Context:

I taught these two math lesson plans at W.A Young Elementary School with 2nd graders. These math lessons were taught by me and Jeni Guthridge in which we split up the class each getting about eight students.  These lesson plans were approved by the second grade teachers and required by my CI-3030 instructor, Mrs. Goodson-Espy.  During the lesson the students could help each other out if they had questions. I introduced the concepts and then the students got to work off worksheets. Then we went over their work before the class ended. I also reflected on these lessons and how well the students understood the concepts, the strengths, and weaknesses of the lesson. I also came up with ways of making this lesson better for me and the students.

Impact:

These lesson plans can be used with the introduction or review of shapes and a more advanced lesson on patterns. The shape lesson plan will review from first grade and identify, build, and name parallelograms, squares, trapezoids, and hexagons (MA 3.01).  The pattern lesson plan students will identify, describe, translate, and extend repeating and growing patterns (MA 5.01).

Alignment:

These two small group math lesson plans aligns the following program standards:

NCDPI Standard 2,

Indicator 2: I came up with a shape picture based on geometric shapes. Also while making those shape pictures I had them combine two shapes to make another one. I had to make sure I got all the shapes incorporated into the pictures by making more than one picture. I had a bicycle and tree that were formed with the shapes.

Indicator 3: The pattern lesson plan started with smaller numbers in which they had to add five or three. They had to know the definition of patterns, the relationships between the numbers, and addition.  I also tried to incorporate a real life object in the example for the pattern by using an elevator and going up by floors.  The students also made up their own patterns and then had to explain to another student and what the pattern was in words. They saw differences in everyone's patterns.

NCDPI Standard 7,

Indicator 1: While creating these lesson plans I made sure the content aligned with the North Carolina Standard course of study requirements for the area of the curriculum. The lesson plans align with the math curriculum.

Indicator 3: To begin the shape lesson plan I drew the shapes on a piece of paper and asked them to use their prior knowledge about shapes and name as many as they could remember from the previous year. I also used the elevator example in the pattern lesson to catch their interest instead of just listing numbers.

Indicator 4: These two math lesson plans were taught in small group, partner work, and working one on one with me.  I asked questions for the entire group and then individually. The shape lesson plan was done more individually while the pattern lesson they had more partner work, but they had the option to get help from one another.

Indicator 7: I used a variety of assessment strategies. I assessed formally by using worksheets and seeing the if they had done the work correctly, but also informally assessed by observing the students' work which helped me determine who needed extra help and those they could work alone. I wanted to make sure everyone was understanding what they were doing and not just depending on others constantly helping them by determing the amount of questions or looking onto another students' work. The shape lesson plan was assessed informally by asking students what they knew about each shape and what it looked like including number of sides. The pattern lesson plan was assessed more formally by having students write down their answers to the pattern worksheet and then having them make up their own pattern making sure another student could solve that pattern. I could assess the student more on an individual level with the develop of their own pattern seeing if they understood patterns and their ability to come up with a complicated or easier pattern.

NCDPI Standard 9,

Indicator 3: Students had to explain the patterns throughout the lesson and communicate with others and me why the number they put down would continue the pattern. I would ask them why they put that number down and would it make sense with their reasoning. When students exchanged patterns with each other, some of the patterns may not always be right and that student could point it out the other. They would explain why those numbers could not be a pattern and explain what they could do to fix it. Everyone has to communicate and explain why something could or could not work for an answer.

NCDPI Standard 15,

Indicator 1: I asked questions to students who did not understand the concepts and who did understand the concepts. This way no one is left out of the process of learning. Many times in mathematics females are assumed to not be as good as boys in this subject area. I asked the females questions, knowing they get less chances at answering. I also used an elevator, tree, and bicycle in my lesson plans. They are relevant and real world things that interest children. I encouraged students to speak up even if they were not sure of the right answer.