Context:  

These lesson plans was created for CI 4030, Teaching Math in Elementary School, in the Spring of 2009 under the supervision of Dr. Arthur Quickenton. These lessons were taught at Startown</ST1><ST1 placename="#DEFAULT"> Elementary School.<SPAN>&nbsp; </SPAN>Students learned about plane figures and solid figures.&nbsp; These three lessons were used after the students had learned about the plane figures.

 Impact:

These lessons showed me how I needed to be able to plan and revise my lessons as I taught my students Geometry.  By the reactions of the students I was able to tell whether they liked the assignments or not.  I could also tell whether they understood it or not.  Students learned about solid figures after learning about plane figures.  My lesson plans helped the students learn about the different characteristics of the solid figures.

Alignment: 

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

Indicator 2: Teachers have knowledge of geometry and measurement. Teachers: Understand construction of simple geometric figures

This indicator was met when I showed the students how to make the triangular prism with the toothpicks and gumdrops.

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

This indicator was met when I used the NCSCOS to develop my lessons. I used the NCSCOS to determine what to teach and when to teach it. I first taught the plane figures then the solid figures.

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

This indicator was met when I asked students what they knew about the different shapes. As I learned what they knew I changed what I had to teach them.

Indicator 7: Teachers develop and use a variety of formal and alternative assessment strategies as an integral part of instruction and learning appropriate for assessing individual, peer, team, and collaborative skills.

This indicator was met when I used many different types of assessment to judge whether the students understood what I was teaching.

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

Indicator 4: Teachers develop instruction in making connections that enables all students to: Understand how mathematical ideas interconnect and build on one another to produce a coherent whole; Recognize and apply mathematics in contexts outside of mathematics.

This indicator was met when I introduced the solid figures and asked how they related to the plane figures. I also had the students find the different shapes in the environment.

Indicator 5: Teachers develop instruction in representation that enables all students to: Use representations to model and interpret physical, social, and mathematical phenomena.

This indicator was met when I had the students find things in the environment to represent the different shapes that they had learned about.