Context:
These lesson plans were created for CI-3030, Investigating Mathematics and Learning, Fall 2008. It was created under the supervision of Dr. Art Quickenton. The lesson plans were taught to a group of nine fourth grade students from Mr. Davidyak’s class.
Impact:
This lesson helped me to realize that I cannot always assume that my students know what they should have learned from their previous classes. I will have to teach the subject as if they have never seen it. Not only will the students who understand the concepts get a quick review, it gives the studnts who didn't grasp the concept another chance at hearing it repeated again, as well.
Alignment: Standard 2: Elementary teachers have a broad knowledge and understanding of the major concepts in mathematics Indicator 3: Teachers have knowledge of patterns, relationships, functions, symbols and models. Teachers: Understand patterns, relationships, functions, systems, and models, Recognize and use likeness and differences in defining and describing patterns with actions, words, objects, numbers, and set, Create, extend, and predict using geometrical and numerical patterns and sequences, This standard was met when I developed my lesson plans to teach concepts taught in the fourth grade. 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 of curriculum that is consistent with the NC SCOS, LEA standards and pacing guides, and national standards in all subject areas Indicator 3: Teachers promote new learning by using students’ prior knowledge, misconceptions, and interests when designing lessons. Indicator 4: Teachers implement a variety of teaching and communication strategies for instruction. This indicator was met because throughout these lessons the students were guided, given independent work, and small group work. Also, the indicators were met by
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 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.
This standard was met with the activity that I chose to do. Students had to solve the mathematicla problems given to them to color in the appropriate boxes.
Standard 15: Elementary teachers encourage underrepresented groups to engage in the schooling process, especially math and science.
Indicator 1: Teachers use a variety of strategies to encourage underrepresented groups to engage in the schooling process, especially math and science.
This standard was met when I chose the students who represented the ESL population at Startown School.
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