Context:

The lesson plans below were created as a part of CI 4030: Teaching Mathematics in the Elementary School under the instruction of Professor Betty Dishman.  T

The three consecutive lessons were taught and implemented as a part of the internship for the class and Block II.  The internship took place at Westwood Elementary School in Ashe County in a third grade classroom.  The lessons were a part of a geometry unit focusing on three-dimensional shapes.

Impact:

The students of the class had previously learned about two-dimensional shapes, and as a part of the standard course of study, three-dimensional shapes were to be taught in comparison to the two-dimensional shapes.  The students participated in hands-on learning experiences and were assessed on what they had learned.  The impact on students comes directly from what was taught and what was learned. 

Alignment:

The following standards were met in the creation and implementation of the lessons:

Standard 2: Indicator 2:  Teachers have knowledge of geometry and measurement.  Teachers understand the construction of simple geometric figures

• This standard was met by the creation of the lesson plans.  In order to teach the concepts that were taught, it was necessary for me to have a broad knowledge of the content and to display that through the teaching of each lesson.

Standard 7 : Indicator 3: Teachers promote new learning by using students’ prior knowledge, misconceptions, and interests when designing lessons. 

• This standard was met by the lessons by activating the prior knowledge of the students related to the two-dimensional shapes.  The students were asked to compare these shapes to the solids that were taught throughout the lessons.

Standard 7: Indicator 6: Teachers modify instruction and assessments to meet the needs of individual students.  This standard was met by providing possible gearing up and gearing down alternatives to certain aspects of the lesson plans.  Standard 9:  Indicator 5: Teachers develop instruction in representation that enables all students to create and use representations to organize, record, and communicate mathematical ideas;  This indicator was met by the graphic organizers that the students used in the first lesson.  The organizer was designed for students to use as a guide showing characteristics of each three-dimensional solid.  The students used this throughout other lessons, if necessary, to help recall these characteristics.