Math & Science for Young Children ECE 141 / 111F winter quarter 2011 Emily McMason Night 7 Units 23 -28
Homework Due <ul><li>Activity #5. </li></ul><ul><li>And YES!, I have your math & science libraries graded.   </li></ul>
A couple of comments on your math / science libraries
A couple of comments on your math / science libraries <ul><li>Incredible amount of effort – it showed </li></ul>
A couple of comments on your math / science libraries <ul><li>Great new vocabulary word:  umami </li></ul>
A couple of comments on your math / science libraries <ul><li>Great new vocabulary word:  umami </li></ul><ul><li>popularl...
A couple of comments on your math / science libraries <ul><li>Some of you didn’t look beyond our current place in the book...
A couple of comments on your math / science libraries <ul><li>Biggest struggle – part 4.  </li></ul><ul><li>Description of...
A couple of comments on your math / science libraries <ul><li>Biggest struggle – part 4.  </li></ul><ul><li>This will come...
A couple of comments on your math / science libraries <ul><li>Biggest struggle – part 4.  </li></ul><ul><li>Page 3 of your...
A couple of comments on your math / science libraries <ul><li>Biggest struggle – part 4.  </li></ul><ul><li>Here’s an exam...
Here. we. are. <ul><li>We have only 5 classes left. </li></ul>
Here. we. are. (along with discussions) <ul><li>So, what assignments are on the horizon? </li></ul>
Here. we. are. (along with discussions) <ul><li>Feb 16  (class 7) activity 5 due  </li></ul><ul><li>Feb 23  (class 8)  act...
Assignment D due 2/23 <ul><li>D.  Observation Report 20% grade </li></ul><ul><li>Present to at least 2 children [that are ...
Assignment D due 2/23 <ul><li>2.  What were the verbal and non-verbal instructions that you gave the children?  Did the ch...
<ul><li>3.  What exactly did each child do? </li></ul><ul><li>4.  Did the children struggle or breeze through the activity...
 
 
Need a great book to read to your students? Try Counting Wildflowers By Bruce McMillan Why? Unit 23 is all about symbols &...
Need a great book to read to your students? Try Teeth, Tails & Tentacles By Christopher Wormell Why? Unit 24 focuses on gr...
Need a  great book to read to your students? Try Runny Babbit By Shel Silverstein Why?  Unit 28 is all about patterns
Unit 26 <ul><li>First, everyone grab your paper and pen and sit on the floor.  Look around.  Draw what you see. </li></ul>
Unit 26 <ul><li>Welcome to being small.  Welcome to the world of children.  </li></ul>
Unit 26 <ul><li>Now take your notebooks and  if you are comfortable doing so  climb up and stand ON the tables or chairs [...
Unit 26 <ul><li>Welcome to being tall.  Welcome to the world of adults.  </li></ul>
Unit 26 <ul><li>Even if we went outside as far away as possible and tried to draw, we still can’t see everything.  We need...
Unit 26 <ul><li>MAPS. </li></ul>
Unit 26 <ul><li>Maps are incredibly symbolic.  How do we help children imagine them? </li></ul>
Unit 26 <ul><li>4 kinds of maps, each one building on those previous to it. </li></ul><ul><li>1.  Tangible mapping. </li><...
Unit 26 <ul><li>2.  Pictorial mapping. </li></ul>
Unit 26 <ul><li>3.  Semipictorial mapping. </li></ul>
Unit 26 <ul><li>4. Base mapping. </li></ul>
My Map Book By Sara Fanelli
How influential can maps be?  How do they change our perspective? The Atlas of the Real World By Daniel Dorling Mark Newma...
<ul><li>This unit is about the transition from oral to written work, from manipulatives to numerals and action symbols.  <...
<ul><li>Introduction of number sentences  </li></ul><ul><li>2 + 3 = 5 </li></ul>Unit 27
<ul><li>Action symbols show quantities that will be acted upon or changed in some way </li></ul><ul><li>+ -  x ÷ </li></ul...
<ul><li>pg 353.  “Kamii suggests that full number sentences (e.g. 4 + 2 = 6) should not be introduced until  second grade....
<ul><li>If full number sentences are not used until second grade, how do we build students up to that point? </li></ul><ul...
When two individual colors are added – the result is something new
 
Red + yellow = orange
 
creation
 
Creation reused
 
Introduction to symbolic sentences
 
<ul><li>0-2 year old teachers work on:  addition </li></ul><ul><li>3-4 year old teachers work on:  subtraction </li></ul><...
<ul><li>Talk through your section of the unit, coming to concensus on the most fundamental concepts. </li></ul><ul><li>Use...
<ul><li>Activity #5…gather into your groups and share what you found. </li></ul>Gather in your Groups
Unit 25 <ul><li>Algebra. </li></ul><ul><li>Does the thought of it make you break out in a rash? </li></ul>
Unit 25 <ul><li>Algebra. </li></ul><ul><li>Does the thought of it make you break out in a rash? </li></ul><ul><li>Guess wh...
Unit 25 <ul><li>This unit is for fast developing preschool/kindergarteners or older students who need more concrete experi...
Unit 25 <ul><li>Classification: </li></ul><ul><li>Multiple classification, class inclusion, hierarchical classification al...
Unit 25  Multiple classification
Unit 25
Unit 25
Unit 25 hierarchical classification
Unit 25 <ul><li>Concrete whole number operations </li></ul><ul><li>… .means what? </li></ul><ul><li>Simple addition, subtr...
Unit 25 Set Game <ul><li>We’re going to play a game today that ties to unit 25, the idea of  multiple classification. </li...
Unit 25 Set Game <ul><li>We’re going to play a game today that ties to unit 25, the idea of  multiple classification. </li...
Unit 25 Set Game <ul><li>We’re going to play a game today that ties to unit 25, the idea of  multiple classification. </li...
Unit 25 Set Game
Unit 25 <ul><li>The object is to identify ‘sets’ of three pictures. </li></ul><ul><li>A ‘set’ consists of 3 cards on which...
<ul><li>You can classify by: </li></ul><ul><li>color:  red ,  green  or  purple </li></ul>Unit 25 Set Game A ‘set’ consist...
<ul><li>You can classify by: </li></ul><ul><li>color:  red ,  green  or  purple </li></ul><ul><li>Symbol: diamond, oval, s...
<ul><li>You can classify by: </li></ul><ul><li>color:  red ,  green  or  purple </li></ul><ul><li>Symbol: diamond, oval, s...
<ul><li>You can classify by: </li></ul><ul><li>color:  red ,  green  or  purple </li></ul><ul><li>Symbol: diamond, oval, s...
Unit 25 Set Game <ul><li>A ‘set’ consists of 3 cards on which each feature is  the same  for all cards or  different  on a...
Unit 25 Set Game
Unit 25 Set Game
Unit 25 Set Game
Unit 25 Set Game Find at least 2 other sets
<ul><li>Get out a piece of paper, record the sets as you find them, once you have found 4 sets you can trade with another ...
<ul><li>Why did we play this? </li></ul>Unit 25 Set Game
<ul><li>Why did we play this? </li></ul><ul><li>What did you learn? </li></ul>Unit 25 Set Game
<ul><li>Why did we play this? </li></ul><ul><li>What did you learn? </li></ul><ul><li>Even though you understood the rules...
<ul><li>Why did we play this? </li></ul><ul><li>What did you learn? </li></ul><ul><li>Even though you understood the rules...
<ul><li>Why did we play this? </li></ul><ul><li>What did you learn? </li></ul><ul><li>Even though you understood the rules...
<ul><li>If We Have Time… </li></ul>
Unit 26 <ul><li>On a separate piece of paper draw your own base map.  Without using any street names, draw a map from the ...
<ul><li>Gather in groups of 3 and write and illustrate a fairy tale counting book that helps children associate objects, n...
<ul><li>With a pair of partners use some of the manipulatives to create a pattern activity.  Within your activity, make su...
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  1. 1. Math & Science for Young Children ECE 141 / 111F winter quarter 2011 Emily McMason Night 7 Units 23 -28
  2. 2. Homework Due <ul><li>Activity #5. </li></ul><ul><li>And YES!, I have your math & science libraries graded.  </li></ul>
  3. 3. A couple of comments on your math / science libraries
  4. 4. A couple of comments on your math / science libraries <ul><li>Incredible amount of effort – it showed </li></ul>
  5. 5. A couple of comments on your math / science libraries <ul><li>Great new vocabulary word: umami </li></ul>
  6. 6. A couple of comments on your math / science libraries <ul><li>Great new vocabulary word: umami </li></ul><ul><li>popularly referred to as savoriness , is one of the five basic tastes together with sweet, sour, bitter, and salty. Umami is a loanword from the Japanese umami ( うま味 ) meaning &quot;savory taste”. </li></ul>
  7. 7. A couple of comments on your math / science libraries <ul><li>Some of you didn’t look beyond our current place in the book for units- examples: unit 34 Life Science, unit 35 Physical Science, unit 36 Earth & Space Science, unit 37 Environmental Science, unit 38 Heath & Nutrition </li></ul><ul><li>When in doubt, check the index. </li></ul>
  8. 8. A couple of comments on your math / science libraries <ul><li>Biggest struggle – part 4. </li></ul><ul><li>Description of the age that is appropriate for this book and why [see ‘concepts and skills’ page 3], ‘standards for school mathematics’ pages 7-11, and Appendix A Developmental Assessment Tasks, page 583, Piaget’s 4 periods of cognitive development pages 13 & 14. </li></ul>
  9. 9. A couple of comments on your math / science libraries <ul><li>Biggest struggle – part 4. </li></ul><ul><li>This will come again for assignment D & E. So let’s take a moment to examine it. </li></ul>
  10. 10. A couple of comments on your math / science libraries <ul><li>Biggest struggle – part 4. </li></ul><ul><li>Page 3 of your text is, indeed, very helpful. But it only gives you skills & concepts for entire periods of development, not within each period. </li></ul>
  11. 11. A couple of comments on your math / science libraries <ul><li>Biggest struggle – part 4. </li></ul><ul><li>Here’s an example from a student last year: This book is definitely appropriate for children in the ages 2-3 which fall in the preoperational period. In Unit 8 on page 114 there is a sample task for 2-3 year olds that allows children to demonstrate one-to-one correspondence which is also practiced in the book ‘Count and See’. Also in Appendix A on page 587 it says that children 2-3 years old should be able to start rational count objects, which is another skill practiced in this book. </li></ul>
  12. 12. Here. we. are. <ul><li>We have only 5 classes left. </li></ul>
  13. 13. Here. we. are. (along with discussions) <ul><li>So, what assignments are on the horizon? </li></ul>
  14. 14. Here. we. are. (along with discussions) <ul><li>Feb 16 (class 7) activity 5 due </li></ul><ul><li>Feb 23 (class 8) activity 6 due with assignment D </li></ul><ul><li>March 2 (class 9) activity 7 due </li></ul><ul><li>March 9 (class 10) activity 8 aka assignment E due, presentations begin </li></ul><ul><li>March 16 (class 11) presentations conclude </li></ul>
  15. 15. Assignment D due 2/23 <ul><li>D. Observation Report 20% grade </li></ul><ul><li>Present to at least 2 children [that are approximately the same age] your activity #6 (units 25, 26, 27 or 28) and complete a Rubric [example on page 65] and a Portfolio Summary Analysis [example on page 66] for each child. </li></ul><ul><li>Using the information you have gathered, write up an Observation Report that includes the following [in Write to Publish format]: </li></ul><ul><li>1. Discuss the commonalities that the children have, including their age, gender, ethnicity, abilities and other information you deem important. </li></ul>
  16. 16. Assignment D due 2/23 <ul><li>2. What were the verbal and non-verbal instructions that you gave the children? Did the children understand what you were instructing them to do? How do you know? </li></ul><ul><li>How did you need to alter your instructions to help them? Why did the change in your directions make a difference to their understanding? </li></ul>
  17. 17. <ul><li>3. What exactly did each child do? </li></ul><ul><li>4. Did the children struggle or breeze through the activity? Explain. </li></ul><ul><li>5. What was the point of the activity? Did the children get the point? </li></ul><ul><li>6. What comparisons can you make amongst the children based on the completed Rubrics and Portfolio Summaries? </li></ul><ul><li>7. What conclusions about the children and the activities can you make based on the Rubrics and Portfolio Summaries and your own observations? </li></ul><ul><li>8. What, if any, further changes would you make to this activity were you to do it again? </li></ul><ul><li>9. How would you change this activity to reach a different age group? </li></ul><ul><li>Be prepared to give a brief summary of how it went to your classmates. </li></ul><ul><li>Your Observation Report should be at least 2 pages, and attached to it should be all rubrics as well as your activity #6 write-up. </li></ul>
  18. 20. Need a great book to read to your students? Try Counting Wildflowers By Bruce McMillan Why? Unit 23 is all about symbols & this book shows the symbolic change from petals to dots.
  19. 21. Need a great book to read to your students? Try Teeth, Tails & Tentacles By Christopher Wormell Why? Unit 24 focuses on groups and symbols & this book shows those relationships on each page
  20. 22. Need a great book to read to your students? Try Runny Babbit By Shel Silverstein Why? Unit 28 is all about patterns
  21. 23. Unit 26 <ul><li>First, everyone grab your paper and pen and sit on the floor. Look around. Draw what you see. </li></ul>
  22. 24. Unit 26 <ul><li>Welcome to being small. Welcome to the world of children. </li></ul>
  23. 25. Unit 26 <ul><li>Now take your notebooks and if you are comfortable doing so climb up and stand ON the tables or chairs [carefully]. Draw what you see. </li></ul>
  24. 26. Unit 26 <ul><li>Welcome to being tall. Welcome to the world of adults. </li></ul>
  25. 27. Unit 26 <ul><li>Even if we went outside as far away as possible and tried to draw, we still can’t see everything. We need… </li></ul>
  26. 28. Unit 26 <ul><li>MAPS. </li></ul>
  27. 29. Unit 26 <ul><li>Maps are incredibly symbolic. How do we help children imagine them? </li></ul>
  28. 30. Unit 26 <ul><li>4 kinds of maps, each one building on those previous to it. </li></ul><ul><li>1. Tangible mapping. </li></ul>
  29. 31. Unit 26 <ul><li>2. Pictorial mapping. </li></ul>
  30. 32. Unit 26 <ul><li>3. Semipictorial mapping. </li></ul>
  31. 33. Unit 26 <ul><li>4. Base mapping. </li></ul>
  32. 34. My Map Book By Sara Fanelli
  33. 35. How influential can maps be? How do they change our perspective? The Atlas of the Real World By Daniel Dorling Mark Newman Anna Barford
  34. 36. <ul><li>This unit is about the transition from oral to written work, from manipulatives to numerals and action symbols. </li></ul>Unit 27 Operations with whole numbers.
  35. 37. <ul><li>Introduction of number sentences </li></ul><ul><li>2 + 3 = 5 </li></ul>Unit 27
  36. 38. <ul><li>Action symbols show quantities that will be acted upon or changed in some way </li></ul><ul><li>+ - x ÷ </li></ul><ul><li>Relational symbols show quantities that are somehow related </li></ul><ul><li>= < > </li></ul>Unit 27
  37. 39. <ul><li>pg 353. “Kamii suggests that full number sentences (e.g. 4 + 2 = 6) should not be introduced until second grade. ” </li></ul>Unit 27
  38. 40. <ul><li>If full number sentences are not used until second grade, how do we build students up to that point? </li></ul><ul><li>Here’s one example. </li></ul>Unit 27
  39. 41. When two individual colors are added – the result is something new
  40. 43. Red + yellow = orange
  41. 45. creation
  42. 47. Creation reused
  43. 49. Introduction to symbolic sentences
  44. 51. <ul><li>0-2 year old teachers work on: addition </li></ul><ul><li>3-4 year old teachers work on: subtraction </li></ul><ul><li>5-6 year old teachers work on: multiplication </li></ul><ul><li>7-8 year old teachers work on: division </li></ul>Unit 27
  45. 52. <ul><li>Talk through your section of the unit, coming to concensus on the most fundamental concepts. </li></ul><ul><li>Use a set of manipulatives to create an activity for children who are well into the concrete operational stage that assesses BOTH their understanding of the action (+ - x ÷) and number sentences. </li></ul>Unit 27
  46. 53. <ul><li>Activity #5…gather into your groups and share what you found. </li></ul>Gather in your Groups
  47. 54. Unit 25 <ul><li>Algebra. </li></ul><ul><li>Does the thought of it make you break out in a rash? </li></ul>
  48. 55. Unit 25 <ul><li>Algebra. </li></ul><ul><li>Does the thought of it make you break out in a rash? </li></ul><ul><li>Guess what? This is Algebra : </li></ul><ul><li>2 + 4 = x </li></ul>
  49. 56. Unit 25 <ul><li>This unit is for fast developing preschool/kindergarteners or older students who need more concrete experiences. </li></ul><ul><li>Here is a place where we see age can really vary with stage. </li></ul><ul><li>And here is how we deal with it: (assessment ideas on page 324) </li></ul>
  50. 57. Unit 25 <ul><li>Classification: </li></ul><ul><li>Multiple classification, class inclusion, hierarchical classification all help you assess preoperational from concrete operational thinkers. </li></ul><ul><li>Here are some examples: </li></ul>
  51. 58. Unit 25 Multiple classification
  52. 59. Unit 25
  53. 60. Unit 25
  54. 61. Unit 25 hierarchical classification
  55. 62. Unit 25 <ul><li>Concrete whole number operations </li></ul><ul><li>… .means what? </li></ul><ul><li>Simple addition, subtraction, division & multiplication problems. </li></ul><ul><li>Counting all / counting on </li></ul><ul><li>How do they add 3 +2? </li></ul>
  56. 63. Unit 25 Set Game <ul><li>We’re going to play a game today that ties to unit 25, the idea of multiple classification. </li></ul>
  57. 64. Unit 25 Set Game <ul><li>We’re going to play a game today that ties to unit 25, the idea of multiple classification. </li></ul><ul><li>In this game you are sorting four features at the same time. </li></ul>
  58. 65. Unit 25 Set Game <ul><li>We’re going to play a game today that ties to unit 25, the idea of multiple classification. </li></ul><ul><li>In this game you are sorting four features at the same time. </li></ul><ul><li>The cards look like this: </li></ul>
  59. 66. Unit 25 Set Game
  60. 67. Unit 25 <ul><li>The object is to identify ‘sets’ of three pictures. </li></ul><ul><li>A ‘set’ consists of 3 cards on which each feature is the same for all cards or different on all cards. </li></ul>
  61. 68. <ul><li>You can classify by: </li></ul><ul><li>color: red , green or purple </li></ul>Unit 25 Set Game A ‘set’ consists of 3 cards on which each feature is the same for all cards or different on all cards.
  62. 69. <ul><li>You can classify by: </li></ul><ul><li>color: red , green or purple </li></ul><ul><li>Symbol: diamond, oval, squiggle </li></ul>Unit 25 Set Game A ‘set’ consists of 3 cards on which each feature is the same for all cards or different on all cards.
  63. 70. <ul><li>You can classify by: </li></ul><ul><li>color: red , green or purple </li></ul><ul><li>Symbol: diamond, oval, squiggle </li></ul><ul><li>Number: 1, 2 or 3. </li></ul>Unit 25 Set Game A ‘set’ consists of 3 cards on which each feature is the same for all cards or different on all cards.
  64. 71. <ul><li>You can classify by: </li></ul><ul><li>color: red , green or purple </li></ul><ul><li>Symbol: diamond, oval, squiggle </li></ul><ul><li>Number: 1, 2 or 3. </li></ul><ul><li>Shading: solid, </li></ul><ul><li>open, or striped. </li></ul>Unit 25 Set Game A ‘set’ consists of 3 cards on which each feature is the same for all cards or different on all cards.
  65. 72. Unit 25 Set Game <ul><li>A ‘set’ consists of 3 cards on which each feature is the same for all cards or different on all cards. </li></ul><ul><li>So you ask yourself: are colors all same [red], or all different? [red, green, purple] </li></ul><ul><li>Are all symbols same [squiggles] or one of each? [squiggle, oval, diamond] </li></ul><ul><li>Are the numbers the same [2] or different? [1, 2, 3] </li></ul><ul><li>Are the shadings the same [striped] or different [solid, open, striped]. </li></ul>
  66. 73. Unit 25 Set Game
  67. 74. Unit 25 Set Game
  68. 75. Unit 25 Set Game
  69. 76. Unit 25 Set Game Find at least 2 other sets
  70. 77. <ul><li>Get out a piece of paper, record the sets as you find them, once you have found 4 sets you can trade with another group. </li></ul>Unit 25 Set Game
  71. 78. <ul><li>Why did we play this? </li></ul>Unit 25 Set Game
  72. 79. <ul><li>Why did we play this? </li></ul><ul><li>What did you learn? </li></ul>Unit 25 Set Game
  73. 80. <ul><li>Why did we play this? </li></ul><ul><li>What did you learn? </li></ul><ul><li>Even though you understood the rules, was it easy at first? </li></ul>Unit 25 Set Game
  74. 81. <ul><li>Why did we play this? </li></ul><ul><li>What did you learn? </li></ul><ul><li>Even though you understood the rules, was it easy at first? </li></ul><ul><li>With repetition did the task become easier? </li></ul>Unit 25 Set Game
  75. 82. <ul><li>Why did we play this? </li></ul><ul><li>What did you learn? </li></ul><ul><li>Even though you understood the rules, was it easy at first? </li></ul><ul><li>With repetition did the task become easier? </li></ul><ul><li>How does that apply to the kiddos in your classroom? </li></ul>Unit 25 Set Game
  76. 83. <ul><li>If We Have Time… </li></ul>
  77. 84. Unit 26 <ul><li>On a separate piece of paper draw your own base map. Without using any street names, draw a map from the college to your home. You may use pictures of landmarks. (if we have time I will pass out maps randomly to see if others can guess where you live.) </li></ul>
  78. 85. <ul><li>Gather in groups of 3 and write and illustrate a fairy tale counting book that helps children associate objects, numbers and symbols (see units 23 & 24). Make sure you have met the </li></ul><ul><li>10 TEN ********** </li></ul><ul><li>criteria listed on pages 319 & 320. </li></ul>Write a fairy tale
  79. 86. <ul><li>With a pair of partners use some of the manipulatives to create a pattern activity. Within your activity, make sure there are multiple levels of complexity so that you can easily observe the ability level of your students. </li></ul>Unit 28: Patterns
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