Course Guide - USAID Teacher Education Project

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c) Leave plenty of time to discuss the homework assignments, which will extendtoday's work by introducing second-degree equations and foreshadowing the nextsession's work with Algebra Tiles and the links between algebra and arithmetic.4. Class Activitiesa) Begin by distributing the Rectangle Graph worksheet. Have students work in pairsto sketch and label the dimensions of the various rectangles, then create a table ofvalues and a graph to model the problem.b) When students have finished the assignment, begin by discussing the graph.• How is it different from the graphs of linear functions that they worked withlast week?• Did the shape of the graph surprise them?• How would they describe the graph's shape? If no one mentions the word"parabola" introduce it now.• Continue to probe about the parabola's features.o Does it cross the x-axis? If so, where?o What are the coordinates of those points?o How "tall" is the parabola?o What point on the parabola shows its "maximum" height?o Does the parabola appear symmetrical?o If so, could you draw its line of symmetry?o How could you express that?c) After discussing the graph, discuss the table. Remind students of the "firstdifference" they saw in the tables of values for linear equations. Have them write thefirst differences next to their table. Is there a first difference here? Is there anotherpattern? It is likely that some students will notice a "second difference." At this pointdistribute the handout A Quick <strong>Guide</strong> to Functions that shows how degrees of"difference" can tell us about the shape of a function's graph.d) Remind students that they used three different representations today and that in thenext class session they will be using two other representations, manipulatives andequations, to explore similar problems.Also mention that the Rectangle problem resulted in a parabola with specificcharacteristics. Not all parabolas look like this. Their homework assignment willhelp show this.
e) Give students the handouts and URLs below for homework. Allow time to explainthe assignments.5. Assignmentsa) Distribute:1) Graphing Quadratic Functions (first two pages of the PDF):http://tinyurl.com/Graphing-Quad-Functions2) Homemade Algebra Tiles: http://tinyurl.com/HomeMade-Algebra-Tilesb) Give students the URLs for:1) The free online graphing calculator: http://tinyurl.com/Free-Graph-Calc2) Algebra Tiles demonstration: http://tinyurl.com/Algebra-Lab-Gear-Demo• 3) The video on the partial product method for multi-digit multiplication:http://tinyurl.com/Partial-Prduct-Method (You will need to wait for a commercial tofinish.)c) Have students bring their Algebra Tiles, Graphing Equations assignment, andtoday's work on rectangles to the next class session.d) For the Graphing Quadratic Functions assignment, students will explore eightdifferent quadratic equations expressed in the expanded form y = ax 2 + bx + c, ideallyby using the free online graphing calculator to "draw" the graphs.Have them:• Sketch the graphs on the worksheet• Analyse the graphs for patterns by looking at the coefficients of a, b, and c,and by making conjectures.e) Have students colour and cut out a set of Algebra Tiles to bring to the next classsession.The x and x(squared) pieces should be coloured blue and the "1" or unit pieces shouldbe coloured yellow. These are the manipulatives they will use to model quadraticequations and show a link between arithmetic and algebra.Have students look at the Algebra Tiles demonstration to see how the how the tilesare used to model the factored and expanded forms of quadratic equations.f) The third assignment is for students to look at this video to review the partialproduct method of multi-digit multiplication: (Let students know there will be anadvert at the beginning for several seconds before the video continues.)
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This product has been made possible
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Subject: General MathematicsCredit
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Semester OutlineUnit 1: Numbers and
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Suggested Resources:These resources
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Unit 1 Number and OperationsWeek 1,
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Recall the various models of additi
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prepare for the this class session.
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Faculty Preparation for Upcoming We
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h) The number line model, used earl
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they would have placed the remainin
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2. How do children think about thes
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) Introduce the array or set model.
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g) End the class by posing a challe
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• The same is true for the follow
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• Fact Families: Just as (5, 7, 1
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The answer to 9 ÷ 5 is 1.8 or 1 4/
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5. AssignmentsDistribute this hando
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or repeating (such as 1/3’s equiv
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10. Class Activitiesa. Have student
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these pre-service teachers will nee
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. Have students devise ratio proble
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e. Rate problems in the real world
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vii. Ask them if there is a consist
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Unitt 1 Number and OperationsWeek 5
Page 62 and 63: • It is also important that stude
Page 64 and 65: 5. Assignment:l. Have students revi
Page 66 and 67: 2. To model the equation (-4) + (+2
Page 68 and 69: d. Introduce the idea of directiona
Page 70 and 71: It is also important for students t
Page 72 and 73: considered negative if today were a
Page 74 and 75: Session 2: Algebra as generalized a
Page 76 and 77: Unit 2 AlgebraWeek 1, Session 1: Pa
Page 78 and 79: d) Introduce the idea of a pattern
Page 80 and 81: Later, when y is replaced by functi
Page 82 and 83: Unit 2 AlgebraWeek 1, Session 3: Th
Page 84 and 85: • The idea of a pattern rule• T
Page 86 and 87: Students may also need to refresh t
Page 88 and 89: d) Help students understand how to:
Page 90 and 91: Unit 2 AlgebraWeek 2, Session 2: Co
Page 92 and 93: 4. Class Activitiesa) Begin the ses
Page 94 and 95: Unit 2 AlgebraWeek 2, Session 3: Eq
Page 96 and 97: Ask if they saw "first differences"
Page 98 and 99: Unit 2 AlgebraWeek 3: Linear Functi
Page 100 and 101: Unit 2 AlgebraWeek 3, Session 1: Li
Page 102 and 103: Unit 2 AlgebraWeek 3, Session 2: Li
Page 104 and 105: students use crayons or coloured pe
Page 106 and 107: Unit 2 AlgebraWeek 3, Session 3: Or
Page 108 and 109: g) Extend the discussion about C =
Page 110 and 111: Session 2 continues the idea of mul
Page 114 and 115: Unit 2 AlgebraWeek 4, Session 2: In
Page 116 and 117: c) Have students work in pairs for
Page 118 and 119: d) As in the cartoon below, youngst
Page 120 and 121: Faculty Preparation for Upcoming We
Page 122 and 123: 3. Class ActivitiesHere are some sa
Page 124 and 125: Unit 3 GeometryWeek 1, Session 2: C
Page 126 and 127: Again, listen to the way students a
Page 128 and 129: \• Quadrilateral Venn Diagram: ht
Page 130 and 131: figure EFGH."d) Knowing that corres
Page 132 and 133: g) Note that certain polygons inclu
Page 134 and 135: "For example, suppose a triangle ha
Page 136 and 137: Make sure students realize that a s
Page 138 and 139: Session 2: Angle Sums in Polygons,
Page 140 and 141: Unit 3 GeometryWeek 2, Session 1: A
Page 142: c) Angles can be categorized by mea
Page 145 and 146: 2. How do children think about thes
Page 147 and 148: This is where the activity, ripping
Page 149 and 150: than 180°are called reflex angles,
Page 151 and 152: Unit 3 Geometry,Week 2, Session 2:
Page 153 and 154: e) There is an angle of 360° aroun
Page 155 and 156: 4) Using the angle sum formula:http
Page 157 and 158: e) Still other tessellations can be
Page 159 and 160: d) Children can design their own te
Page 161 and 162: To finish this activity, distribute
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life situations every day. Therefor
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However, this formulaic model does
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Unit 3 GeometryWeek 3, Session 2: G
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4. Class ActivitiesThese will inclu
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d) Have students chart the results
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Once again students will derive for
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) Have students measure around cyli
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d) After students share their direc
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c) Have students work with boxes an
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Students will extend this understan
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Unit 3 GeometryWeek 5 Session 1: Ge
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Unit 3 GeometryWeek 5, Session 2: S
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Unit 3 GeometryWeek 5, Session 3: I
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Session 3: Displaying Data in the E
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Unit 4 Information HandlingWeek 1,
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time.) Mention that these types of
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Unit 4 Information HandlingWeek 1 S
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How many pets does each icon stand
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line plot to display data accuratel
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3. What is essential to know or do
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Read through the plans for this wee
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Usually, when looking at a line plo
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e) Once youngsters know that there
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Perhaps in students' name length da
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Unit 4 Information HandlingWeek 2 S
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e) A data set that includes negativ
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In situations where the data is ske
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End of Course ReflectionDuring this
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Course Guide - USAID Teacher Education Project

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