Ece141day8class

Math & Science for Young Children

ECE 141 / 111F winter quarter 2011

Emily McMasonNight 8 Units 29-32

Teacher Evaluation

• ….postponed until next week.

Homework Due

• Assignment D with Activity 6.

Here. we. are.(along with discussions)

• Feb 23 (class 8) activity 6 due with assignment D

• March 2 (class 9) activity 7 due (NO analysis- spend time on your online discussions)

• March 9 (class 10) activity 8 aka assignment E due, presentations begin

• March 16(class 11) presentations conclude

Be sure to log in early and often to help with the research and the writing. There is only 1 question this week – it is big and you all need to work together to do it.

As always, I loved your discussions!One thought about the adaptive

computer model…what if it were able to be done using voice recognition software? And kids could solve the problem explaining their thoughts as they went…

WAIT!

• This is your only extra credit opportunity for the quarter…it is A LOT of work- but I think you are up for the task. Are you ready?

WAIT!

• Bring a to class next week.

On their album ‘Field Trip’

Close your eyes, take a deep breath, relax.

Slowly let your mind wander to an image or event which instills in you great awe. Find that which is magical, majestic, full of wonder.

Open you eyes and write about it.

Five Minute Focus

What does your image or event of awe reveal about you? Religion? Nature? Spirituality? Learning Style? Values?

Five Minute Focus

http://www.travelpod.com/travel-photo/exploreamerica/usvisits/1249435183/3_union-church-of-pocantico-hills-marc-chagall.jpg/tpod.html%23




Numinous

spiritual, religious, divine, holy, sacred; mysterious, otherworldly, unearthly, transcendent.

Contact

Carl Sagan

May each of you find the numinous

Split yourselves into groups, share your activities.

Activity #6

Unit 29: fractions

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

My first fractions…

Unit 29: fractions

Find two partners and come and get one set of Cuisenaire rods.°

1.Open your bag and explore your pieces.2.Which one is your favorite? (mine is the

lime green).3.By the way…Cuisenaire rods are

amazing for creating graphs, +, -, x, ÷, counting, patterning…

° today’s lesson is dedicated to the memory of Jean Skov.

Unit 29: fractions

Use a purple rod as the ‘whole’. How many ‘parts’ combinations can you create? (ex: 1 red + 2 whites = purple) Line up all of your ideas.

Unit 29: fractions

Use a brown rod as the ‘whole’. Which rods can you use to show the idea of ‘half’? Line up all of your ideas.

Unit 29: fractions

Use a blue rod as the ‘whole’. Which rods can you use to show the ideas of half and a third? Line up all of your ideas.

Unit 29: fractions

Use an orange plus a red rod as the ‘whole’. Which rods can you use to show the ideas of half, third, quarter? Line up all of your ideas.

Cuisenaire Rods

What is the pattern? What comes next? Can you create the next 3 sets?

° by the way, your book misspells them as cuisinaire

Cuisenaire Rods

How many different walls can be made using just rods of two colors?

Have a look at these examples - how would you make the next wall?

Cuisenaire Rods

I made a train was made from three rods which were all different colors.

It was the same length as three purple rods, but made up of: black, red and green rods.

Can you make a different train, the same length as mine, with three rods which are all different colors?

° today’s lesson is dedicated to the memory of Jean Skov

Cuisenaire Rods

Can you make one the same length using no colors that I used?

It is possible to make a train that was the same length as mine using four differently colored rods. Can you do it?

° today’s lesson is dedicated to the memory of Jean Skov

Cuisenaire Rods

Create a train which was is as short as it could be using four differently colored rods. Can you find a rod that is the same length as the train?

Cuisenaire Rods

Make a train that is two black rods and a light green one.

Can you now build a train of the same length, using four differently colored rods, none of which is white?

Write down all of your feelings that first come to mind about the Cuisenaire rods work.

Five Minute Focus

What was it like to try and figure out something completely new? How did it feel to try and solve something that had no solution?

Five Minute Focus

Kids feel this way every day. The imagery of spending all day ‘left

handed’.

Five Minute Focus

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.”

Conservation of large numbers

• Come up to the front and grab 50 Unifix cubes.


• Make a pile on your desk of some random amount of cubes. There must be more than 10.


• Make a group of 10 cubes and move them away from the first pile.

• How many loose cubes do you have left?

• How many do you have all together?• On paper write down 1 tens and

ones.


• Do you have enough to make another 10?• Now how many loose cubes do you have?• How many do you have all together?• On paper write down __ tens and

ones.• Continue this process until you have the

maximum amount of 10s possible for your pile.


• What skills or concepts will this activity help children with?

• What struck you about this activity?

• How can you use it tomorrow with your students?

Constructing models of two-digit numbers

Find a partner. Combine your cubes.Take one piece of paper and draw a

line down the center.Label the section on the left 10s,

and on the right 1s.


Partner 1 name a two digit number.Partner 2 uses the combined cubes

to make a model of the numeral selected.

Switch jobs and repeat as often as you like.





Addition & Subtraction



Do we have enough to make another 10?



• Now, starting with the 44 cubes, subtract 25. How would you do it?





To 1’s, 10’s and beyond…

• How could you use these same manipulatives to teach 100’s? 1000’s?

If We Have Time…

• Grab your syllabus- let’s look at assignment E

• Here is your chance to let your imagination fly! Put together an original activity that includes math and science concepts.

• You will need to create a handout for the instructor and your classmates that should include the following:

• 1. name of the activity• 2. materials used [ex: 3 pipe cleaners, 1 felt square]• 3. directions on how to put it together• 4. An explanation of how the activity will be used by the child[ren]• 5. identification of the math and science concepts that are discovered

through this activity and what units they are from in our text

• 6. identification of the age group for which it is appropriate and why [see ‘concepts and skills’ page 3], ‘standards for school mathematics’ pages 7-11, and Appendix A Developmental Assessment Tasks, page 583

• 7. A rubric that you create specifically for the activity [see example on page 65]

You will need to have all of your classmates participate in your activity. When your classmates engage in your activity you will need to:

• 1. introduce the activity• 2. encourage exploration• 3. allow for math and science concepts or

vocabulary to be heard and understood • At the end of your presentation you will need to

answer any questions from your classmates.

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



What kind of complexity are we adding?

Graphing from bar graph -> line graph





What kind of complexity are we adding?

Addition & subtraction from oral -> number line



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



Find a partner(s) and get a Geoboard

With one rubber band per shape, make as many shapes as you can.

On paper, draw the shapes you have created.

Once you have created as many as you can, join with another group and compare your work.

Working with your original partner, draw the line(s) of symmetry for each of your shapes.

Rejoin with other other group and compare lines of symmetry.

Where did we start with units for children?

Unit 32 Measurement with

Standard Units


In the preoperational stage we used arbitrary or non-standard units.


Standard Units


In the preoperational stage we used arbitrary or non-standard units.

What were some examples of that?


Standard Units

Why do we need standard units?


Standard Units


What are the two major types of units used in the United States?


Standard Units


What are the two major types of units used in the United States?

Which one is used by overwhelmingly by the rest of the world and by scientists? (hmmm….can you smell my bias about this?)


Standard Units

When do we start introducing standard units?


Standard Units

When do we start introducing standard units?

Well…it depends on what we are measuring!


Standard Units

Keep it simple! Start with instruments that are

marked only with the unit being used.

If We Have Time…

Count off around the room starting with 1 going to 7 and then starting over again.

Unit 32 Measurement with standard units

Move to sit with your same number people.

1’s will work on length2’s = volume3’s = area4’s = weight5’s = temperature6’s = time7’s = money


\


Standard Units

1. Begin by creating an assessment to see if they understand non-standard units.

2. Then decide what you want them to learn about your standard unit.

3. Plan an activity to teach it – starting with a decision about the age group that is appropriate for your unit.

4. Find materials up here to support it.5. Write out a detailed plan of what types of

questions you would ask to guide their learning.6. Be ready to share with your classmates.


Ece141day8class

Business

green rods

colored rods

black rods

purple rods

waycuisenaire rods

cuisenaire rods work

set of cuisenaire rods

fractions lesson