Course Guide - USAID Teacher Education Project

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Practicing these types of hands-on measurement activities in the classroom (andoutside on the street or play area), not only prepares children to work with perimeterin real life situations, but also prepares them for generalizing their real lifeexperiences into mathematical formulas.c) Textbooks may give only limited formulas for perimeter. Children need tounderstand that the textbook's formula is only one of several valid methods ofexpressing a way to calculate perimeter from given dimensions.For example, textbooks may express the formula for the area of a square as 4S,implying multiplication. However, the additive formula S + S + S + S is equivalent to4S, and is equally valid.Similarly, the perimeter of a rectangle can be expressed as L + L + W + W as well as2L + 2W or 2 (L + W).As youngsters begin to develop their own ways of expressing formulas for perimeter,teachers need to emphasize the notion of equivalent expressions, an importantmathematical concept addressed in the Algebra unit.d) As mentioned above, youngsters often have a real difficulty perceiving that the"slanted" side of a figure cannot be measured by counted squares. (This is not somuch of a misconception as it is a misperception. Later, this results in the olderstudent's common misconception of the "equilateral right triangle." Try to envisionhow a youngster might come to this mistaken conclusion.3. What is essential to know or do in class?a) Introduce perimeter as a generalized concept, not just a way of measuring aroundpolygons.b) Have students use various tools to determine the perimeter of irregular shapes,regular polygons, and irregular polygons.c) Have students develop multiple formulas to express equally valid ways ofcalculating perimeter.
4. Class ActivitiesThese will include:a) Using string to measure the perimeter of an irregular shapeb) Using string and a ruler (or a tape measure) to measure the perimeter around theboxes that students brought to classc) Determining various formulas for calculating the perimeter of squares andrectanglesd) Considering how to determine the perimeter of basic shapes (such as triangles,parallelograms, and trapezoids) whose sides do not meet at right angles5. Assignments: To be determined by instructor
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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
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• It is also important that stude
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5. Assignment:l. Have students revi
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2. To model the equation (-4) + (+2
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d. Introduce the idea of directiona
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It is also important for students t
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considered negative if today were a
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Session 2: Algebra as generalized a
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Unit 2 AlgebraWeek 1, Session 1: Pa
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d) Introduce the idea of a pattern
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Later, when y is replaced by functi
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Unit 2 AlgebraWeek 1, Session 3: Th
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• The idea of a pattern rule• T
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Students may also need to refresh t
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d) Help students understand how to:
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Unit 2 AlgebraWeek 2, Session 2: Co
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4. Class Activitiesa) Begin the ses
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Unit 2 AlgebraWeek 2, Session 3: Eq
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Ask if they saw "first differences"
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Unit 2 AlgebraWeek 3: Linear Functi
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Unit 2 AlgebraWeek 3, Session 1: Li
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Unit 2 AlgebraWeek 3, Session 2: Li
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students use crayons or coloured pe
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Unit 2 AlgebraWeek 3, Session 3: Or
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g) Extend the discussion about C =
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Session 2 continues the idea of mul
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c) Leave plenty of time to discuss
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Unit 2 AlgebraWeek 4, Session 2: In
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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
Page 163 and 164: life situations every day. Therefor
Page 165 and 166: However, this formulaic model does
Page 167: Unit 3 GeometryWeek 3, Session 2: G
Page 171 and 172: d) Have students chart the results
Page 173 and 174: Once again students will derive for
Page 175 and 176: ) Have students measure around cyli
Page 177 and 178: d) After students share their direc
Page 179 and 180: c) Have students work with boxes an
Page 181 and 182: Students will extend this understan
Page 183 and 184: Unit 3 GeometryWeek 5 Session 1: Ge
Page 185 and 186: Unit 3 GeometryWeek 5, Session 2: S
Page 187 and 188: Unit 3 GeometryWeek 5, Session 3: I
Page 189 and 190: Session 3: Displaying Data in the E
Page 191 and 192: Unit 4 Information HandlingWeek 1,
Page 193 and 194: time.) Mention that these types of
Page 195 and 196: Unit 4 Information HandlingWeek 1 S
Page 197 and 198: How many pets does each icon stand
Page 199 and 200: line plot to display data accuratel
Page 201 and 202: 3. What is essential to know or do
Page 203 and 204: Read through the plans for this wee
Page 205 and 206: Usually, when looking at a line plo
Page 207 and 208: e) Once youngsters know that there
Page 209 and 210: Perhaps in students' name length da
Page 211 and 212: Unit 4 Information HandlingWeek 2 S
Page 213 and 214: e) A data set that includes negativ
Page 215 and 216: In situations where the data is ske
Page 217: End of Course ReflectionDuring this
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Course Guide - USAID Teacher Education Project

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