Math Instruction Showcase
These artifacts show some of the engaging lessons and activities that I have developed and implemented to teach math.
Measurement, Area, and Perimeter Unit Plan
Developing and implementing a concrete, complete, and cohesive unit plan to teach third graders about measurement, area, and perimeter requires a lot of work and thought. Multiple steps in the unit planning process are often skipped. In the following document, I started by identifying big ideas and learning goals based off of math Common Core State Standards (CCSS) and Grade Level Content Expectations (GLCE). I then developed, administered, and analyzed a pre-assessment and designed formative assessments and a post-assessment. From there, I planned out how I would differentiate my instruction based on my students’ individual needs. Afterwards, I developed a lesson sequence and individualized lesson plans, which spelled out my plans. I also developed a plan for parent involvement and communication. At the end I analyzed the results of my unit and reflected on what I did well/what I would change for the next time I taught the unit. ​
Teaching Fractions Conceptually Using Pictures/Models and Group Discourse
Research has shown that students often times develop a procedural understanding of math concepts before developing a conceptual understanding. This means that students may know the steps that they must take to add fractions with common denominators; however, these same students that could solve any problem dealing with the addition of fractions with common denominators may not be able to explain what it actually means or why their step-by-step process works. This lack in conceptual understanding or the development of a procedural understanding before a conceptual understanding is hurting students. Therefore, I researched and developed lessons focused on using pictures/models of fractions and group discourse to determine if this type of instruction would help students develop a conceptual understanding of the concepts of equivalent fractions and adding/subtracting fractions with unlike denominators before a procedural understanding.
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