Indicator 1:   I demonstrated and used illustrations to explain the numerical concepts by giving students directions and examples of counting by eights. 

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

Indicator 3:   To start the lesson, I got the student’s attention by sparking some of their prior knowledge.  I gave the students some examples of things that come in eight and asked them what other things might come in eight.   

Indicator 4:  By launching the lesson, I asked the students to give examples of eights and by showing groups of eights with either objects or themselves.

Indicator 6:  Before I started the lesson, I made sure to group the students diversely, with lower and above average students together.  This helped the lower students get assistance from the higher group of students.  This helped all groups finish around the same time.

Indicator 7:  Putting the students into these groups helped me to observe each student write their numbers by eights.  I was also able to see the group work together, as a whole, as well as individually, using their collaborative skills. 

NCDPI 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 3:  In this activity, I helped the students count by 8's with the use of the rhyme that we said together.  The students assisted one another by helping those having trouble remembering their 8's. 

Indicator 4:  Each student was able to make a connection by giving examples of what things usually come in a set of 8.  I asked them to tell me some examples of 8 sets of different foods that they really enjoyed to eat.  They also were able to make connections by how many groups of eight were in the classroom. 

Indicator 5:  Each member of the group wrote their 8's from 8 to 104.  With my instruction, each student was able to discuss their connections with each other about the activity. 

NCDPI Standard 15:  Elementary teachers encourage under represented groups to engage in the schooling process, especially math and science.

Indicator 1:  I met the above standard by giving each child my own special attention.  Some students needed more help than others.  I made sure that each student understood the concept well before ending the activity.  I gave extra attention to those students in the group that were EC.