Context
These lessons were designed for fourth grade students at Blue Ridge Elementary School.  The concept taught in these lessons was two digit-by-two digit multiplication.  The cooperating teacher who previewed and offered suggestions for my lessons was Jerri Eller.  In participating in these lessons, students learned how to decode word problems, were engaged in a interactive math game, and integrated writing into their math learning.

Impact
By teaching these lessons to my fourth grade internship class, I am helping the students learn several concepts outlined in the NCSCOS.  These include computing multiplication problems with two digit numbers (1.02) and developing strategies for computation (1.05).  In completing these lessons, students will also be practicing their multiplication facts, while extending their knowledge of multiplication and addition.

Alignment

Standard 2
Indicator 1:  This indicator was met because I demonstrated my knowledge of numeration and number operations in teaching the concept of multiplication with two digit numbers.

• Standard 7
  Indicator 1: In designing three lessons and developing the content I wanted to cover over three lessons, I met this standard because I demonstrated pacing and alignment of curriculum standards.
  Indicator 2:  This indicator was met because I integrated mathematics with writing in the last lesson I taught.  The students devised a list of steps and explained these steps verbally to me.  They then wrote these steps into words.
  Indicator 3:  I promoted new learning of multiplication by drawing on students prior knowledge of multiplying one digit-by-one digit numbers, as well as two and three digit numbers by one digit numbers.  I also kept the students interests in mind when I designed the grid lesson.
  Indicator 6:  These lessons were modified to meet the needs of higher and lower level learners, which shows me meeting the needs of individual students.
  Indicator 7: A variety of assessment methods such as observing student work, grading homework, listening to verbal responses, etc. were used in teaching these lessons; this demonstrates a use of a several assessment strategies.

• Standard 9
  Indicator 3:  This indicator was met because I incorporated both verbal and written communication into my math lessons to help students expand their understanding of a concept and implement vocabulary.  
  Indicator 4:  In teaching these lessons, I used word problems to demonstrate the real-life applications of two digit-by-two digit multiplication.  By showing students how they can use mathematics to solve problems outside of the math lessons and in real-life situations, I fulfilled this standard. 

Attached below are the original lesson plans I created, with the signature of Mrs. Jerri Eller, my cooperating teacher, to show her approval of my lesson ideas and our discussion of my lessons befo

Attached are the revised lessons of the original first three lessons.  These lessons were revised individually after I taught each lesson and had a chance to talk with my cooperating teacher about the lessons.

After teaching all three of my lessons, I reflected on the teaching process and my lessons.  I took into consideration the samples of student work, my classroom observations, and the student interviews to determine what went well with the lessons, what needed changed, and how my students learned.