Context: I completed this assignment for the MAT 3030. Under the construction of Tracie Salinas. I constructed a math lesson plan dealing with fractions for the second grade with Amanda Simons and Sarah Johnson. I taught the lesson in a kindergarten class with my partner Sarah Johnson.
Impact: I modified the original math lesson to fit my kindergarten class and teach the lesson in centers. The first part of the lesson was to teach the children about what patterns were and show them examples of patterns. Next we had the students find patterns throughout the room. Then we placed the students into centers to make their own patterns with bead necklaces and sticker headbands.
Alignment: Through the completion of this project I have met the following NCDPI standards:
Standard 2: Elementary teachers have a broad knowledge and understanding of the major concepts in mathematics.
Indicator 1: Teachers have knowledge of number sense, numeration, and numerical operation.
I met this standard by taking and passing many courses though my school experience.
Indicator 3: Teachers have knowledge of pattern, relationships, functions, symbols, and models.
I met this standard by taking a number of courses that taught me the skills to master these content areas.
Standard 7: Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum.
Indicator 2: Teachers understand and use an interdisciplinary approach to teaching by connecting and integrating language arts, mathematics, science, social students, healthful living, and arts concepts and process, with appropriate technologies to enhance their teaching.
I met this standard by integrating arts into our math lesson by having the students make necklaces and headbands that have patterns on them.
Indicator 5: Teachers assist students in developing multiple learning strategies to address discipline specific content, critical thinking, and problem solving skills.
I met this standard by teaching in a number of different ways (visually, explaining it to them through speaking about it and providing examples), to make sure all students understood the concept of patterns.
Indicator 6: Teachers modify instruction and assessments to meet the needs of individual students
I met this standard by giving the children with disabilities extra assistance in the activity. For one student he has problems with writing so we provided him with a special pencil so he could write on his headband.
Standard 9: Elementary teachers understand and use the process of problem solving, reason and proof, communication, connection, and representation as a foundation for the teaching and learning of mathematics.
Indicator 3: Teachers develop instruction in communication that enable all students to:
organize and consolidate their mathematical thinking through communication
Communicate 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.
I met this standard by having the student’s share their math art work with the class and the teachers, this provided an informal evaluation so we could check for understanding.
Standard 15: Elementary teacher encourage underrepresented groups to engage in the schooling process, especially mathematics and science.
Indicator 1: Teachers use a variety of strategies to encourage underrepresented groups to engage in the schooling process, especially in math and science.
I met this standard by making math fun so that it will spark interest and the minority group of students might want to one day excel in this area of math.
This assignment also met the following NCTM standards:
Communication
Representation
Author:
Angela Morgan
Last modified:
4/13/2008 4:43 PM (EST)
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