Context:

The Planning, Teaching, Reflecting Math Lesson assignment was created during Block II in the Fall of 2007. This assignment was under the advisement, of Dr. Kathleen Lynch-Davis, the courses instructor. For this assignment, I worked with my cooperating teacher at Gamewell Elementary to plan three consecutive math lessons to teach to a third grade class. As a follow up to planning and teaching the three lessons, I collected students work and interviewed three students to reflect on the lessons.

Impact:

The lessons enabled students to learn about rounding money, as well as solve word problems that involved money. The first rounding lesson involved students rounding grocery ads to the nearest dollar. The second rounding lesson asked students to round grocery ads as well, but they also had to work with a budget. For the word problems, students had to solve a variety of word problems that all involved money. For this lesson, they were able to use coin manipulatives.

The following NCSCOS objectives were met by these three lessons:

COMPETENCY GOAL 1: The learner will model, identify, and compute with whole numbers through 9,999.

1.01 Develop number sense for whole numbers through 9,999.

a. Connect model, number word, and number using a variety of operations.

b. Build understanding of place value (ones through thousands).

c. Compare and order.

1.02 Develop fluency with multi-digit addition and subtraction through 9,999 using:

a. Strategies for adding and subtracting numbers.

b. Estimation of sums and differences in appropriate situations.

c. Relationships between operations.

1.06 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.

Alignment:

This assignment addresses the following NCDPI Standards:

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

Indicator 1: This indicator was met because for these lessons, I had to have knowledge of number sense, numeration, and numerical operation. The lessons involved addition and subtraction.

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

Indicator 1: This was met because I used the Caldwell County pacing guide to plan my math lessons. The lessons also met NCSCOS goals and objectives.

Indicator 3: This indicator was met through promoting new learning by using the student's prior knowledge of rounding to begin solving problems with money.

Standard 9: Elementary teachers understand and use the processes of problem solving, reasoning and proof, communication, connection, and representation as a foundation for the teaching and learning of mathematics.

Indicator 1: This was met when I developed instruction that enabled students to build new mathematical knowledge through problem solving, solve problems that arise in mathematics and in other contexts, apply and adapt a variety of appropriate strategies to solve problems, and monitor and reflect on the process of problem solving.

Indicator 4: This indicator was met because students were able to recognize and apply mathematics in contexts outside of mathematics. Rounding is something people use all the time, especially when shopping. Also, the word problems are situations that occur as well in the real world.