Rationale for CI 3030-416

Context:

I conducted two lessons for a first grade math class at Witnel Elementary School. I spoke with my Teacher, Ms. Pipes, before planning the lessons and she gave me two topics to that had been touched on in class but needed more in-depth instruction. These lessons were completed to meet requirements for CI 3030. 

For the two lessons I taught the students worked on greater than and less than and calendar skills. The first lesson was a lesson about comparing numbers to find the greatest number. To start the lesson I did an explanation about Dino the Dinosaur had how he likes to eat greater numbers. To teach the concept I had students show me they understood the concept of greater than and less than by identifying two numbers on a number line and picking the greatest number. After showing me this, the students worked on two worksheets. The first worksheet had the students work on comparing two numbers and then putting them in a number sentence. The second worksheet had students identify the greatest number between to choice. This made the students apply the information they had just learned to complete the worksheets.

The second lesson I taught was calendar skills. To start the lesson I had the children fill in the missing numbers on a calendar of the current month. I then went through days of the week, months of the year and seasons. For each of these areas I worked on the children being able to identify all that apply. I also worked on them being able to apply today, yesterday and tomorrow. The students used the calendar they had created to answer the questions on the worksheet composed of questions about days of the weeks, months of the year and seasons.  

Impact:

The two lessons I taught were used as a more in-depth look at concepts that had been touched on earlier in the school year. During these lessons the students learned the basic concept of greater than and less than and calendar skills.

Alignment:

NCDPI Standard 2: Elementary teachers have a broad knowledge and understanding of the major concepts in mathematics.

            Indicator 1: This lesson met this indicator because I incorporated proportions in one of my lessons

            Indicator 3: This lesson met this indicator because I incorporated number and variable relationships in to my two lessons

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

            Indicator 3: This lesson met this indicator because I incorporate prior knowledge about days of the week and number knowledge in my two lessons

            Indicator 6: This lesson met this indicator because I adjusted my lessons according to the students’ ability to grasp concepts.

NCDPI Standard 9: Elementary teachers understand and use the processes of problem solving, reasoning and proof, communication, connection, and representation as a foundation for the teaching and learning of mathematics.

            Indicator 4: This lesson met this indicator because I expanded on a concept of greater than to teach the concept of less than.

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

            Indicator 1: This lesson met this indicator because as I was doing the lesson I took time to make sure that everyone was at the same point and understanding the concepts before continuing with the lesson. I also had everyone in the group answer at least one question, giving each child a chance to give their answer to the group in both my lessons.