Course Guide - USAID Teacher Education Project

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c) Have students draw a right triangle with a base of 3 and a height of 4, then drawsquares on each side. Ask if they notice a pattern between their drawings. What is it?How can it be expressed using the terminology about squares and square rootspresented in the prior session?d) Suggest using symbolic notation for their discovery: that the square on the base +the square on the height equals the square drawn on the hypotenuse. Note that whilewe could write this as b (base) squared x h (height) squared = H (hypotenuse)squared, it is customary to label the base and the height A and B, and the hypotenuseC, leading to the formula A squared + B squared = C squared or A 2 + B 2 = C 2 .e) Note that students can use this formula along with what was learned in the Numberand Operations unit about “number families”: you can find any one of the three termsby using the two other terms (e.g., C squared - B squared = A squared).f) Tell students that this method of using squares drawn on a triangle's sides is onlyone method proving the Pythagorean Theorem. Distribute the handout showing thisdiagram and ask them to think through this particular proof.g) Ask students if they think the Pythagorean Theorem works for all triangles, notjust right triangles. How might they test this conjecture?5. Assignments (to be determined by instructor)Faculty NotesUnit 4 Information HandlingWeek # 1, Faculty Notes: Name?Weeklong OverviewSession 1: The Data Process, Reading Displays of Data (Information Design),Numerical vs. Categorical DataSession 2: Displaying Data in the Primary Grades: Tally Marks, Pictographs, LinePlots, Bar Graphs; the "Shape" of the Data
Session 3: Displaying Data in the Elementary Grades: Scatter Plots, Line Graphs;Interpreting Data?Faculty Preparation for Upcoming Class (1-2 hour)Look through the following websites that address graphical displays of data:• From Line Plots to Bar Graphs: http://tinyurl.com/Data-Org-Rep• Bar Graph Investigations http://tinyurl.com/Bar-Graph-Invest• Overall graphs: http://tinyurl.com/Menu-of-Graphs• Misleading graphs: http://tinyurl.com/Misleading-Graphs• Create-A-Graph applet: http://tinyurl.com/Create-A-Graph-Applet• Interactive Graph Applet: http://tinyurl.com/Graph-AppletDownload and print out for student use:• Bar Graph Paper: http://tinyurl.com/Bar-Gr-Paper• A colour copy of Graph Analysis 1 (1 copy per every two students):http://tinyurl.com/GraphAnalysis1• A colour copy of Graph Analysis 2 (1 copy per every two students):http://tinyurl.com/GraphAnalysis2Bring to class:• Graph chart paper• Chart paper markers• Graph paper• Centimetre graph paper• Post-it Notes• CrayonsRead through the plans for this week's three sessionsWeeklong Overview:Session 1 will introduce the data process, which is essentially a research process:1. Posing a question2. Determining the data needed to answer the question3. Creating a data collection plan4. Collecting the data5. Organizing the data6. Displaying the data7. Interpreting the dataIn order to prepare for the remainder of the activities in this unit, students will engagein an activity that will allow them to move through all seven steps during this firstclass session.Students also will:• Look at misleading graphs that serve as warnings of what not to do whenrepresenting data
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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
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d) As in the cartoon below, youngst
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Faculty Preparation for Upcoming We
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3. Class ActivitiesHere are some sa
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Unit 3 GeometryWeek 1, Session 2: C
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Again, listen to the way students a
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\• Quadrilateral Venn Diagram: ht
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figure EFGH."d) Knowing that corres
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g) Note that certain polygons inclu
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"For example, suppose a triangle ha
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Make sure students realize that a s
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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,
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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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Page 165 and 166: However, this formulaic model does
Page 167 and 168: Unit 3 GeometryWeek 3, Session 2: G
Page 169 and 170: 4. Class ActivitiesThese will inclu
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: Unit 3 GeometryWeek 5, Session 3: I
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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