Context: I completed this assignment for the MAT 4030. Under the instruction of Dr. Espy. I constructed three math lessons two subtracting and one geometry lesson. I taught the lesson in a first grade class at Cove Creek School.

Impact: I created these three lessons with the help and advisement of my cooperating teacher, Mrs. Johnson. The first two lessons were to teach the children about subtracting with larger numbers, the first lesson was to introduce number hopping on the number line and the second lesson was a subtracting game. Next I taught a geometry lesson where students constructed zoo animals using geometry shapes.

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 geometry animals, this inspired students to be very creative.

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 subtraction and geometry.

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.

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 ( subtraction game and geometry lesson) 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