Melissa Adams

STANDARD 1 – Content Knowledge: The teacher understands the central concepts,

methods of inquiry, and structures of the discipline(s) and creates learning experiences

that make the content meaningful to all students.

1. Write a paragraph explaining your knowledge and understanding of the standard—put the

standard into your own words.

To me this standard makes sure that the teachers know what they are teaching and why

they are teaching it. The purpose of teaching something is to ensure that the learner gets

something out of it. This is vitally important in education and teachers need to be aware of what

they are doing. Even a simple crossword puzzle has a reason behind it and it is the teachers’ job

to know how to find the meaning for their activities and lessons and what the students are to be

learning while doing the task.

2. Explain how the artifact you chose demonstrates your understanding and application of the

standard.

The artifact I chose is a 5th grade mathematics lesson. I believe mathematics is such a

detailed content area that you really need to know what you are teaching your students and what

you are trying to get them to learn. I demonstrated my knowledge of this standard by finding the

most appropriate standards and objectives for this lesson. I looked at what was being taught and

what was needed to be gained by the students to decide what standard I was teaching too as an

end goal with this lesson.

3. A If the artifact has been used in your practice, reflect on how your teaching will change in

the future to further meet the standard.

B. If the artifact has not been used in your practice, i.e., a class assignment, reflect upon how

your teaching will be impacted by the assignment.

My teaching has changed because of this artifact and standard in many ways. For one, I

now dissect every angle of my lessons to determine what I am trying to get my students to learn.

I also analyze my lessons to make sure that they are meeting the objectives and standards set out

for that topic. It is important in teaching to be observant and always have a purpose for what you

are teaching. This standard makes sure that all teachers are finding the meaning in their teaching

and lessons so the students are getting everything they need to succeed.

4. Conclude with a paragraph discussing how you are more prepared to Teach and Learn in a

Diverse Society as a result of satisfactorily meeting the standard.

Teaching in a diverse society means teaching students who relate to different topics and

have different needs as learners. For this, teachers need to be sure that what they are teaching

relates and connects with these students. Teachers have to be aware of what they are teaching

and what certain students need or will get out of it. There will be students who need focus on

one thing while other students need focus on another. This part of teaching is critical and is

affected by the ideas or standards that the teachers teach too. In this, it is vitally important in a

diverse society to know what you are teaching and why it is important to all students.
LESSON PLAN TEMPLATE

Name: Melissa Adams

Date: October 5, 2010

Grade Level/Subject: 5th grade Mathematics

Prerequisite Knowledge: multi-digit multiplication, estimation, decimal multiplication, introductory

algebra

Approximate Time: 40 minutes

Student Objectives/Student Outcomes:

- Students will recite and perform tasks that they are already familiar with.
- Students will demonstrate and learn ways to study for a math exam.

Content Standards:
Goal 6 – demonstrate and apply a knowledge and sense of numbers, including numeration and
operations, patterns, ratios, and proportions.
6.B.1 Solve one- and two-step problems with whole numbers using addition, subtraction,
multiplication,
and division.
Goal 8 – Use algebraic and analytical methods to identify and describe patterns and
relationships in data, solve problems and predict results.
8.D.1 Find the unknown numbers in whole-number addition, subtraction, multiplication
and
division situations.
Materials/Resources/Technology: Textbooks, white boards, white board markers, erasers

Implementation:

1. Opening of Lesson (10 minutes ):

a. Hand back papers from last night’s homework. Make sure no student gets their
own paper. Assignment is worksheet 2-15, page 108 in the book. Get the
students’ attention and begin going over the answers once they are quiet.
Remember to go slow and ask for student questions. Have the student’s grade
and read out the scores for the student’s paper they have. Once all grades are
recorded have them pass the papers back to their owner.
b. While the students are passing out the white boards. Get the students to return to
their seats and begin the lesson. ”Keep your markers capped and I don’t want to
see anyone writing anything yet. Tomorrow we have our first math test and today
we are going to be reviewing and preparing for the test. There shouldn’t be any
surprises on the test, everything that is on it we have done in class. So let’s start
reviewing.

2. Procedure ( 27 minutes ):
a. Using page 118 in the book, write the problem of number 1 on the board. Copy
this on your white board, solve and show me the answer. Walk around while the
students are working to help students or monitor how they’re doing. When the
 students found an answer look at the board they are holding up, give a thumbs
up for a right answer and thumbs down for a wrong answer.
b. Monitor how the students are handling the problem. If a lot of student’s are
getting the wrong answer stop them, gain their attention and go over the problem
on the board together. Then move on to the next one. If the students understand
the problem, bring them all together and move on to the next problem.
c. Continue doing the same thing for problems 1-3 and 6-12. Be sure to watch time
and keep the students moving on the problems so all examples can be shown or
discussed.
i. On problem 2 go over estimation rules. “When we estimate or round,
remember we want to look at the two numbers furthest to the left. Then
we ask ourselves if the second number makes the first stay the same or
go up. What numbers make a number stay and what numbers make the
number go up?”
ii. On problem 6 remind them of multiplying by a 1, 10, 100, etc. and that
the zeros move the decimal point.
iii. On problem 7 remind them of how to round decimal numbers.
“Remember we want to look at the number right after the decimal point
and it will tell us to make the number before it go up or stay the same.
The same concept of our other estimation and rounding only now we’re
using decimals.”
iv. On problem 8, 9 and 10 the trouble area will be lining up the decimal
point. “We always have a decimal behind a number correct. And with
problems like we have to remember to line up the decimal point that is
very important”.
v. Problem 11 will need review of our algebraic expressions. “What are
words for us to know it is an addition expressions? Multiplication
expression? Division expression? Remember to read the instruction
carefully. For example, what do we do if it asks us to put an expression in
word form?”
vi. Problem 12 students should be reminded of the input output chart. “How
would we get the input or output if we didn’t have the other? What
expression would go with this chart?”
d. Have students put their markers and boards away and get their math book out.
“Open your books to page 118. As you can see the problems we worked on in
class are on this page so you can look over them again when you study. Now
turn in your books to page 122. On pages 122 to 125 the book is helping to
reteach the things we have learned that will be on the test. And on pages 126 to
129 they give you multiple sample problems. I know you’re thinking its math; I
can’t study for a math test. But you can. Go over these problems on these
pages do a couple, if you understand them and can do them great move on. If
there’s ones you don’t understand keep doing problems, look back in the book
for help, or ask someone around to help you. Have you’re parents or someone
check your answers, or use a calculator if no one can help to make sure you’re
getting the right answers. The way you study for math is you keep doing practice
problems to make sure you understand what you’re doing.

3. Closure (3 minutes):
a. Have the students get their planners out. “In Tuesday’s math section write down
math review and test tomorrow. Also write down these pages (122-129) so you
know where to study from.
 b. The test will only have 12 questions on it tomorrow but don’t think it’s going to be
easy. It may have 12 questions but they are going to be worth a lot more since
there are so few problems. Therefore you need to be careful when you are
working and read all the directions carefully and show your work.

4. Student Assessment
a. Students will be assessed on the work they do and the answers they provide to
the questions done on their white boards.
b. Students will also be assessed on the discussion generated while going over the
problems and how to work similar problems.