Below is attached my three original math lessons signed by my classroom teacher, my revised lessons, and my reflection after teaching these lessons. 

Below are two pictures of some of the students ployhedrons that they built.

Rationale for Math Lessons

Content: I developed three math lessons on the topic of polyhedrons that were consecutively taught in my CI 4030 class in Block II. The lessons  I developed were for a third grade class. The curriculum I used to develop these lessons was the "Investigations" series. The lessons were about polyhedrons. The first lesson required the students to sort the shapes.  The second lesson had the students play a game to guess the name of the mystery shape.  In the third lesson of the series, the students actually built polyhedrons out of straws and playdough. After my lessons, I interviewed a range of students to evaluate what they had learned and their likes and dislikes. From the results of this evaluation, I wrote a reflection on the lessons that stated its' strengths and weaknesses, as well as where and why improvements were needed.

Impact: This project impacted student learning because I met the <st1:State w:st="on"><st1:place w:st="on">North Carolina</st1:place></st1:State> Standard Course Of Study, Goal Three, The Geometry Strand. Through these lessons the students learned about vocabulary within geometry of polyhedrons (edges, faces, and vertices). The students learned the names and characteristics of the shapes. These lessons helped students move up the levels on the Ven Heile levels.

Alignment:

            I met Standard 2, Indicator 2, when I taught students three lessons on Geometry, in which I taught the students the definition of a polyhedron and its characteristics.    

            I met Standard 2, Indicator 3, in my lesson when the students compared relationships of the different shapes.

            I met Standard 7, Indicator 1, in my lesson because it met strand three in the third grade North Carolina Standard Course of Study.

            I met Standard 7, Indicator 3, when I incorporated a circle map at the beginning of each of the lessons to assess what they knew.  Again I evaluated what they learned at the end of the three lessons when I gave them an assessment with questions that were similar to End-of-Grade test questions.

            I met Standard 7, Indicator 5, because I established clear disciplinary rules, and the students were clearly aware of the consequences of not following them.  It was important to have clear rules with this lesson because the students had freedom. Therefore there was more opportunity for them to misbehave.  

            I met Standard 9, Indicator 3, because I taught the lessons that allowed the students to communicate with other classmates about what they were learning in the lessons. I had the students to work in groups so that they had the opportunity to communicate.

            I met Standard 9, Indicator 4, because I incorporated in my lesson everyday real-life examples of  polyhedrons.