Elementary Mathematics

Planning Commentary
Tahtiana Brooks
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 central focus and purpose of the content taught in the learning segment is to teach
students how to identify and describe 2-D and 3-D shapes. The shapes included in the lesson
segment include squares, circles, triangles, hexagons, cubes, cones, cylinders, and spheres.
The lesson segment also wishes to help students understand that certain attributes determine
what a shape is called (number of sides, number of angles, etc.) while other attributes do not
determine their names (color, size, orientation).]
b. Given the central focus, describe how the standards and learning objectives within your
learning segment address
 conceptual understanding,
The students have spent a great deal of time focusing on addition and subtraction. Moving
forward with geometry and 2-D/3-D shapes specifically will provide them an opportunity to learn
fresh new content while previously learned strategies and open dialogue to accurately achieve
the learning objectives from lessons.
 procedural fluency, AND
Students were assessed on shape identification and recognition at the start of the school year.
The lesson segment allows for students to reiterate their knowledge of certain shapes while
gaining new knowledge in regards to the attributes that help to define what those shapes are as
well as the attributes that do not. This lesson segment is an opportunity for growth in all
students as it is a new concept.
 mathematical reasoning or problem-solving skills.
The solve and share activity introduces students to the learning objective and allows for them to
use prior knowledge to try and solve a problem. By allowing for students to work on their own
and then calling on students to explain their thinking, there are able to foster good mathematical
reasoning and problem-solving skills.
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.
[The three lessons within the segment are the first times that students will be introduced to
identifying and describe shapes as a 2-D or 3-D shapes. In order for students to be able to
accurately identify, describe, and sort the shapes, they must first learn the difference between
what makes a shape 2-dimensional versus 3-dimensional. Since students were introduced to
the words 2D and 3D in the first lesson, they were able to use their knowledge from that lesson
to help with accurately identifying and describing triangles and circles then squares and other

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 Elementary Mathematics
Assignment #3 Planning Commentary

rectangles in the second and third lessons. They are able to use previously taught vocabulary
and visuals to be successful in all three lessons.]

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.
[Students know what many of the 2D Shapes are (squares, circles, triangles, and rectangles.
Many students can look at a shape and describe an item or object that looks the same as the
shape. Students are still learning how to sort shapes as flat or solid by determining if they can
stand up on their own or fall flat. They are also still learning how to identify and describe shapes
using defining attributes and precise geometric vocabulary (flat, solid, sides, corners, vertices,
angles, edges, faces).]
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?
[My students range in their everyday experiences, cultural and language backgrounds and
practices, and interests. Many of my students have not been in school prior to this year and
with most of the year taking place virtually they are still learning many concepts as it pertains to
math. I have several ESL students with parents that do not speak English, so it is very
important for me to include visual aids and/or a read aloud of the content in lessons. My
students learn well from being able to physically work with manipulatives and listening to songs
that reiterate the concepts being introduced. With that in mind, I was sure to include aspects of
my students personal, cultural, and community assets to help with the teaching and
understanding of the central focus of this particular learning segment.]
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 often refer to my students as scholars or mathematicians always reiterating that practicing at
math is what makes us better. Working in kindergarten, students are still very excited by
learning and growing within the subject of math. I constantly remind my students that at the
start of kindergarten, they were unable to do many of the things they can do now. This helps
with creating a positive perception of math, encouraging persistence with problem solving, and
create a strong belief in their abilities. All of my students are celebrated, no matter their skill
level, because each small win helps to improve their mathematical abilities. Throughout this

1 From the Common Core State Standards for Mathematics

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 Elementary Mathematics
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lesson segment, students are given many opportunities to show their understanding of the focus
and explain their thinking. Even when students are not able to give the correct answer, they are
reminded that making mistakes is what helps us learn so that we can be better the next time.]
3. Supporting Students’ Mathematics Learning
Respond to prompts below (3a–c). 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.
[Based on individual student needs, I know that some modifications to either whole group or
small group instruction may be necessary. In situations where students show a clear sign of
struggle, I try to scaffold and present questions to help further the students thinking. In
situations where students show mastery of the content, I try to present opportunities for higher
learning to help encourage continuous growth. Showing students the 2D and 3D anchor charts
in the first lesson helped students with visualizing the differences between flat and solid shapes.
Also, in the second lesson, students were shown “The Greedy Triangle” story to help them
visualize how different shapes are named based on the different attributes they have. Lastly, in
the third lesson, the class project helped students test their knowledge from the previous days
to determine which items from the magazine clippings would best fit the attributes of the
shapes.]
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).
[All lessons in my classroom are taught in short whole group portions followed by short small
group activities. Students are grouped and/or paired in small groups based on data collected
from previous assessments or previous day exit ticket data. With ESL learners, students with
IEPs and MTSS students, it is important for me to differentiate learning as much as possible
from group to group. Often while teaching, I may notice that students may need a different
strategy or technique in order to grasp the content and I have frequently changed or modified
the lesson in real time. It is important for me to be as flexible as possible both whole group and
small group so that I am able to reach and support each of my students and their specific
learning needs.]
c. Describe common mathematical preconceptions, errors, or misunderstandings within
your central focus and how you will address them.
[Common misconceptions within the central focus of this learning segment are students that do
not identify a shape as either 2D or 3D, calls a hexagon an octagon, recognizes figures by
appearance alone, often by comparing them to a known example of a shape, use square and
rectangle interchangeably, and only identify and describe shapes based on perception and not

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 Elementary Mathematics
Assignment #3 Planning Commentary

reasoning. Ways to address those misconceptions include giving students ample experiences
to explore various forms of the shapes (e.g., size: big and small; types: triangles, equilateral,
isosceles, scalene; orientation: rotated slightly to the left, ‘upside down’) using geometric
vocabulary to describe the different shapes, and giving students attribute blocks to manipulate
and describe.
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.
[The language function I feel is essential for students to develop conceptual understanding,
procedural fluency, mathematical reasoning, and/or problem-solving skills within the central
focus is Describe. In my learning segment, beginning with the first lesson, students are being
asked to accurately describe and identify 2-D and 3-D shapes. The students must be able to
accurately determine what characterizes a shape as 2-D (flat) and 3-D (solid). The entire
lesson segment is about using the characteristics and qualities of each shape to describe the
shapes and categorize it as 2-D or 3-D.
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.)
[The day one lesson is the first day students are introduced to the idea of 2-D and 3-D shapes
as a whole. They objective of the lesson is for the learner to accurately identify and describe 2-
D and 3-D shapes. Using the vocabulary presented, students are expected to be able to
determine which shapes are flat and which shapes are solid.]
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
Vocabulary and symbols that students must be able to use and understand are part, whole,
compose, put together, add, subtract, break apart, combine, decompose, +, -, and =.
 Plus at least one of the following:
 Syntax
 Discourse

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 Elementary Mathematics
Assignment #3 Planning Commentary

[ Three lessons introduce students to the qualities and characteristics that make up a series of
different 2-D and 3-D shapes. As the teacher, it is important for me to introduce the shapes,
reiterate vocabulary, and scaffold to ensure students understand what is being asked and are
able to accurately identify the shapes being presented to them. ]

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).
[The vocabulary and symbols used in this lesson segment includes words and symbols that
students were introduced through a series of graphics, anchor charts, and other visual aids in
the classroom. When new content is introduced, I try to model my thinking, so students are able
to interpret (function) a problem and figure out the best course of action for solving. Visual
representations (discourse) such as anchor charts, picture models, videos, etc., help with
interpretation process and finding ways to support what is being taught. Lastly, syntax is
supported through the use of word problems, visual aids, and the use of familiar vocabulary
and/or symbols.]
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.
[Both the formal and informal assessments that will be submitted will test both prior knowledge
and new knowledge acquired by students. Informal assessments allow for me to initiate an
action plan for reteaching and/or review in real time during the whole group or small group
lesson. Formal assessments allow for me to go through on an individualized basis to determine
which students have grasp the concepts and are able to move on versus the students that may
need additional support. The formal assessments help with guiding small group instruction and
making changes to groups when necessary.]
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).
[Students with IEPs, ESL, and MTSS students may receive differentiated and/or modified
assessments based on what they require and/or what is necessary for their success. Students
that require read aloud will be given that option, students that need one-to-one assessment
support will have the option, and students that require shorter and/or modified wording will have
that as well. Each student, despite their learning level and ability, will be given the opportunity
to perform to their best of their ability and achieve success on any assessments given.]

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