Rationale

Context:

These lesson plans were created for CI-3030: Investigating Mathematics and Learning, Fall 2008. It was created under the advisement of Dr. Art Quickenton. The lesson plans were taught to a group of nine fourth grade students from Mr. Davidak’s class.

Impact:

This project was undoubtedly one of the most useful things I have done so far in this program. I feel that this has enabled me to be a better teacher because of the insights that I have gained from my students while teaching these lessons. I will be able to use these lessons when I become a teacher and I will know how to make them even more valuable to whatever concept I am teaching. For example, the lesson about multiplication can be reorganized to teach the concept of two-digit by two-digit multiplication. This lesson also helped me to realize that my students understand much deeper when they have hands on manipulatives.

Alignment:

Standard 2: Elementary teachers have a broad knowledge and understanding of the major concepts in mathematics

Indicator 3: Teachers have knowledge of patterns, relationships, functions, symbols and models. Teachers: Understand patterns, relationships, functions, systems, and models, Recognize and use likeness and differences in defining and describing patterns with actions, words, objects, numbers, and set, Create, extend, and predict using geometrical and numerical patterns and sequences,

This standard was met with the second lesson plan that was completed. Patterns were used to help the students review their multiplication basics, factorization, and multiples.

Indicator 4: Teachers have knowledge of data, probability, and statistics. Teachers demonstrate an understanding of Various methods for reporting and representing data (graphs, charts, tables, and grids)

This indicator was met with the second lesson plan. Students used a one hundreds chart to complete the activity.

Standard 7: Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum.

Indicator 1: Teachers develop and implement the pacing of curriculum that is consistent with the NC SCOS, LEA standards and pacing guides, and national standards in all subject areas

This standard was met because the lesson plans meet the North Carolina Standard Course of Study goals and objectives for grade four. The goals met were for the fourth grade math curriculum. They were 1.01, 1.02, and 1.05.

Indicator 3: Teachers promote new learning by using students’ prior knowledge, misconceptions, and interests when designing lessons.

This indicator was met because in the first lesson the students prior knowledge was used to design the lesson that teaches them how to build on that to include two digit multiplication. In the second lesson since this was a review lesson, prior student knowledge was used to figure out which parts of math the students would be able to understand.

Indicator 4: Teachers implement a variety of teaching and communication strategies for instruction.

This indicator was met because throughout these lessons the students were guided, given independent work, and small group work. They were able to use manipulatives such as stirrers, rubber bands, cubes, and cups. They also used paper and pencil to record their answers.

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 5: Teachers develop instruction in representation that enables all students to: Create and use representations 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.

This indicator was met because students were taught how to record their data in a way that would keep them organized yet visually instruct them to keep their numbers in the correct place. They also used models and minipulatives to interpret the mathematical phenomena of two-digit by one-digit multiplication.

Standard 15: Elementary teachers encourage underrepresented groups to engage in the schooling process, especially math and science.

Indicator 1: Teachers use a variety of strategies to encourage underrepresented groups to engage in the schooling process, especially math and science.

*They Utilize community resources,

*Give personal attention and encouragement to underrepresented groups of students.

*Use relevant and real-world applications that interest a diverse population

*Encourage underrepresented groups to assume leadership roles.

This indicator was met because I worked with a group of English Language learners who were from various backgrounds and ethnicities. I worked with Spanish, Hmong, and German students to use relevant real world applications that helped them to understand the concept being taught.