UEN Security Office
Technical Services Support Center (TSSC)
Eccles Broadcast Center
101 Wasatch Drive
Salt Lake City, UT 84112
(801) 585-6105 (fax)
Main Curriculum Tie:
Background For Teachers:
I have a math bulletin board in my room that is used strictly for
the “graph of the day”. On top of the board, I place the question for
the day. On the rim of the chalk tray below the bulletin board, I place
the categories for the graph. Each student has a square wood block
with their copied black and white picture that has been decorated
by the student. (The block also could be decorated and just have
their name on it) When the A.M. kindergarten students arrive in the
morning or the P.M. kindergarten students arrive in the afternoon,
they read the question on the board (or ask the teacher or a classmate
to read it) and place their block accordingly. This is just one way of
recording the data, using a wide assortment of materials and a variety
of organizational methods. This encourages flexible thinking and
enables the children to experience many different ways of arranging
information which are equally valid. During our calendar time, we
discuss our graphing using vocabulary like: how many, most, least, etc.
A teacher can ask graphing questions that correlate with the time of
year. For example: How do you get to school. (Bus, Walk, Car)
Intended Learning Outcomes:
Collecting data as the children arrive is a great attention getter. Collecting data can be done in a variety of ways, using as many different methods and materials as possible help build a lot of curiosity and interest on a daily basis.
Before starting the class daily graph read the children’s book Just Graph it! By CTP Creative Teaching Press. This is a fun short story that is telling the children if there is something they want to know, just graph it.
Alex Bogomolny (1999). Cut the knot! Where to start? MAA online, the Mathematical Association of America. Retrieved December 27, 2006, from www.maa.org/ editorial/knot/reform.html
Research findings from psychology indicate that learning does not occur by passive absorption alone. Instead, in many situations, individuals approach a new task with prior knowledge, assimilate new information, and construct their own meanings.
Teachers need to create an environment that encourages children to explore, develop, test, discuss, and apply ideas. They need to listen carefully to children and to guide the development of their ideas.
Hurst C. O., and Otis R. (1996), Data gathering and analyzing, picturing math pre- kindergarten through 2nd grade, chapter 1, sec.3. Retrieved December 30, 2006, from www.carolhurst.com/subjets/math/datagather.html.
Gathering data is a frequent part of solving problems and satisfying curiosity. When we conduct surveys and draw conclusions from them, we are gathering and analyzing data. This includes a lot of work with graphs and leads to mathematical tools like averaging and other computations.
Created Date :