse and symbols throughout all of the lessons. In the first two lesson students will be using mathematical discourse through discussion. In order to best help them understand the language demands I will model the vocabulary words such as: table, model, expression, division, fraction, divisor, dividend, and quotient on the board as it comes up in our discussion. I will also include tables in my PowerPoint In lesson 3 they will be provided with a worksheet that helps them understand the language demands. In the worksheet I will include a definition and a picture of the word if possible. Students will also be reminded of available resources that they are encouraged to use. They have written the definitions for these words in their journals the week before this learning segment and we have had short discussions about them. However, throughout my lessons I will keep reinforcing that vocabulary in order for them to understand how it is used within a context. ] 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 for you and your students to monitor their conceptual understanding, computational/procedural fluency, AND mathematical reasoning or problem-solving skills throughout the learning segment. [ As I teach each lesson I will formally be assessing students by listening to their input during whole classroom discussions and as students work in groups I will come up to each table to listen to their conversation and record their thinking. I will allow students to use Expo markers to write out their thinking on their tables as they work. I ll be walking around and taking pictures of Copyright 2015 Board of Trustees of the Leland Stanford Junior University. 8 of pages maximum All rights reserved. V4_0915 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.

45 Elementary Mathematics for Washington Task 1: Planning Commentary their work as a form of formative assessment. I will be looking for students understanding of what it means to divide fractions. During the first lesson I will be looking for students participation in discussion. I will be observing each table as they are reasoning about problems with their peers and writing down notes from our discussion. During lesson two students will work with their table groups to fill out a table and reason about patterns that they are seeing in relation to division of fractions and multiplication. I will also use the assignment from lesson three as a formative assessment. What they write out in their plan will help me assess where they are at in relation to drawing models of fraction division, and creating expressions from word problems. At the end of lesson four I will give student a homework assignment that will encourage them to work on solving fraction division equations. Students will bring that back during lesson five, we will discuss it and I will use it as a formative assessment. I will also give students a formative assessment exits slip that will give students opportunities to reflect on where they are at in relation to the standards and learning targets. At the end of my fifth lesson I will give students a short assessment with problems that will help me assess their learning from this school week long lesson plan segment. ] 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 design of my assessments will allow all students to demonstrate their learning by asking students questions that are open ended. Student will be working with their table groups and writing on tables with Expo markers that will help students that are more visual. They will also be allowed to use any strategy to solve the problems. Students that need more time to complete assignments will be given an opportunity to complete the assignment the next day after we discuss it. Students that will complete assignments ahead of time will be challenged to help students and explain their thinking. That will give them opportunities to practice more precise language and to express their reasoning out loud. As students complete tasks that will be formative assessments for me I will be walking around and answering any questions that they might have. Students will be asked to describe and justify their thinking in my assessment. Those kind of questions will help students that are working at all levels to demonstrate their knowledge because open ended questions like that do not specify how they have to show their knowledge they could describe using pictures, or tables, as well as words. ] c. Describe when and where you will elicit student voice (oral or written) during instruction to raise awareness in both you and the students of where students are relative to the learning target(s). [I will begin each lesson by talking about the learning target. I will elicit student voice beginning from that discussion and continuing on with discussions throughout my lessons. As students work on their task I will be walking around and asking them how they are doing in regards to the learning target(s). I will also ask them to complete exit slips that will give me a great opportunity to elicit that student voice.] Copyright 2015 Board of Trustees of the Leland Stanford Junior University. 9 of pages maximum All rights reserved. V4_0915 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.

46 Elementary Mathematics for Washington Task 1: Planning Commentary d. What tools and strategies will students use to monitor their own learning process during the learning segment? [ Students will be able to monitor their own learning process during the learning segment in several ways. At the end of each lesson I will ask students to give me a private thumbs up, middle, or down. Private thumbs up is when students hold their thumbs close to their chest instead of holding them up. It is more private and gives students an opportunity to be more reflective and honest in their response because they are not looking at the responses that the rest of their peers are giving. Thumbs up will mean that they are on track and feel confident about their progress towards the learning target. Thumbs towards the middle or sideways means that they are getting there, and thumbs down will mean that they still need to work on that target. Students also have math journals that they keep their notes in from the lessons They will be taking notes during the first two lessons. They will also be encouraged to keep notes throughout other lessons. The tasks that they will all be doing are printed out for them so they will also be able to monitor their learning through that. ] Copyright 2015 Board of Trustees of the Leland Stanford Junior University. 10 of pages maximum All rights reserved. V4_0915 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.

47 Elementary Mathematics for Washington Task 1: Planning Commentary Work Cited Social Cognitive Learning Theory and other Theories and Models. (2016). Retrieved March 28, 2016, from Copyright 2015 Board of Trustees of the Leland Stanford Junior University. 11 of pages maximum All rights reserved. V4_0915 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.

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