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Math & Science for Young Children ECE 141 / 111F winter quarter 2011 Emily McMason Night 8 Units 29-32
Teacher Evaluation ,[object Object]
Homework Due ,[object Object]
Here. we. are. (along with discussions) ,[object Object],[object Object],[object Object],[object Object]
[object Object]
[object Object],[object Object]
WAIT! ,[object Object]
WAIT! ,[object Object]
On their album  ‘Field Trip’
[object Object],[object Object],[object Object],Five Minute Focus
[object Object],Five Minute Focus
   
   
Numinous ,[object Object]
Contact Carl Sagan May each of you find the numinous
[object Object],Activity #6
Unit 29: fractions
Unit 29: fractions ,[object Object],[object Object]
Unit 29: fractions ,[object Object],[object Object],[object Object]
Unit 29: fractions ,[object Object]
Unit 29: fractions ,[object Object],[object Object],[object Object],[object Object],[object Object]
Unit 29: fractions ,[object Object]
Unit 29: fractions ,[object Object]
Unit 29: fractions ,[object Object]
Unit 29: fractions ,[object Object]
Cuisenaire Rods ,[object Object],[object Object],[object Object],[object Object]
Cuisenaire Rods ,[object Object],[object Object]
Cuisenaire Rods ,[object Object],[object Object],[object Object],[object Object]
Cuisenaire Rods ,[object Object],[object Object],[object Object]
Cuisenaire Rods ,[object Object]
Cuisenaire Rods ,[object Object],[object Object]
[object Object],Five Minute Focus
[object Object],Five Minute Focus
[object Object],[object Object],Five Minute Focus
Unit 30: Numbers Above 10 and Place Value ,[object Object]
Unit 30: Numbers Above 10 and Place Value ,[object Object],[object Object]
Conservation of large numbers ,[object Object]
Conservation of large numbers ,[object Object]
Conservation of large numbers ,[object Object],[object Object],[object Object],[object Object]
Conservation of large numbers ,[object Object],[object Object],[object Object],[object Object],[object Object]
Conservation of large numbers ,[object Object],[object Object],[object Object]
Constructing models of two-digit numbers ,[object Object],[object Object],[object Object]
Constructing models of two-digit numbers ,[object Object],[object Object],[object Object]
Constructing models of two-digit numbers ,[object Object],[object Object],[object Object]
Addition & Subtraction
Addition & Subtraction
Addition & Subtraction
Do we have enough to make another 10?
Addition & Subtraction
Addition & Subtraction ,[object Object]
Addition & Subtraction ,[object Object],[object Object],[object Object]
To 1’s, 10’s and beyond… ,[object Object]
[object Object]
[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],Unit 31 geometry, data collection & algebraic thinking
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Unit 31 geometry, data collection & algebraic thinking
[object Object],[object Object],[object Object],Unit 31 geometry, data collection & algebraic thinking
 
Unit 31 geometry, data collection & algebraic thinking
[object Object],[object Object],[object Object],Unit 31 geometry, data collection & algebraic thinking
[object Object],Number line
[object Object],[object Object],[object Object],[object Object],Number line
[object Object],[object Object],[object Object],Unit 31 geometry, data collection & algebraic thinking
[object Object]
[object Object]
[object Object],[object Object]
[object Object]
[object Object]
 
[object Object],Unit 32  Measurement with Standard Units
[object Object],[object Object],Unit 32  Measurement with Standard Units
[object Object],[object Object],[object Object],Unit 32  Measurement with Standard Units
[object Object],Unit 32  Measurement with Standard Units
[object Object],[object Object],Unit 32  Measurement with Standard Units
[object Object],[object Object],[object Object],Unit 32  Measurement with Standard Units
[object Object],Unit 32  Measurement with Standard Units
[object Object],[object Object],Unit 32  Measurement with Standard Units
 
Keep it simple!  Start with instruments that are marked only with the unit being used.
[object Object]
[object Object],Unit 32 Measurement with standard units
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Unit 32 Measurement with standard units
[object Object],Unit 32  Measurement with Standard Units
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Unit 32 Measurement with standard units
 
 

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Ece141day8class

Editor's Notes

  1. Will be here at 7:00 pm
  2. https://www.auntsharonsattic.com/store//catalog/images/38957.jpg
  3. https://www.auntsharonsattic.com/store//catalog/images/38957.jpg
  4. http://www.hudsonvalley.org/images/stories/Union_Church/Image-60_big.jpg Jeremiah window
  5. http://www.bergoiata.org/fe/winter/Snow%20Covered%20Forest,%20Finland.jpg
  6. 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. 
  7. http://nrich.maths.org/public/search.php?search=cuisenaire http://teachertech.rice.edu/Participants/silha/Lessons/cuisen2.html http://www.robynshomeschool.co.za/about/articles/cuisenaire.htm
  8. Note: is red, white, white the same as white red white? Shows children the communitive property of addition.
  9. Note: is red, white, white the same as white red white? Shows children the communitive property of addition.
  10. 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?
  11. Note: is red, white, white the same as white red white? Shows children the communitive property of addition.
  12. Note: is red, white, white the same as white red white? Shows children the communitive property of addition.
  13. Note: is red, white, white the same as white red white? Shows children the communitive property of addition.
  14. Note: is red, white, white the same as white red white? Shows children the communitive property of addition.
  15. Note: is red, white, white the same as white red white? Shows children the communitive property of addition.
  16. Note: is red, white, white the same as white red white? Shows children the communitive property of addition.
  17. See figure on page 403
  18. Regrouping, renaming, place value
  19. Regrouping, renaming, place value
  20. Emphasize 3 [be thorough], 4 [be detailed] 5 [from the text! Unit & page #], 6 [same as always],
  21. Make a sign up sheet – have them start signing in
  22. First, simple comparing of the numbers, 28 < 36 Then graphing them together onto bar graph – visually seeing what is greatest
  23. 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.
  24. 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
  25. Great visual way to show children that subtraction is not commutative.
  26. 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)
  27. How many hands high is a chair? How many feet [human feet] long is a rug? etc
  28. So measure is consistent, repeatable, translatable, etc
  29. English [inch, foot, yard] Metric [cm, meter]
  30. English [inch, foot, yard] Metric [cm, meter]
  31. English [inch, foot, yard] Metric [cm, meter]
  32. English [inch, foot, yard] Metric [cm, meter]
  33. 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