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Math processing strands

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  • 1. Making Math Make Sense EDUC448 Week 7 photo by acidwashphotography 1
  • 2. Content Area Processing Strands Strands Number & Operations Problem Solving Algebra Reasoning Geometry Communicating Measurement Making Connections Data Analysis & Representing Probability 2
  • 3. Content Area Processing Strands Strands Number & Operations Algebra Geometry Measurement Data Analysis & Probability 3
  • 4. Content Area Processing Strands Strands Number & Operations Problem Solving Algebra Reasoning Geometry Communicating Measurement Making Connections Data Analysis & Representing Probability 3
  • 5. Content Area Processing Strands Strands Number & Operations Algebra Geometry Measurement Data Analysis & Probability 4
  • 6. Content Area Processing Strands Strands Number & Operations Problem Solving Algebra Reasoning Geometry Communicating Measurement Making Connections Data Analysis & Representing Probability 4
  • 7. Content Area Processing Strands Strands Number & Operations Algebra Geometry Measurement Data Analysis & Probability 5
  • 8. Content Area Processing Strands Strands Number & Operations Problem Solving Algebra Reasoning Geometry Communicating Measurement Making Connections Data Analysis & Representing Probability 5
  • 9. Content Area Processing Strands Strands Number & Operations Algebra Geometry Measurement Data Analysis & Probability 6
  • 10. Content Area Processing Strands Strands Number & Operations Problem Solving Algebra Reasoning Geometry Communicating Measurement Making Connections Data Analysis & Representing Probability 6
  • 11. Content Area Processing Strands Strands Number & Operations Algebra Geometry Measurement Data Analysis & Probability 7
  • 12. Content Area Processing Strands Strands Number & Operations Problem Solving Algebra Reasoning Geometry Communicating Measurement Making Connections Data Analysis & Representing Probability 7
  • 13. Y.C. Ch. 3 Work in dyads to present one processing strand to the class. Highlight key ideas from the chapter. Problem Solving (pg. 29 – 33) Reasoning (pg. 34 – 38) Communication (pg. 38 – 40) Connecting (pg. 40 – 42) Representing (pg. 43 – 45) 8
  • 14. What to Do When They Donʼt Speak English Use concise language photo by sudarshan vijayaraghavan 9
  • 15. What to Do When They Donʼt Speak English Use manipulatives and everyday objects photo by sudarshan vijayaraghavan 10
  • 16. What to Do When They Donʼt Speak English Use modeling and acting photo by Judy Baxter 11
  • 17. What to Do When They Donʼt Speak English Use oral descriptions photo by Judy Baxter 12
  • 18. What to Do When They Donʼt Speak English Respect the silent periods photo by Christian V. 13
  • 19. What to Do When They Donʼt Speak English Match the questions to the child’s proficiency level photo by Christian V. 14
  • 20. What to Do When They Donʼt Speak English Use the child’s first language and culture photo by Christian V. 15
  • 21. Next Week Print out the Algebra strand from the NCTM standards. Due: Journal #3 Due: Lesson Plan (N&O) Lesson Plan Math Unit The math unit assignment consists of understanding the NCTM mathematic content and processing standards and integrating them into pre-planned, developmentally appropriate mathematics lessons for young children. Two of your pre-planned lessons must be presented in your last five hours of fieldwork. The math unit will consist of the following: • Construct one lesson for each mathematical content strand following the provided lesson plan format. You will develop five (5) lessons. The NCTM strand and component must be identified on the lesson, as well as the lesson goal and objective. • Lessons must be based on developmentally appropriate practices and must include a pre and post explanation of assessment. • The use of manipulatives/props should be integrated into every lesson. • Three to six vocabulary terms should be introduced or reviewed. The lesson plan will also include four (4) specific, open-ended questions that relate to the lesson objective. • The lesson plan will include detailed instructions of the activity children participate in as they discover the mathematical concept being introduced or practiced. The activity may be independent practice or teacher directed. • Four (4) additional extension activities will be included on the lesson plan. Extensions may teach the objective in a different way, scaffold on the presented objective, or incorporate the objective into other subject areas. The same objective must be explored in the extension activities. • Differentiated instruction will be addressed in the lesson plan • All materials and resources needed must be written on the lesson plan. • The self-assessment component is due for the two lessons that are implemented during the fieldwork hours. The other three lessons will include a reflection. • Prepared lessons must be written in a clear manner with the correct use of grammar, spelling, and language mechanics. . Modification of this syllabus may be made at any time at the discretion of the professor or the department. 16