Math Lessons Rationale

Context:
These two math lessons were created for CI 3030, Investigating Mathematics and Learning, Spring 2007. They were created under the advisement of Dr. Art Quickenton. The two lessons were taught at Forest Hill Elementary School in Ms. Hanuscak's kindergarten class during Spring 2007 practicum.

The lessons were designed to introduce students to measuring, and also to give students the opportunity to learn and practice how to collect, represent, and analyze data in graphical form. They were developed for kindergarten students.

Impact:
These two math lessons incorporated a lot of hands-on strategies to aid in student learning. They built on the students' prior knowledge of number lines (to be compared with rulers) and graphs.

Students were shown how to correctly use a basic ruler to measure lines, pictures, and a variety of real world objects. As a result of this measurement lesson, students were given the opportunity to not only learn how to use a ruler, but also to individually practice measuring simple objects and record their answers.

Students collected data regarding the favorite flowers (chosen from: rose, daisy, lily, sunflower, tulip) of each class member. They then recorded this data on a pictograph and interpreted the graph through a series of questions asked by the teacher. As a result of this graphing lesson, students learned how to collect, represent, and analyze data in graphical form.

Alignment:
NCDPI Standard 2: This standard deals with teachers displaying their broad knowledge and understanding of major mathematical concepts. It was met by the teacher using their knowledge of measuring length (according to the standard system), and their knowledge of data collection, representation, and analysis in graphical form. The teacher drew from this broad mathematical knowledge base to instruct the students in the areas of measurement and graphing.

NCDPI Standard 9: This standard deals with teachers using problem solving and communication processes to aid in the teaching and learning of mathematics. It was met by the teacher using a variety of approaches (including large-group and individual practice) and hands-on activities to convey the concept of measurement to the class. They also made connections between mathematical concepts for the class by drawing upon the students' prior knowledge of number lines, and comparing it to rulers and measurement. The teacher also met this standard by creating and using graphical representation to convey the concept of graphing to the class.