Rationale for Planning, Teaching, Reflecting Math Lessons:

Context-

I created a mini-unit on division to teach during my block II internship at Mountain View Elementary school in a third grade class.  I taught the mini-unit over a three day period, then had a review, and a test on the contents I taught.  The concept of division was taught as sharing, repeated subtraction, and using word problems.  I included samples of student work that I reflected on at the end of the mini-unit.  I also had chose three students--high, medium, and low--to observe as they progressed through the mini-unit.  After teaching the students the three lessons, I interviewed these three students to find out what they learned.  I also included this infromation in my reflection on planning and teaching mathematics.

Impact-

I have included much of the impact the lessons had on the students in my overall reflection.  For the most part, the students in my internship experience really surprised me with how much they learned through the division lessons.  I thought they would struggle with the concepts, even as I taught them.  In the end, when I assessed them with a test, they did much better than I expected.  Overall, this experience seemed to be more successful than I originally thought it would be.  The students had a hard time with classroom management and doing more than one related activity for the lesson, but in the end their work samples showed that they understood the divison concepts that I taught them.  In return, I also learned a lot about observing students and making adjustments within the lesson to meet the needs of all types of learners.

Alignment-

I have met DPI standard 2, indicator 1 by illustrating my understanding of numerical operations in teaching the lessons on division.

I have met DPI standard 2, indicator 3 by using patterns related to division with tables and charts, number sentences, problem-solving and various variables that showed the relationships that can be made through division.

I have met DPI standard 7, indicator 1 by following the NCSCOS for third grade mathematics related to teaching division.

I have met DPI standard 7, indicator 2 by reading the book and using division during the launch of the lesson on the second day.

I have met DPI standard 7, indicator 3 by reflecting on the observations that were made from previous lessons to adapt new ways to meet the needs of all learners.

I have met DPI standard 7, indicator 4 by integrating different teaching strategies to meet visual and hands-on learners.

I have met DPI standard 7, indicator 5 by creating lessons that require students to think critically and problem-solve.

I have met DPI standard 7, indicator 6 by modifying the instruction to ensure that even the low level students learn the concept that is being taught.

I have met DPI standard 7, indicator 7 by using different methods of assessment throughout the course of the mini-unit on division.  I assessed students on knowledge in groups, individually, through review, and a formal test on division.

I have met DPI standard 9, indicator 1 by including strategies that allow students to problem-solve using new division concepts.

I have met DPI standard 9, indicator 2 by using methods of instruction that require students to use mathematical reasoning.  I also taught different strategies for doing division problems that required students to prove their answers.

I have met DPI standard 9, indicator 3 by allowing students to demonstrate their knowledge through showing their work, presenting it to the class as a whole, and by any other means that best suits the students learning style.

I have met DPI standard 9, indicator 4 by creating lessons that show students how mathematics concepts interconnect in the curriculum.  For example, division is backwards multiplication.  I also included examples for the students to work out mathematically that related division to the real world.

I have met DPI standard 9, indicator 5 by creating division lessons that require students to represent mathematics by applying strategies, problem-solving, and modeling what they have learned.