Krystle Louise Lowery

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  1. Small Group Lessons
  2. Three Consecutive Math Lessons
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Home > Math > Small Group Lessons

Small Group Lessons

Here are my Math Lessons and Rationale:
NC- North Carolina DPI Elementary Education Specialty Area Standards
Standard: Standard 2: Elementary teachers have a broad knowledge and understanding of the major concepts in mathematics.
Indicator: Indicator 1: Teachers have knowledge of number sense, numeration, and numerical operation. Teachers:
Detail: Illustrate, explain, and demonstrate prenumeration, numeration, fractions, decimals, rational numbers, integers, ratio, proportion, and percentages, and
Detail: Apply four basic operations (addition, subtraction, multiplication, and division) with symbols and variables to solve problems and to model, explain, and develop computational algorithms.
Indicator: Indicator 3: Teachers have knowledge of patterns, relationships, functions, symbols and models. Teachers:
Detail: Understand patterns, relationships, functions, systems, and models,
Detail: Recognize and use likeness and differences in defining and describing patterns with actions, words, objects, numbers, and set,
Detail: Create, extend, and predict using geometrical and numerical patterns and sequences,
Detail: Use problem solving to give meaning to patterns, functions and relationships, and
Indicator: Indicator 4: Teachers have knowledge of data, probability, and statistics. Teachers demonstrate an understanding of:
Detail: How to systematically collect, organize, analyze, and summarize data in order to predict outcomes,
Detail: Various methods for reporting and representing data (graphs, charts, tables, and grids),
Standard: Standard 7 : Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum.
Indicator: Indicator 1: Teachers develop and implement the pacing and alignment of curriculum that is consistent with the NC SCOS, LEA standards and pacing guides, and national standards in all subject areas.
Indicator: Indicator 3: Teachers promote new learning by using students’ prior knowledge, misconceptions, and interests when designing lessons.
Indicator: Indicator 4: Teachers implement a variety of teaching and communication strategies for instruction.
Indicator: Indicator 6: Teachers modify instruction and assessments to meet the needs of individual students.
Indicator: Indicator 7: Teachers develop and use a variety of formal and alternative assessment strategies as an integral part of instruction and learning appropriate for assessing individual, peer, team, and collaborative skills.
Standard: Standard 9: Elementary teachers understand and use the processes of problem solving, reasoning and proof, communication, connection, and representation as the foundation for the teaching and learning of mathematics.
Indicator: Indicator 3: Teachers develop instruction in communication that enable all students to:
Detail: Organize and consolidate their mathematical thinking through communication;
Detail: Communicate their mathematical thinking coherently and clearly to peers, teachers, and others;
Detail: Analyze and evaluate the mathematical thinking and strategies of others;
Detail: Use the language of mathematics to express mathematical ideas precisely.
Indicator: Indicator 4: Teachers develop instruction in making connections that enables all students to:
Detail: Understand how mathematical ideas interconnect and build on one another to produce a coherent whole;
Detail: Recognize and apply mathematics in contexts outside of mathematics
Standard: Standard 15: Elementary teachers encourage underrepresented groups to engage in the schooling process, especially math and science.
Indicator: Indicator 1: Teachers use a variety of strategies to encourage underrepresented groups to engage in the schooling process, especially math and science. They:
Detail: Give personal attention and encouragement to underrepresented groups of students
Detail: Use relevant and real-world applications that interest a diverse population

Context: 

I taught these two lessons in a first grade classroom at W. A. Young Elementary, in Burke County.  My partner Amy Davis and I wrote the lessons together.  We taught the introduction of the lessons together and then split into small groups to continue and finish the lesson.  The lessons and reflections of the lessons are attached.

Impact:

Teaching these lessons have impacted me greatly.  I have learned how first grade students think during math and how I should communicate mathematical ideas to them.

The lessons impacted the students by giving them a tangible way to make patterns and estimate. This is very benificail for students in first grade.

 

Alignment:

I have met Standard 2 indicator 1 by having the students compare their estimated graph to their actual graph and then creating number sentences with them.

I have met Standard 2 indicator 3 by having the students create patterns and predicting how the pattern would be completed.

I have me Standard 2 indicator 4 by having the students create a graph of the amount of M&Ms in their bag.

I have met standard 7 indicator 1 by aligning the lesson plans with the NC SCOS.

I have met standard 7 indicator 3 by dissucssing with our cooperating teacher the students prior knowledge and interest.

I have met standard 7 indicator 4 by teaching the entire class and small groups. We also modeled the concepts as well as orally telling them.

I have met standard 7 indicator 6 by planning ways to assist the students who may need additional support and by planning extensions for the students who completed the assignment early.

I have met standard 7 indicator 7 by having the students complete worksheets at the end and by discussing with the students what they had done.

I have met standard 9 indicator 3 by having the students share their finding with each other and us.

I have met standard 15 indicator 1 by encouraging the female and Hmong students.

File Attachments:
  1. Lesson Plan Reflections Lesson Plan Reflections
  2. M&M Graph M&M Graph
  3. M&M Lesson Plan M&M Lesson Plan
  4. Pattern Lesson Plan Pattern Lesson Plan
  5. Student Sample A Student Sample A
  6. Student Sample B Student Sample B
  7. Student Sample C-1 Student Sample C-1
  8. Student Sample C-2 Student Sample C-2
  9. Student Sample D Student Sample D
  10. Student Sample F Student Sample F
Author: Krystle Lowery
Last modified: 11/14/2006 12:09 PM (EST)