I’ll start every class with a book- one you are welcome to use, but not in assignments B or C! Why? To show you how to connect what you already do to math & science. Each book I’ve chosen melds with the units we are studying that day. Why this book? Unit 31 geometry – my personal hero. And the circle plays such a key role! If you read it- I’ll keep writing to you about it until you finish.
Note: is red, white, white the same as white red white? Shows children the communitive property of addition.
Note: is red, white, white the same as white red white? Shows children the communitive property of addition.
This and the following problems pose things they cannot solve. Address the next class meeting as part of our five minute focus- what does it feel like when learning something new? Something that doesn’t nec. Turn out the way you think it ought to?
Note: is red, white, white the same as white red white? Shows children the communitive property of addition.
Note: is red, white, white the same as white red white? Shows children the communitive property of addition.
Note: is red, white, white the same as white red white? Shows children the communitive property of addition.
Note: is red, white, white the same as white red white? Shows children the communitive property of addition.
Note: is red, white, white the same as white red white? Shows children the communitive property of addition.
Note: is red, white, white the same as white red white? Shows children the communitive property of addition.
See figure on page 403
Regrouping, renaming, place value
Regrouping, renaming, place value
Emphasize 3 [be thorough], 4 [be detailed] 5 [from the text! Unit & page #], 6 [same as always],
Make a sign up sheet – have them start signing in
First, simple comparing of the numbers, 28 < 36 Then graphing them together onto bar graph – visually seeing what is greatest
Same information, show in a different style of graph- “line graphs demand concrete operational thinking because more than one aspect of the data must be focused on at the same time”. Pg 422 For a child to make this they have to connect one day’s data to the next, which means tracking another layer than before.
Number line –No matter where we start, 2 or 3, we get to the same solution = 5. Write your own and draw a number line to show that it works
Great visual way to show children that subtraction is not commutative.
Pg 423. Draw these out on your graph paper [or do it in your text book]. Finish the shape, figure out the coordinates, draw lines of symmetry Example co-ordinates for the first one: (3,1), (6,1), (6,4)
How many hands high is a chair? How many feet [human feet] long is a rug? etc
So measure is consistent, repeatable, translatable, etc
English [inch, foot, yard] Metric [cm, meter]
English [inch, foot, yard] Metric [cm, meter]
English [inch, foot, yard] Metric [cm, meter]
English [inch, foot, yard] Metric [cm, meter]
Figure is on page 38 1. Begin by creating an assessment to see if they understand non-standard units. Then decide what you want them to learn about your standard unit Plan an activity to teach it – starting with a decision about what age group you will be teaching to. Find materials up here to support it Write out a detailed plan of what types of questions you would ask Be ready to share with your classmates
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