This field assignment is due December 1.

During your field experience, you should plan and teach at least one mathematics lesson.Write an essay about your teaching experience, in which you include the following:

• (5 %) Either describe your lesson plans in detail or attach detailed lesson plans. Include the grade level.
• (20 %) Carefully analyze and discuss the strong and weak points in the children's mathematics learning. Which aspects of the lesson did or did not help the children learn the mathematical topic, and why do you think those aspects did or did not help the children learn?
• (20 %) Focusing on the mathematics content, describe at least two significant ways that the mathematics learning opportunities in your lesson could be improved or extended. Your suggested improvements or extensions should focus on significant mathematics that is appropriate for the grade level. Describe your proposed problems, activities, or questions specifically and in detail.
• (5 %) Describe some of the mathematics that the children will learn between now and the middle of the next academic year that builds on or is closely related to the mathematics you taught. In other words, describe and discuss "where the math goes next" (you may combine this part with the previous part).

Grading rubric (each bullet adresses the corresponding bullet above):

• 5 points for plans that state the grade level and give a good idea of what was intended to be done in class. 3 points if the plans don't give a clear picture of what was to be done in class or if the grade level is missing. 0 points if not completed.
• 5 points for a detailed discussion with specific references to aspects of the lesson and evidence for why children did or did not learn. 4 points if some detail, specific references, or evidence is missing. 3 points if several elements of detail, specific references, or evidence is missing. 2 points for a vague discussion without details, specific reference, or evidence. 0 points if not completed.
• 5 points for a detailed discussion that includes at least 2 specific and correct problems/questions or activities that would extend or improve the lesson and that focus on grade-level-appropriate, significant mathematics. 4 points if detail is lacking in the discussion or if an aspect of a proposed problem/question or activity is unclear. 3 points if only 1 specific and correct problem/question or activity is provided. 2 points if the discussion is vague and the problems/questions or activities are unclear or incorrect. 0 points if not completed.
• 5 points for a discussion that refers to specific topics in textbooks, the Georgia QCCs, or the Georgia Performance Standards, and that describes how these topics are linked to the topic of the lesson. 4 points if references are somewhat unclear, the linkage between topics is not clear, or if textbooks, Georgia QCCs, and the GPS have not been consulted. 3 points if two of the weaknesses described under "4 points" are present. 2 points for a vague discussion. 0 points if not completed.