ShareGetting To Know You
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Summary: Main Curriculum Tie: Materials:
Additional Resources Books
Articles
Background For Teachers: Intended Learning Outcomes: Instructional Procedures: Sing Song “Getting to Know Math”
Getting to know math,
Getting to know math,
Getting to know math, What I like best.
Getting to know math,
Haven’t you noticed
Getting to know math,
As I keep learning, Original Math Lyrics by Vicki Young, added onto with permission, by Marjory Paskett http://www.mscc.cc.tn.us/webs/vyoung/ Invitation to Learn continued Research has shown that people remember things better when they learn them by doing. This is even true for adults. Here is an example. You want to learn how to play softball so that you can join a team. How will you learn to play? Will you:
Which way will help you learn the game the best? Choice 3 is the best way for most people because they actually get to try the game and learn the rules as they play. They learn in a hands-on way. Hands-on learning is good for both children and adults. The learner is actively involved instead of just sitting and listening. This is the way we want our children to learn and we know that research backs us up. In order to learn best, children must be actively involved in hands-on activities every day. (Susan Jindrich) Instructional Procedures Book or Poster Each child will be given a bag of counters (the teacher will record who has what number on the numbers to use sheet), and a Getting to Know You worksheet. Students are to count and record the number of items in each bag in the following ways.
Venn Diagram Hand out - Comparing 2 Numbers and Comparing 3 Numbers worksheets
Extensions:
Family Connections
Assessment Plan:
Bibliography: Bamberger, H., Fennell, F., Rowan. T.E., Sammons, K.B., Suarex, A.R. (2000). Connect to NCTM standards – Making the standards work, Grade Creative Publications, Chicago IL page iv, 3 ISBN – 0-7622-1246-2 Today, more than ever, there is a need for all students to have a strong base to mathematics. This means that students do not just memorize facts and procedures, but that they have an understanding of mathematics and mathematical thinking. The interplay between content and process is complicated, but integrating the two is crucial if our students are to receive the mathematics education they will need to function effectively in the world they will grow into. (p. iv) For students to become mathematically powerful, it is essential that they be able to use process skills flexibly. They need to practice, experiment, communicate. Making Connections between problems within mathematics is as essential as is making mathematical connections to disciplines outside of mathematics. (p. 3) Postlewait, Kristian B., Adams, Michelle R., Shih Jeffery C. (2003), Promoting meaningful mastery of addition and subtraction, Teaching children mathematics, pg 354, Volume 9, Number 6, February 2003. The development of Number sense and computational fluency should be an integral part of the mathematics curriculum. Because other areas of the curriculum such as data and measurement are closely related to and sometimes dependent on these skills, students must have a firm foundation in number. Teachers should provide activities and experiences that develop a conceptual understanding of number and operations, instead of focusing on the memorization of rules and procedures. Meaningful mathematical learning then can occur. When left to use strategies that are natural for them, children are wonderful problem solvers and are able to make sense of numbers in the world. Wu, H. (1999). Basic skills versus conceptual understanding. American Educator/American Federation of Teachers Fall 1999, pg 1 January 7, 2006, from http://www.aft.org/pubs-reports/american_educator/fall99/wu.pdf. The truth is that in mathematics, skills and understanding are completely intertwined. In most cases, the precision and fluency in the execution of the skills are the requisite vehicles to convey the conceptual understanding. There is not “conceptual understanding” and “problem-solving skill” on the one hand and “basic skills” on the other. Nor can one acquire the former without the latter. (September 27, 2000) Before it’s too Late – A report to the Nation for the National Commission on Mathematics and Science Teaching for the 21st Century pg 22 January 7, 2006 from http://www.ed.gov/inits/Math/glenn/report.pdf. In high-quality teaching, the process of inquiry, not merely “giving instruction,” is the very heart of what teachers do. Inquiry not only tests what students know, it presses students to put what they know to the test. It uses “hands on” approaches to learning, in which students participate in activities, exercises, and real-life situations to both learn and apply lesson content. It teaches students not only what to learn but how to learn. Zhang, Linrong, (2005) A review of children’s elementary mathematics education. International Journal for Mathematic Teaching and Learning pg 6 ISSN 1473–0111. retrieved January 7, 2006 from http://www.cimt.plymouth.ac.uk/journal/zhang.pdf. Mathematics teaching is an interactive process between teachers and students, through which both parties communicate and improve together. Mathematics teaching should start from students’ life experience and preexisting knowledge, create lively and interesting scenarios, and guide students to observe, experiment, conjecture, deduce and communicate. Through mathematical activities, students master basic knowledge and skills, learn to observe phenomena and analyze them, and motivate themselves to learn. Students are the masters of mathematical learning, while teachers are the organizers, guides, and collaborators. Author: Created Date :
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