Context: I completed this artifact in CI 4030 under the direction of Mrs. Betty Dishman.  I taught the lessons under the supervision of Ms. Tania Pestrak during the fall semester of 2005.

Impact: I will be able to use these lesson plans in my future classroom.  In addition to fifth grade, these lessons can also be adapted to fit other grade levels.  NCSCOS Alignment: Mathematics; Grade 5: 1.01,  1.03,  5.01

NCDPI Alignment:
Standard 2-1: This artifact justifies that I have knowledge of division and am capable of modeling, explaining and developing computational algorithms.
Standard 2-3: Lesson two of this artifact justifies that I understand patterns and can teach those patterns to a classroom of students.
Standard 7-3: This artifact demonstrates my ability to promote new learning by using students' prior knowledge and interests when designing lessons because each lesson builds off of material already learned.
Standard 7-5: This artifact specifically lesson 3, demonstrates my ability to assist students in developing multiple learning strategies because I planned and implemented a variety of ways to estimate division problems.
Standard 7-6: This artifact demonstrates that I am able to modify lessons to meet the needs of my students because I have planned to gear up and gear down for the diverse level of learners in the classroom.
Standard 9-1: I was able to demonstrate mastery of the ability develop instruction in problem solving that enable all students to build new mathematical knowledge through problem solving.  I developed a problem solving approach to the meaning of division that, through the use of manipulatives, increased the student's awareness of division and how it works within the real world.
Standard 9-3: I have met this indicator by having each of the students communicate their mathematical knowledge and thinking to other students within small groups as well as to the class as a whole.
Standard 9-5: I demonstrated mastery of this indicator by allowing the students to use manipulatives and other representations of mathematical equations as a way of communicating mathematical ideas.