Context:  These three math lessons were created for CI 4030, Teaching Mathematics in the Elementary School, Fall 2007, under the instruction of Dr. Katheleen  These lessons were based on teaching subtraction and are developmentally appropriate for a first grade level.  They were taught at Gamewellw:st="on">Elementary School under the advisement of Ms. Wendy Greene, a first grade teacher. 

Impact:
Competency Goal 1: The learner will read, write, and model whole numbers through 99 and compute with whole numbers. 
        1.04 - Create, model, and solve problems that use addition, subtraction, and fair shares (between two or three

 Alignment:

Standard 2: Elementary teachers have a broad knowledge and understanding of the major concepts in mathematics.
Indicator 1: Teachers have knowledge of number sense, numeration, and numerical operation. Teachers:

  Apply four basic operations (addition, subtraction, multiplication, and division) with symbols and variables to solve problems and to model, explain, and develop computational algorithms.

 I met this standard because, the lesson taught dealt with subtraction.  I taught first grade students three different methods through which they could solve subtraction problems. 

Standard 7 : Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum.

Indicator 1: Teachers develop and implement the pacing and alignment of curriculum that is consistent with the NC SCOS, LEA standards and pacing guides, and national standards in all subject areas

 I met this standard, because, the I chose this particular subject based on the book being used by the teacher.  The time in which I taught subtraction was when they were scheduled to learn it.  They had already covered the basics of addition, and were ready to learn new material. 

Standard 9: Elementary teachers understand and use the processes of problem solving, reasoning and proof, communication, connection, and representation as the foundation for the teaching and learning of mathematics.
Indicator 1: Elementary teachers develop instruction in problem solving that enable all students to:

• Build new mathematical knowledge through problem solving;
• Solve problems that arise in mathematics and in other contexts;
• Apply and adapt a variety of appropriate strategies to solve problems;
• Monitor and reflect on the process of mathematical problem solving.

 I met this standard because my lessons focused on having students write their own subtraction problems and come up with a way to solve them.  We started with simple problems, using a number line, but advanced to doing problems involving two digit numbers. 

Standard 15: Elementary teachers encourage underrepresented groups to engage in the schooling process, especially math and science.
Indicator 1: Teachers use a variety of strategies to encourage underrepresented groups to engage in the schooling process, especially math and science. They:

• Utilize community resources
• Give personal attention and encouragement to underrepresented groups of students
• Use relevant and real-world applications that interest a diverse population
• Encourage underrepresented groups to assume leadership roles.