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# Ece141u29 32online

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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 &amp; science. Each book I’ve chosen melds with the units we are studying that day. Why this book? Unit 31 geometry http://www.jmeacham.com/images/math/sir.circumference.and.the.dragon.ofpi.jpg
• First, simple comparing of the numbers, 28 &lt; 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.
• ### Ece141u29 32online

1. 1. Math & Science for Young Children ECE 141 / 111F winter quarter 2010 Emily McMason Units 29 - 32
2. 2. Sir Cumference & the Dragon of Pi a math adventure Cindy Neuschwander
3. 3. Unit 29: fractions <ul><li>Page 385 </li></ul><ul><li>“ Even nine-year-olds have difficulty with fractions at the symbolic level. This would indicate that for most children fraction symbols cannot safely be introduced until well into the intermediate level (grade 4 or higher).” </li></ul>
4. 4. Unit 29: fractions <ul><li>Lesson for us (class aimed at 0 to 8)? </li></ul><ul><li>Fraction notation is NOT safe for small children….  </li></ul><ul><li>So we are going to limit ourselves to the following ideas: parts, wholes, halves, thirds, fourths. </li></ul>
5. 5. Unit 29: fractions <ul><li>Lesson for us (class aimed at 0 to 8)? </li></ul><ul><li>Fraction notation is NOT safe for small children….  </li></ul><ul><li>So we are going to limit ourselves to the following ideas: parts, wholes, halves, thirds, fourths. </li></ul>
6. 6. Unit 29: fractions <ul><li>After reading through the unit, make sure you can give a thorough and concise definition for the ‘key terms’ at the end of the unit. Respond to the ‘Review’ points B & C. </li></ul>
7. 7. Unit 30: Numbers Above 10 and Place Value <ul><li>“ Place value is one of the most difficult concepts for young children to grasp. Being able to rote and rational count above 10 is only a beginning step on the way to an understanding of place value.” page 399 </li></ul>
8. 8. Unit 30: Numbers Above 10 and Place Value <ul><li>Page 400 </li></ul><ul><li>“ On the average, first graders can learn to read, write and understand two-digit numbers, second graders three-digit numbers, and third graders four-digit numbers.” </li></ul>
9. 9. What does Place Value mean? <ul><li>“ Place value pertains to an understanding that the same numeral represents different amounts depending on which position it is in. For example, consider the numbers 3, 30, 300. In the first instance 3 stands for 3 1s and is in the 1s’ place. In 30, 3 stands for three 10s and is in the 10s’ place. In 300, 3 stands for three 100s and is in the 100s’ place.” page 398 </li></ul>
10. 10. Unit 30: Numbers Above 10 and Place Value <ul><li>After reading through the unit, make sure you can give a thorough and concise definition for the ‘key terms’ at the end of the unit. Respond to the ‘Review’ points B & E. </li></ul>
11. 11. <ul><li>This unit builds complexity onto that which we’ve already covered: </li></ul><ul><li>Unit 12 – Early Geometry: Shape </li></ul><ul><li>Unit 13 – Early Geometry: Spatial Sense </li></ul><ul><li>Unit 20 – Interpreting Data Using Graphs </li></ul><ul><li>Unit 25 – Higher Level Activities & Concepts </li></ul>Unit 31 geometry, data collection & algebraic thinking
12. 12. <ul><li>What kind of complexity are we adding? </li></ul><ul><li>Graphing </li></ul><ul><li>from bar graph -> line graph </li></ul><ul><li>Addition & subtraction </li></ul><ul><li> from oral -> number line </li></ul><ul><li>Shapes </li></ul><ul><li>from naming -> finding symmetry </li></ul>Unit 31 geometry, data collection & algebraic thinking
13. 13. <ul><li>What kind of complexity are we adding? </li></ul><ul><li>Graphing </li></ul><ul><li>from bar graph -> line graph </li></ul>Unit 31 geometry, data collection & algebraic thinking
14. 15. Unit 31 geometry, data collection & algebraic thinking
15. 16. <ul><li>What kind of complexity are we adding? </li></ul><ul><li>Addition & subtraction </li></ul><ul><li> from oral -> number line </li></ul>Unit 31 geometry, data collection & algebraic thinking
16. 17. <ul><li>This shows the commutative property of addition. </li></ul>Number line
17. 18. <ul><li>Does this work for subtraction? </li></ul><ul><li>Draw a number line. Solve these two problems and draw them on the number line: </li></ul><ul><li>3 – 2 = </li></ul><ul><li>2 – 3 = </li></ul>Number line
18. 19. <ul><li>Shapes </li></ul><ul><li>from naming -> finding symmetry </li></ul><ul><li>from 2-D -> 3 -D </li></ul>Unit 31 geometry, data collection & algebraic thinking
19. 20. Unit 31 geometry, data collection & algebraic thinking <ul><li>After reading through the unit, make sure you can give a thorough and concise definition for the ‘key terms’ at the end of the unit. Respond to the ‘Review’ points C & D. </li></ul>
20. 21. <ul><li>After reading through the unit, make sure you can give a thorough and concise definition for the ‘key terms’ at the end of the unit. Respond to the ‘Review’ points B, C, E, H & I. </li></ul>Unit 32 Measurement with Standard Units