Rationale:

Context: In developing this lesson I thought it would be a good idea to incorporate standard measurement since they were learning about it at the time we were doing bar graphs. I wanted the students to be able to apply knowledge they already had about standard measurement so they could branch off of that and learn about bar graphs that way.  I thought it was a good idea to incorporate standard measurement into my bar graph lesson since they were already familiar with standard measurement.

Impact: I will use this lesson in my classroom to help students have a better understanding of math concepts.  I thought this was a good way to bring in a new area of math into their lives.  The students were able to learn about data from this as well as a new way to graph things. 

Alignment: I met standard 2 because I had a broad knowledge and understanding of the major concepts in mathematics. I met indicator 2 by having a knowledge of geometry and measurement. I did this by modeling appropriate measurement systems in various ways.  I had the students to measure in standard measurement by measuring by length of their bodies. I also met indicator 4 by having a broad knowledge of data, probability, and statistics.  I demonstrated this by having the students collect, organize, analyze, and summarize data in order to predict an outcome. I also used different methods to do this by using a table, and a graph.

I met standard 9 because I understood and used processes of problem solving, reasoning, and proof, communication, connection, and representation as a a foundation for teaching and learning in 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 4 by developing instruction in making connections that enables all students to recognize and use connections among mathematical ideas. I met indicator 5 by developing instruction in representing that enables all students to create and use different representations to organize, record, and communicate mathematical ideas, select apply and translate among mathematical representations to solve ideas.

I met standard 15 by encouraging under represented groups to engage in the schooling process, especially math and science. I met indicator 1 by giving personal attention and encouragement to under represented groups of students. I also encouraged under represented groups to assume leadership roles.