Context:

During the Spring of 2007, my Block I class had to plan and teach a math lesson plan to a small group of students. This assignment was under the advisement of Dr. Salinas. Myself, along two of my classmates, created an interactive lesson plan to help first graders with addition. We each individually taught the lesson plan to six first graders at Moravian Falls Elementary School.

Impact:

This assignment is an excellent way to begin my preparation as a teacher. I began by developing and writing out a lesson plan to help students with their addition facts. I was then able to teach a group of students on my own. Part of the assignment included us reflecting on how the lesson went. This also included reflecting on the student’s work. I was able to take the time to reflect on this teaching experience and decide what went well and where the lesson needs to be improved. I believe this is important to do after teaching any lesson to improve the quality and the outcome of the lesson.

Alignment:

The following North Carolina Department of Instruction Standards for elementary education teachers are met with this assignment:

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

With this lesson, it is necessary for the teacher to have a broad knowledge and understanding of the major concepts in mathematics. I know that number recognition and addition are major math concepts that students need to master from the very beginning of their schooling. This lesson enabled me to have the students practice their number recognition and addition knowledge in a new way. Addition for some first graders can present a challenge, and this is one more way to give them an opportunity to learn this concept. This lesson can also be modified for multiplication in older grades. Through this lesson, I am able to display the knowledge and understanding I have for addition and number recognition, both major concepts in mathematics.

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

I met this standard through the lesson plan I taught my small group of first graders. The students were able to practice their addition facts by adding in their heads, as well as with pencil and paper. By having students throw the beanbags on the paper plates, students were able to develop their own strategy to get the highest addition problem they can.

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

All of these processes were used in the lesson I taught. Students had to use problem solving to add their addition problems together. They also had to devise a strategy by using reasoning and proof to get the highest addition problem they could using the numbers zero through nine. The students used communication to talk with one another about what numbers they wanted to add. Some students were even helping other students count if they got stuck with a problem. The students were able to connect addition to their schoolwork and lives through the beanbag addition lesson. The lesson also had students represent their addition sentences in different ways. They wrote them out on their own paper. Then, we took one of their turns and used it to have a competition to see which group had the highest number when their problems were added together. They also saw that if they needed help with adding something, they could use objects like their fingers or tally marks to help them add.

NCDPI Standard 15: Elementary teachers encourage under represented groups to engage in the schooling process, especially mathematics and science.

I met this standard by having adaptations in my lesson plan for all groups of students and learners. One of the students I worked with spoke very little English. I had another child in my group who could speak English and Spanish. Between the little Spanish I speak and the boy who spoke both languages, the ELL student was able to participate easily. I made sure to explain the lesson in a variety of ways, and I demonstrated twice exactly what each student was supposed to do. There was also a student in my group who had learning disabilities. I had him help me be the beanbag retriever to keep him on task and involved with the rest of the group.

The following NCTM Process Standards are met with this assignment:

Communication

Representation