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Rationale For Math Lesson Plans

Impact: For the lesson plans I worked with Rebecca, and we came up with a lesson plan that would fit in with what the students are learning in the classroom. We chose two different lesson plans. One of the lesson plans was on probability, and the other was on fill in the missing number in a number sentence. The lessons were about fifteen minuets each. I taught half of the lesson and Rebecca taught the other half. It was a team effort to get the lesson plans together and teach them.

Context: these lesson plans will be used in a second grade classroom to help my students with a probability and missing number lesson. I will use these for my students to get a better understanding of what it is. Also it gives a chance for the lower functioning students to participate in the lesson also. These lessons will help my students become better math students, and help build their understanding of these two mathematical concepts.

Alignment: NC -DPI standards added

Meets the NCTM standards of communication and representation.

Communication: Instructional programs from pre-kindergarten through grade 12 should enable all students to:

* Organize and consolidate their mathematical thinking through communication

*communate their mathematical thinking coherently and clearly to peers, teachers,and others

*Analyze and evaluate the mathematical thinking and strategies of others

* Use the language of mathematics to express mathematical ideas precisely.

Respresentation:Instructional programs from Pre- Kindergarten through grade 12 should enable all students to:

*Create and use representation to organize, record,and communicate mathematical ideas

*Select,apply, and translate among mathematical representations to solve problems

*Use representations to model and interpret physical, social, and mathematical phenomena

***Lesson plans added***

***Reflection added as attachment***

***Student's work added as attachment***

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

Detail: Understand construction of simple geometric figures,

Detail: Understand and apply concepts of relative position and relationships and geometric formulas, and

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 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: Construct tables to illustrate a relationship,

Detail: Illustrate open number sentences by describing relationships,

Detail: Identify and apply variables, expressions and relationships,

Detail: Use problem solving to give meaning to patterns, functions and relationships, and

Detail: Use appropriate software applications to extend and promote understanding of patterns, functions, and relationships.

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

Detail: The importance of formulating the proper question in order to obtain measurement and reliable answers through analysis,

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),

Detail: The likelihood of an event occurring by completing simple probability experiments, and

Detail: Ways to use appropriate software to extend and promote an understanding of data collection, analysis of data, and display of data.

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.

Indicator: Indicator 5: Teachers assist students in developing multiple learning strategies to address discipline specific content, critical thinking, and problem solving skills.

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 1: Elementary teachers develop instruction in problem solving that enable all students to:

Detail: Build new mathematical knowledge through problem solving;

Detail: Solve problems that arise in mathematics and in other contexts;

Detail: Apply and adapt a variety of appropriate strategies to solve problems;

Detail: Monitor and reflect on the process of mathematical problem solving.

Indicator: Indicator 2: Teachers develop instruction in reasoning that enables all students to:

Detail: Recognize reasoning and proof as fundamental aspects of mathematics;

Detail: Make and investigate mathematical conjectures;

Detail: Develop and evaluate mathematical arguments and proofs;

Detail: Select and use various types of reasoning and methods of proof.

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: Recognize and use connections among mathematical ideas;

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

Indicator: Indicator 5: Teachers develop instruction in representation that enables all students to:

Detail: Create and use representations to organize, record, and communicate mathematical ideas;

Detail: Select, apply, and translate among mathematical representations to solve problems;

Detail: Use representations to model and interpret physical, social, and mathematical phenomena

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

Detail: Encourage underrepresented groups to assume leadership roles.

File Attachments:

Author: richard lynch
Last modified: 11/7/2008 3:49 AM (EST)

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