Context: This unit was created for CI 4030, Teaching Mathematics in Elementary School, Fall 2008. It was created under the instruction of Dr. Kathleen Lynch-Davis.

This artifact shows the three consecutive math lesson plans. It includes my original lesson, my revised lessons, examples of student work, and my reflection after teaching each lesson to a third grade class.

Impact: Each lesson plan shows what was covered and how the material was presented. The artifact also shows how well the students grasped the material covered and how well it was taught by including a reflection and scans of actual students work.

Alignment: This unit met the following North Carolina Standards for Elementary School Teachers:

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

* Indicator 1: Teachers have a knowledge of number sense, numeration, and numerical operation.

-This indicator was met by covering arrays. The students used multiplication to find how many objects were in each array without having to count each individual object.

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 1: Elementary teachers develop instruction in problem solving that enables all students to:
-build new mathematical knowledge through problem solving.

-This indicator was met by showing the class that they could find out the number of individual items in a large group just by multiplying the number of rows by the number of columns.

Indicator 4: Teachers develop instruction in making connections that enables all students to:

Recognize and apply mathematics in contexts outside of mathematics

I met this standard by asking the students to think about what kind of arrays have they seem outside of math. (at the grocery store, around the classroom, or at a movie theater.)