Transcript
Math & Science for Young Children
ECE 141 / 111Fwinter quarter 2011
Emily McMasonUnits 29 - 32
Sir Cumference & the Dragon of Pi
a math adventureCindy Neuschwander
MAJOR CHANGE! You do NOT, I repeat do NOT need to
write out and submit the key terms and review questions listed in the following slides. I do, however, want you to read through them and make sure you can answer them.
Unit 29: fractions
Page 385“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).”
Unit 29: fractions
Lesson for us (class aimed at 0 to 8)?Fraction notation is NOT safe for
small children….
So we are going to limit ourselves to the following ideas: parts, wholes, halves, thirds, fourths.
Unit 29: fractions
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.
Unit 30: Numbers Above 10 and Place Value
• “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
Unit 30: Numbers Above 10 and Place Value
• Page 400“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.”
What does Place Value mean?
• “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
Unit 30: Numbers Above 10 and Place Value
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.
This unit builds complexity onto that which we’ve already covered:
Unit 12 – Early Geometry: ShapeUnit 13 – Early Geometry: Spatial SenseUnit 20 – Interpreting Data Using
GraphsUnit 25 – Higher Level Activities &
Concepts
Unit 31geometry, data collection
& algebraic thinking
What kind of complexity are we adding?Graphing
from bar graph -> line graphAddition & subtraction
from oral -> number lineShapes
from naming -> finding symmetry
Unit 31geometry, data collection
& algebraic thinking
What kind of complexity are we adding?
Graphing from bar graph -> line graph
Unit 31geometry, data collection
& algebraic thinking
Unit 31geometry, data collection
& algebraic thinking
What kind of complexity are we adding?
Addition & subtraction from oral -> number line
Unit 31geometry, data collection
& algebraic thinking
This shows the commutative property of addition.
Number line
Does this work for subtraction?
Draw a number line. Solve these two problems and draw them on the number line:3 – 2 =2 – 3 =
Number line
Shapesfrom naming -> finding
symmetryfrom 2-D -> 3 -D
Unit 31geometry, data collection
& algebraic thinking
Unit 31geometry, data collection
& algebraic thinkingAfter 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.
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.
Unit 32 Measurement with
Standard Units
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.
Unit 32 Measurement with
Standard Units