Context:

This artifact was created during the Fall semester of 2007, under the advisement of Mrs. Betty Dishman and Mrs. Janet Barr. It was created in CI 4030: Teaching Mathematics in the Elementary School. The three lessons were taught to Mrs. Barr's sixth grade class at Blue Ridge Elementary School.

Impact:

By going through these lessons students met the following NCSCOS Objectives:

5.01- Students were required to simplify expressions by using the different properties of rational numbers including: commutative, associative, and distributive. They were also asked to recognize different properties and use the order of operations to describe which steps should be taken first in a problem.

5.02- Students were asked to evaluate algebraic expressions both individually and collectively as a class, guiding my actions. They were asked to plug in different numbers, use different variables, and practice solving expressions.

Students were also expected to know the wording of expressions. For example, if I said "a number minus four" the students would practice writing "X-4" etc. The students also brainstormed their own words or phrases for different operations.

Alignment:

This artifact enabled me to meet the following NCDPI Teaching Standards:

Standard 2, Indicator 3: By creating these lessons I show that I am knowledgeable of how to identify and apply variables. I also show that I am aware of mathematical terms and how they create a relationship between numbers.

Standard 7, Indicator 1: By creating a set of introduction to algebra lessons, I am creating lessons that are appropriate for sixth grade students and follow the pacing of the NCSCOS.

Standard 7, Indicator 3: By asking students what they know about algebra at the beginning of the lesson, I am able to activate their prior knowledge and address any misconceptions they may have.

Standard 7, Indicator 5: Throughout the lessons, I have shown the students that there are different ways to solve problems. The students have completed problems by playing two different games, writing their own expressions, answering my questions, answering peer questions, and doing homework for practice. They have been exposed to many different activities that are appropriate for both visual and auditory learners. By using these different learning strategies most, if not all, students were reached and each had the opportunity to practice the new skills. They were also taught to estimate the answer to see if their answer could be correct.

Standard 9, Indicator 3: Through these lessons I have developed instruction that emphasizes the importance of language in mathematics. The lessons have students analyzing expressions and coming up with appropriate wording to describe what is being done to the original number. The students are also asked to create algebraic expressions from expressions written out or spoken.

Standard 15, Indicator 1: By having students work individually, in groups, and as a whole class and by having them do problems on the board, having them call out answers in unison, and having them call out answers individually, I have encouraged underrepresented groups to participate in mathematics. I was careful to give attention and encouragement to all students, especially those who were afraid to speak up during the lesson. By the end of the lesson almost every student had responded to at least one question and was actively participating in the lesson.