Context: I completed this assignment for student teaching . I completed this assignment under the instruction of Mandy Bledsoe, cooperating teacher. I constructed these math lessons on number sense as part of my math unit. I taught the lesson in a kindergarten grade class at Millis Road School in the spring of 2008.

Impact: I created this science lesson with the help and advisement of my cooperating teacher, Mrs. Bledsoe. These lessons focus on Number sense from 1-30 and geometry. I constructed an eight week math unit to improve students number sense and geometry skills. Students expanded their knowledge on the following areas by being involved in interactive math stations.

Alignment: Through the completion of this project I have met the following NCDPI standards:

Standard 9: Elementary teachers understand and use the processes of problem sloving., reasoning and proof, communication, connection, and representation as the foundation for the teaching and learning of mathematics.

Indicator 1: elementary teachers develop instriction on problem solving that enable all students to:

Build new mathematical knowledge through problem solving

Solve problems that arise in mathematics and in other contexts

Apply and aapt a variety of appropriate strategies to solve problems

Monitor and reflect on the process of mathematical problem solving.

I met this standard by using problem solving to get through activities. During these math lessons the students gin alot of knowledge on number sense. This will help them in all other subjects thorugh out school such as counting number formation, skip counting, etc.

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

Recognize reasoning and proof as fundamental aspects of mathematics

Make and investigate mathematical conjectures

Develop and evaluate mathematical arguments an proofs

Select and use various types of reasoning and methods of proof

I met this standard by by having students manipulate pattern blocks. The students would preform reasoning and proof with these activties and predict what pattenr block goes where and make symmtrical shapes.

Indicator 4: Teachers develop instriction in making connections that enables all students to:

Recognize and use connections among mathematical ideas

Understand how mathematical ideas interconnect and build on one another to produce coherent whole

Recognize and apply mathematics in context outside of mathematics

I met this standard by making sure that students knew how important it is to build number sense. Building number sense to 30 is a very important foundation that must be laid to be functional in life.

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

create and use representations to organize, record, ad communicate mathematical ideas

select, apply, and translate among mathematical representations to solve problems

Use prepresentations to model an interpret physical, social, and mathematical phenomena.

I met this standard by letting sutdents manipulate the pattern blocks. The students had to organize their thoughs to make the right shape with the blocks and record their findings by drawing their shape and coloring in the picture they created. I put stuents inot groups so students could communicate with one another about what they were doing and how they were doing it so they could learn from each other.