Krystle Louise Lowery

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Three Consecutive Math Lessons

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 2: Teachers have knowledge of geometry and measurement. Teachers:

Detail: Model appropriate measurement systems in various settings (standard, nonstandard, and metric system) in measuring length, perimeter, area, capacity, volume, weight, angle, time, money, and temperature.

Indicator: Indicator 4: Teachers have knowledge of data, probability, and statistics. Teachers demonstrate an understanding of:

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 2: Teachers understand and use an interdisciplinary approach to teaching by connecting and integrating language arts, mathematics, science, social studies, healthful living, and arts concepts and processes, with appropriate technologies to enhance their teaching.

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.

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: 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: 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: Utilize community resources

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 created these three math lessons to meet the requirements of my CI 4030 class. I taught them over three consecutive days at Mountain View Elementary School in a April Trivette's third grade class. After I taught the lesson I interviewed a high, medium, and low student to help me gain understanding of their learning.

Impact:

I feel that my lessons have impacted the students so that on the EOG test they will be successful when they are asked a question about liquid measurement. I also feel that the Cups, Pints, Quarts Gallons, and Liter lesson was the most beneficial to them because it gave them the opportunity to see the relationship between all of the containers first hand.

Alignment:

I have met standard 2 indicator 2 by teaching three lessons on capacity.

I have met standard 2 indicator 4 by using a table for the students to keep their data recorded in during the lesson, Cups, Pints, Quarts, Gallons, and Liters.

I have met standard 7 indicator 1 by linking my three lesson with the NCSCOS.

I have met standard 7 indicator 2 by using Language Arts in the Big "G" lesson.

I have met standard 7 indicator 3 by considering the students interest and prior knowledge when creating these lessons. I observed the students and spoke to my cooperating teacher so, that I would have the appropriate information to create the lessons.

I have met standard 7 indicator 4 by using a variety of ways of communicating information to the students such as, hands on activities, class discussion, and lecture.

I have met standard 9 indicator 3 by having the students use the words cups, pints, quarts, gallons, and liters.

I have met standard 9 indicator 4 by relating my lessons to reasons that the students would need to know this information in the real world.

I have met standard 15 indicator 1 by using a book from the Appalachian library. I made sure to give personal attention and encouragement to all students and helped the students understand reasons why all of them would need to know how to use this information.

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