Alignment:

This lesson meets the following North Carolina Standards for Elementary Teachers:

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

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

This lesson demonstrates my understanding of numeration in mathematics. I have use multiple demonstrations of manipulating numbers to solve one step equations. I have discussed different types of numerical and algebraic expressions and demonstrated my knowledge of how to determine between these two types of expressions.

Indicator 3: Teachers have knowledge of patterns, relationships, functions, symbols and models.

These lessons study patterns and functions as a way of understanding and solving algebraic expressions. I have presented students with a model using the algebra tiles to discover what is happening when they use the inverse operation to find the answer to an algebraic equation.

Standard 7 : Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum.

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

By using hands-on manipulatives to solve algebraic expressions, students are working at a developmentally appropriate level. These lessons help students to visualize why to use the inverse operation of an equation. Also, the lessons reinforce the meaning of an equals mark in an equation and debunk any misconceptions students have about the symbols meaning. There were students who thought that on one side was the problem, and the other side was the solution, and did not understand that they both represented the same quantities.

Indicator 4: Teachers implement a variety of teaching and communication strategies for instruction.

This lesson walks students through algebra by studying patterns, understanding number sense, using hands on manipulatives, and then translates their knowledge into more abstract thinking by drawing and using simple number sentences. Having students go at a slower pace, and using multiple strategies to enforce comprehension of the subject is the best way to communicate to the students this new and complicated topic.

Indicator 6: Teachers modify instruction and assessments to meet the needs of individual students.

By presenting the lesson in multiple facets, I have given students many different avenues to think about the same content. I have also provided information to gear up and gear down for students who may be at different levels of the thinking in the classroom.