Context

This assignment was created the Fall 2008 semester during CI 3030 Investigating Math and Learning, under the advisement of Dr. Quickenton.  This assignment was to plan and teach two separate math lessons to a small group of students.

Impact

This assignment is included in my portfolio to show how I was able to plan and teach two math lessons to a small group of students.  It includes a reflection about my experiences and what I could do differently next time to make it better.  Also included are copies of the student's work. 

Alignment

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

Indicator 1: Teachers have knowledge of number sense, numeration, and numerical operation.  Teachers:  Illustrate, explain, and demonstrate prenumeration, numeration, fractions, decimals, rational numbers, integers, ratio, proportion, and percentages, and Apply four basic operations (addition, subtraction, multiplication, and division) with symbols and variabels to solve problems and to model, explain, and develop computational algorighms.

     I met this standard by working with multiplication problems on the 2nd lesson.  There were missing factors, and I showed the students how to find the missing factors in multiplication.

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 and alignment or curriculum that is consistent with the NC SCOS, LEA standards and pacing guides, and national standards in all subject areas.

     I met this standard because my lesson plans aligned with the NC SCOS. 

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

     I met this standard by looking at the students' prior knowledge and what they had already covered in class.  They had already been working on multiplication and they already knew how to skip-count, so I expanded on those by having them find the missing factor in multiplication by skip-counting.

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

Indicator 1:  Elementary teachers develop instruction in problem solving that enable all students to:  Build new mathematical knowledge through problem solving; Solve problems that arise in mathetmatics and in other contexts; Apply and adapt a variety of appropriate strategies to solve problems; and Monitor and reflect on the process of mathematical problem solving.

     I met this standard by giving the students necessary strategies to solve the problems they were given.  Then monitoring their work and reflecting on the math lesson taught.

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

     I met this standard by allowing each student to get involved in the lesson and letting each one of them answer the review questions.