Context

This Unit of Instruction was created through the course CI4030 Teaching Mathematics in the Elementary School.  This course was taken under the instruction of Dr. Art Quickenton.  The object of this course was to create a three math lesson plans to be taught in the elementary classroom, to do a case study on a student, and to watch a parent conference.  During this course I interned with Mrs. Cynthia Parker, in 4^th grade at Lyle Creek Elementary School in Catawba County. 

During this unit, the students that I will be working with will be learning about geometry.  Specifically, the students will learn the differences between 2D and 3D objects.  They will They will work with faces, vertices, and edges of different objects.  They will review shapes such as the rhombus and trapezoid.  They will sort curved and non curved shapes.  They will work with lines, such as perpendicular and parallel, and angles, such as acute and obtuse.

Impact

The major concepts the students will learn through the content I will be teaching are how to tell the difference between two-dimensional and three-dimensional shapes.  They will be working with different shapes and how to determine their faces, vertices and edges.  They will look at different lines and angles.  These things will be important for the students when they go through school and as they get into the real world.  For example, a builder will use geometry to plan.  At the end of this unit, the students should be able to differentiate between parallel, perpendicular and intersecting lines and line segments.  They will be able to tell the difference between acute, obtuse, and right angles, which will lead to being able to determine the degree of the angles. 

Alignment

Standard 2: Indicator 2:Teachers have knowledge of geometry and measurement.  Teachers: understand construction of simple geometric figures; understand and apply concepts of relative position and relationships and geometric formulas; and model appropriate measurement systems in various settings (standard, nonstandard, and metric system) in measuring length, perimeter, area, capacity, volume, weight, angle, time, money, and temperature.

        I met this standard by creating lesson plans for a 4th grade class on geometry.  I taught two-dimensional and three-dimensional geometric figures.  I also taught angles (right, obtuse, and acute.)

Standard 9: Indicator 4: Teachers develop instruction in making connections that enables all students to: recognize and use connections among mathematical ideas; understand how mathematical ideas interconnect and build on one another to produce a coherent whole.

        I met this standard by showing students how they use the two-dimensional shapes names to create the sides of the three-dimensional shapes.  For example, they had to know what a triangle was in order to know what a triangular pyramid was.

Standard 9: 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.

        I met this standard while teaching these lessons by using models to help demonstrate two-dimensional and three-dimensional geometric figures.