Math Rationale:

Context:

I worked with one person and her name was Adrianne Scott, we came up with these ideas and thought they would be useful to help Ms. Suttlemyre's students learn about math. We also traded off the groups so we each were able to see how the other groups of eight students learned. I did two lessons in the classroom with a group of eight students. It allowed me to help the students who needed it in the group. The students worked on sorting and graphing in the first lesson. In that lesson the students used jelly beans in a hands-on activity, so that they could see how to color their graphs. In the other lesson the students were able to learn about the weather, and used weather icons to find out what the weather was like on a calendar that my partner Adrianne and I made. Then the students created the graph after they counted up how many days it snowed in the month for example, and they glued their icons on the graph paper we created.

Impact:

In doing these lessons I was better equipped to answer the children's questions if they had any and in my group we also were able to discuss which jelly beans had the most and which ended up with the least by looking at the graph.

Alignment:

NCDPI Standard 2: I have met this standard because I gave a broad knowledge and understanding of the major concepts in mathematics. I met indicator 1 by having a good knowledge of number sense, numeration, and numerical operation.

NCDPI Standard 7: I have met this standard because I taught students how to use developmentally appropriate strategies to design and deliver instructions in all areas of the elementary curriculum. I met indicator 4 by implementing a variety of teaching and communication strategies for instruction. I met indicator 6 because I modified instruction and assessment to meet the needs of the individual students.

NCDPI Standard 9: I have met this standard because it taught me an elementary teacher how to understand and use the processes of problem solving, reasoning, and proof, communications, connection, and representation as a foundation for the teaching and learning of mathematics. I met indicator 1 by developing instruction in problem solving that enables students to build new mathematical knowledge. Also I was able to apply and adapt a variety of appropriate strategies to solve problems. I met indicator 3 because I was able to analyze and evaluate the mathematical thinking and strategies of others. I met indicator 4 by developing instruction in making connections that enables all students to recognize and use connections among mathematical ideas.

NCDPI Standard 15: I have met this standard because it taught me as an elementary teacher how to encourage underreprensted groups to in engage in the process of school, especially in the math and science area. I met indicator 1 because I gave personal attention and encouragement to under represented groups of students. I also encouraged under represented groups to assume leadership roles.