Ece141u11 16online

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  • 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? Units 11- 13 comparing; early geometry shape & special sense
  • 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? Units 14-16 parts and wholes, language & concept formation, fundamental concepts in science
  • Turn to a partner. Create a quick assessment to determine if a child knows 3 pairs of these comparisons. Use your book for inspiration.
  • http://images.google.com/imgres?imgurl=http://www.webofconversation.com/wp-content/uploads/2009/03/10-or-less.gif&imgrefurl=http://www.webofconversation.com/%3Fp%3D46&usg=__RfW4iHerKi8Axman7mrbFuMfdwM=&h=300&w=400&sz=75&hl=en&start=3&um=1&tbnid=q_qIvyRLO249YM:&tbnh=93&tbnw=124&prev=/images%3Fq%3Dimage%2Bsign%2B12%2Bitems%2Bor%2Bless%26hl%3Den%26client%3Dfirefox-a%26rls%3Dorg.mozilla:en-US:official%26sa%3DN%26um%3D1 http://grassrootsmovement.files.wordpress.com/2009/02/10-items.jpg
  • Partner with someone and design an assessment based on one of these relationships. Use your book for inspiration.
  • Orange divided Apple whole thing
  • Piagetian development on pages 13 &14
  • Piagetian development on pages 13 &14
  • Piagetian development on pages 13 &14
  • http://thewholegardenwillbow.files.wordpress.com/2008/04/snob.jpg
  • Piagetian development on pages 13 &14
  • Piagetian development on pages 13 &14
  • Piagetian development on pages 13 &14
  • Piagetian development on pages 13 &14
  • Piagetian development on pages 13 &14
  • Ece141u11 16online

    1. 1. Math & Science for Young Children ECE 141 / 111F winter quarter 2010 Emily McMason Units 11-16
    2. 2. Need a great book to read to your students? Try Guinea Pigs Far & Near by Kate Duke Why? Unit 13 Spatial Sense
    3. 3. Need a great book to read to your students? Try The Giving Tree By Shel Silverstein Why? Parts & wholes, language & concept formation, fundamental concepts in science
    4. 4. <ul><li>Comparing. </li></ul>Unit 11
    5. 5. <ul><li>Comparing. Really. </li></ul>Unit 11
    6. 6. <ul><li>Comparing. Really. That’s it. </li></ul>Unit 11
    7. 7. Unit 11
    8. 8. Unit 11
    9. 9. <ul><li>After reading through the unit, make sure you can give a thorough and concise definition for the ‘key terms’ listed at the end of the unit. Respond to the ‘Review’ point B. </li></ul><ul><li>Brownie points: Come to class and explain to me which sign would be correct and why: </li></ul>Unit 11
    10. 10. <ul><li>After reading through the unit, make sure you can recognize the shapes listed for the ‘key terms’ at the end of the unit. (see the images that follow). Respond to the ‘Review’ point C. </li></ul><ul><li>For brownie points, look at figure 12-7, and count the number of triangles and squares, and report back to me in class. </li></ul>Unit 12
    11. 11. Unit 12
    12. 12. Unit 11
    13. 13. Unit 12
    14. 14. Unit 11
    15. 15. <ul><li>After reading through the unit, make sure you know and understand the questions that can be posed with each ‘space concept’ (see next slide). Respond to the ‘Review’ points B. </li></ul>Unit 13
    16. 16. Unit 13
    17. 17. <ul><li>Ahh…the phrase ‘parts & wholes’. Sounds so benign, doesn’t it? </li></ul><ul><li>This is where we begin the idea of fractions developmentally for children. [deep breath, deep breath, we will conquer fractions, and you don’t have to worry about them until unit 29] </li></ul>Unit 14 Parts & Wholes
    18. 18. <ul><li>There are 3 major categories for parts & wholes: </li></ul>Unit 14 Parts & Wholes
    19. 19. <ul><li>There are 3 major categories for parts & wholes: </li></ul><ul><li>Objects have unique parts [ex: bodies have legs, arms, etc]. </li></ul><ul><li>Groups of things can be divided [ex: grapes can be taken off the vine and given to multiple children]. </li></ul>Unit 14 Parts & Wholes
    20. 20. <ul><li>There are 3 major categories for parts & wholes: </li></ul><ul><li>Objects have unique parts [ex: bodies have legs, arms, etc]. </li></ul>Unit 14 Parts & Wholes
    21. 21. <ul><li>There are 3 major categories for parts & wholes: </li></ul><ul><li>Objects have unique parts [ex: bodies have legs, arms, etc]. </li></ul><ul><li>Groups of things can be divided [ex: grapes can be taken off the vine and given to multiple children]. </li></ul><ul><li>Whole things can be divided into parts [ex: a pitcher of water can be poured into many cups]. </li></ul>Unit 14 Parts & Wholes
    22. 22. <ul><li>After reading through the unit, make sure you can give a thorough and concise definition for the ‘key terms’ listed at the end of the unit. Respond to the ‘Review’ point A. </li></ul>Unit 14
    23. 23. <ul><li>The NCTM [national council of teachers of mathematics] standards include 5 process areas: problem solving, reasoning, communications, connections & representations. </li></ul><ul><li>{see page 200 for details} </li></ul>Unit 15 Language & Concept Formation
    24. 24. <ul><li>Associated with the 5 process areas are many concept words: </li></ul><ul><li>1-to-1 correspondence, number & counting, logic & classifying, comparing, geometry (shape), geometry (spatial sense), parts & wholes, ordering, measurement (volume, length, weight, temperature), measurement (time & sequence), practical, primary-level words. </li></ul><ul><li>{see pages 202 & 203 for details} </li></ul>Unit 15 Language & Concept Formation
    25. 25. <ul><li>Make sure you have a clear understanding of the 5 process areas and the associated concept words. </li></ul><ul><li>Respond to the ‘Review’ points A & C. </li></ul>Unit 15 Language & Concept Formation
    26. 26. <ul><li>I have a confession to make… </li></ul>Unit 16 Fundamental Concepts in Science
    27. 27. <ul><li>I have a confession to make… </li></ul><ul><li>… please don’t tell anyone… </li></ul>Unit 16 Fundamental Concepts in Science
    28. 28. <ul><li>I have a confession to make… </li></ul><ul><li>… please don’t tell anyone… </li></ul><ul><li>… I am a science snob. </li></ul>Unit 16 Fundamental Concepts in Science
    29. 29. <ul><li>I have a confession to make… </li></ul><ul><li>… please don’t tell anyone… </li></ul><ul><li>… I am a science snob. </li></ul><ul><li>To me, math is merely the tool we use to get science done. </li></ul>Unit 16 Fundamental Concepts in Science
    30. 30. <ul><li>I have a confession to make… </li></ul><ul><li>… please don’t tell anyone… </li></ul><ul><li>… I am a science snob. </li></ul><ul><li>To me, math is merely the tool we use to get science done. </li></ul><ul><li>It is a fabulous, fundamental, incredibly important tool. We couldn’t do quantitative science without it… </li></ul>Unit 16 Fundamental Concepts in Science
    31. 31. <ul><li>To me, math is merely the tool we use to get science done. </li></ul><ul><li>It is a fabulous, fundamental, incredibly important tool. We couldn’t do quantitative science without it… </li></ul><ul><li>But it is still just a tool. </li></ul>Unit 16 Fundamental Concepts in Science
    32. 32. <ul><li>And Unit 16 justifies my secret belief. Because it is called ‘fundamental concepts in science’ but here are the major topics of the chapter: </li></ul>Unit 16 Fundamental Concepts in Science
    33. 33. <ul><li>And Unit 16 justifies my secret belief. Because it is called ‘fundamental concepts in science’ but here are the major topics of the chapter:1-to-1 correspondence, number sense & counting, comparing, shape, space, parts & wholes… </li></ul>Unit 16 Fundamental Concepts in Science
    34. 34. <ul><li>And Unit 16 justifies my secret belief. Because it is called ‘fundamental concepts in science’ but here are the major topics of the chapter:1-to-1 correspondence, number sense & counting, comparing, shape, space, parts & wholes… </li></ul><ul><li>For goodness sake, doesn’t that list look familiar? </li></ul>Unit 16 Fundamental Concepts in Science
    35. 35. <ul><li>For goodness sake, doesn’t that list look familiar? </li></ul><ul><li>Science takes these mathematical concepts and applies them to the world around us. </li></ul>Unit 16 Fundamental Concepts in Science
    36. 36. <ul><li>After reading through the unit, make sure you can give a thorough and concise definition for the ‘key terms’ listed at the end of the unit ( yes, I really do want you to learn and remember the difference between a tortoise and a terrapin) . Respond to the ‘Review’ point A. </li></ul>Unit 16

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