Professional Portfolio

  1. Home
  2. Math
  3. Science
  4. Social Studies
  5. Media /Technology
  6. Language Arts
  7. Diversity
  8. Student Teaching
  9. CI 4000
  10. Internship Description
  1. Math Portfolio
  2. Case Study
  3. Lesson Plans
Home > Math > Math Portfolio

Math Portfolio

NC- North Carolina DPI Elementary Education Specialty Area Standards
Standard: Standard 2: Elementary teachers have a broad knowledge and understanding of the major concepts in mathematics.
Indicator: Indicator 1: Teachers have knowledge of number sense, numeration, and numerical operation. Teachers:
Detail: Illustrate, explain, and demonstrate prenumeration, numeration, fractions, decimals, rational numbers, integers, ratio, proportion, and percentages, and
Detail: Apply four basic operations (addition, subtraction, multiplication, and division) with symbols and variables to solve problems and to model, explain, and develop computational algorithms.
Indicator: Indicator 2: Teachers have knowledge of geometry and measurement. Teachers:
Detail: Understand construction of simple geometric figures,
Indicator: Indicator 3: Teachers have knowledge of patterns, relationships, functions, symbols and models. Teachers:
Detail: Understand patterns, relationships, functions, systems, and models,
Detail: Recognize and use likeness and differences in defining and describing patterns with actions, words, objects, numbers, and set,
Detail: Create, extend, and predict using geometrical and numerical patterns and sequences,
Detail: Use problem solving to give meaning to patterns, functions and relationships, and
Standard: 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: Indicator 1: Elementary teachers develop instruction in problem solving that enable all students to:
Detail: Build new mathematical knowledge through problem solving;
Detail: Solve problems that arise in mathematics and in other contexts;
Detail: Apply and adapt a variety of appropriate strategies to solve problems;
Indicator: Indicator 3: Teachers develop instruction in communication that enable all students to:
Detail: Organize and consolidate their mathematical thinking through communication;
Detail: Communicate their mathematical thinking coherently and clearly to peers, teachers, and others;
Detail: Analyze and evaluate the mathematical thinking and strategies of others;
Detail: Use the language of mathematics to express mathematical ideas precisely.

 

 

Rationale for CI 3030 assignments

Context

In my CI 3030 class during Block I, my classmates and I created lesson plans to use in second grade and fifth grade classrooms.  I worked with Allison Chrisawn, Nora Shoemake, and Katy Marsh to create these lesson plans. In addition, I wrote reflections after the lessons were taught, that describe what went well and what didn't.

I was able to create these projects through the use of Microsoft Word.

Impact

I can use these lesson plans when teaching polygons to fifth graders and when teaching addition, subtraction, and number sequence to second graders.

I will use the lesson plan reflections that I have written, when using these math activities again.  These reflections will remind me of what benefited the classroom, and what needs improvement.

My goal is for students to enjoy this activity while learning new mathematical concepts.

Alignment

I have met DPI standard 2, indicator 1 because I have shown a broad understanding of addition and subtraction.  The second grade lesson plan that I created was based on these major mathematical concepts.

I have met DPI standard 2, indicator 2 because I have shown an understanding of geometry and measurement.  The fifth grade lesson plan that I created was based on these major mathematical concepts.

I have met DPI standard 2, indicator 3 because I have shown an understanding of patterns, relationships, symbols, and models.  Both lesson plans that I created required student involvement in understanding these mathematical concepts.

I have met DPI standard 9, indicator 1 because my instruction required the students to use their problem solving skills to construct a variety of polygons and to determine the number of angles and sides on the polygons.  

I have met DPI standard 9, indicator 3 because I required my students to work together in groups to construct and present as many polygons as possible within a given amount of time.  These steps required the students to communicate their mathematical thinking clearly and efficiently to their peers and teachers.

 
File Attachments:
  1. Fifth Grade Lesson Plan Reflection Fifth Grade Lesson Plan Reflection
    My reflection for the fifth grade lesson plan.
  2. Math Lesson Plan (fifth grade) Math Lesson Plan (fifth grade)
    Polygon lesson plan for fifth grade students
  3. Math Lesson Plan (second grade) Math Lesson Plan (second grade)
    Addition and Subtraction Lesson Plan for second grade students.
  4. Second Grade Math Lesson Reflection Second Grade Math Lesson Reflection
    Reflection for the second grade math lesson.
Author: Lori M. Dillard
Last modified: 11/15/2006 2:59 PM (EST)