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Main Curriculum Tie:
Background For Teachers:
Using information found on Web sites, students create a more complete record of their representations of the day's number. This record can be created using drawing or painting software, videotaped for school announcements, published in a classroom newsletter, or inserted on a classroom Web page.
Note: The complexity of this activity is determined by students' current mathematical understandings. The Web sites provided in the Instructional Procedures section should be explored thoroughly for information that will best help students. In addition, using weather-related literature significantly enhances the study of the day, the date, the season, and so on.
2. Facilitate a discussion about the number that represents the date. Ask students to express the number in many different ways and relate it to things in the classroom (e.g., number sentences and equations, number of students with siblings, a birth date, the number on a football jersey, the dates on money, etc.). When they have finished, have students record these ideas using a whiteboard or chart paper, or using drawing or painting software.
3. Guide the class in visiting a Web site that further explores the number. As the class exhausts its own ideas, facilitate further exploration by demonstrating or pointing students to various Web sites that show the day's number from different perspectives. Students enjoy finding ways to express numbers that are similar to their own.
4. Keep a visible record of student discoveries. Periodically have students examine their results as a group to see if any patterns emerge in the ways to represent numbers. By discovering patterns, students will link some of the more complex mathematical concepts to real information, earlier than scheduled on the district's scope and sequence!
5. Make connections to other curriculum areas, including history. For example, although primary grade children have not studied Egyptian culture, the mathematical connection to the contributions made by this and other cultures can be simplistically introduced to build understanding about the rich contributions many peoples have made to mathematical understanding. Have students display their findings about numbers, patterns, and history by drawing pictures, creating multimedia presentations, and any other method or activity that is appropriate for the developmental level of the students.
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