• Indicator 1 because my lessons covered elapsed time, an integral part of the sixth grade curriculum.  
• Indicator 3 because I drew on the prior knowledge of my students through the succession of my three lessons, using what they had learned the previous day to guide their activities the following day. 
• Indicator 4 because I planned numerous fun, engaging, unique activities that kept the students intrigued and focused.  
• Indicator 5 because we discussed learning strategies throughout the lessons, cultivating the problem-solving and critical thinking skills of my students. 
• Indicator 6 because in my final lesson, I used the information from previous assessments to design activities cultivated for the unique learning differences of my class.  
• Indicator 7 because I used a variety of assessments, including observation, discussion, and the scores from a group game.  

</FONT></FONT>Standard 9 -

• Indicator 1 because the knowledge gained from my lessons can be readily applied to real-life situations.  
• Indicator 3 because the students were constantly being encouraged to communicate their strategies to their peers, gaining confidence in their ability while enabling others to view the problems in unique, and often helpful ways.  
• Indicator 4 because the original word problems I wrote connected their learning to real-life experiences.  I used the names from my students in the word problems, making the connection to actual events even more palpable. 

Standard 15 -

• Indicator 1 because in my final lesson, the under represented, often ignored segment of the class was given personal attention, making them feel valued while giving them the individual attention that is so important.