Candee Edgar
National University
November 4, 2018
JUSTIFICATION/RATIONALE 2
Abstract
This paper justifies and gives rationale for the selected artifacts which document evidence of my
The first artifact is a detailed lesson plan of a first grade mathematics lesson in geometry on
dividing shapes into halves, fourths, and quarters. The second artifact is a short video clip
showing the actual lesson being presented described in artifact one; this video depicts students
learning about shapes using a variety of learning modalities, whole group discussions, small
The third artifact is a literature review that discusses how to make learning comprehensible in
JUSTIFICATION/RATIONALE 3
The first artifact which I selected to include as evidence in Domain A (Making Subject Matter
Comprehensible to Students) of my PDQP is a detailed lesson plan of a first grade math lesson
which addresses specific pedagogical skills from a geometry unit of mathematics. This lesson
designing, planning, and implementing a Common Core State Standard for math and how I make
it comprehensible for first graders. A very detailed rationale is stated for each part of this lesson:
instructional, materials needed, student activities, group collaborative activities, and assessment.
Prior to this lesson, each student’s needs were identified and evaluated. My students’ needs and
the pre-assessment results drive the lesson, and the on-going progress monitoring gives students
reinforcement and feedback, while informing me of what the students are able to comprehend.
The individual activity allows students to showcase their learning; this also demonstrates my
addresses the needs of all students to make their learning of the math concept comprehensible.
competencies in Domain A is a short video clip showing my first grade class as they experience
the math lesson described in artifact one. This artifact allows one to visually see the presentation
of the lesson’s introduction and instruction while students are receiving the math concepts in a
variety of learning modalities along with the use of visual representation using real-life scenarios
to help make the math concepts more comprehensible. Students are using hands-on-activities
JUSTIFICATION/RATIONALE 4
which allow them to show their understanding on their own levels of math competency. You will
observe the students working in whole group and in partnered activities which allows them to
collaborate and hear others discuss their own understanding of what halves, fourths, and
quarters; this is exceptionally important for English Language learners to be able to hear other
students speak the new math vocabulary and give them time to practice with their peers. This
artifact coincides directly with what Costantino states, “…there is a direct correlation between
performance standards for students and performance standards for teachers. What teachers know
and are able to do is the most important influence on what students learn” (Costantino, De
The third artifact selected is a literature review of an article, “Opening the World of
Mathematics: The Daily Math Discussion” by Zoe Donoahue which describes how first graders
learn to theorize and explain their thinking by using daily math discussions about real-world
problems within a secure environment (Donoahue, 2016, p. 428). The types of routines which
Donoahue discusses and utilizes daily in her math class serve as on-going progress monitoring
which provides her students a comprehensible way of understanding the mathematics content
being presented. This article was selected to show the relationship between using a daily math
discussion to elicit students’ comprehension of the mathematical ideas, theories, and concepts
within a secure environment. The reflection of Domain A is evident in this article when one
reads the first graders’ discussions detailing which concepts the students have acquired.
Encouraging students to construct viable arguments and critique the reasoning of others is an
JUSTIFICATION/RATIONALE 5
References
Costantino, P., De Lorenzo, M., & Tirrell-Corbin, C. (2009). Developing a professional teaching
portfolio: A guide for success. (3rd ed.) Upper Saddle River, N.J.: Pearson.
Donoahue, Z. (2016). Opening the world of mathematics: The daily math discussion. Teaching