Course Guide - USAID Teacher Education Project

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4. Class Activities:a) Begin by reminding students of what they learned in the algebra unit about discretevs. continuous graphs. Note that the four types of graphs being studied today are alldesigned to display discrete data.b) Have students recall how they used tally marks to record data and create a bargraph in the last class session. Note that in the prior session the emphasis was onconstructing a graph, but that it is equally important to be able to read and analyse agraph and raise questions about what the data imply.Without giving any further directions or comments, have students work in pairs todiscuss the graph analysis sheet. What comments and questions do you notice as youcirculate about the room? Call the class together for a whole group discussion of theirthoughts.On the pictograph, did they notice the key and the distortion caused by the varyingsize of the icons? How many responses were represented on this graph? Could thisbe a chart about pets? Or about favourite animals? How might 125 horses berepresented?For the bar charts, ask if they thought the double bar graphs were clear. How didcolour contributed to communication?What was their first impression when looking at the favourite food graphs? What didthey notice on further analysis when comparing them? What is an approximatenumerical difference among the three bars? How did the displays either represent ormisrepresent the data? Why did this occur?Line plots may be a new type of display to some students. Ask them what the datamight be representing. How does the lack of a title or labels affect theirunderstanding of what the graph means? What do they notice about the shape of thedata? If students do not use terms such as range, minimum, maximum, outlier,cluster, gaps, etc., be sure to use them in your own description of the graph. Did theynotice that the base of the graph was a segment of a number line? Ask if the databeing shown was categorical or numerical.c) While still working with the whole group, begin the following activity that willresult in the creation of a line plot. Ask the students to count the number of letters intheir first and last names. To illustrate how raw data needs to be organized, pollstudents individually (rather than have them raise their hands if they had a certainnumber of letters in their names). This should result in a disorganized list of data.How do students suggest the data be organized in order to translate it to a line plot?Once this has been determined, ask what they would suggest for the range of numbersdisplayed on the number line segment. Should they begin at 0 or some othernumber? How far do they need to go? How far would make a good display? Drawthe number line segment they suggested on chart paper. Then have each student comeup and put his or her "x" atop their number. Do students realize that in order for the
line plot to display data accurately all their "x’s" need to be the same size? Havestudents copy the line plot into their notebooks. Once the graph is complete, beginasking questions about its range, shape, etc.d) End the session by asking students how they might use their line plot to create abar graph. If time allows, have them translate the line plot into a bar graph. Otherwisehave them do this as a homework assignment. Ask which graph (the line plot or thebar graph) they think more clearly shows the data.5. Assignmentsa) Create a bar graph from the name length line plot.b) Look through these two websites on bar graphs:Bar Graph Investigations http://tinyurl.com/Bar-Graph-InvestigateComparing Columns on a Bar Graph: http://tinyurl.com/Bar-Graph-Compare
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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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Session 2: Angle Sums in Polygons,
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Unit 3 GeometryWeek 2, Session 1: A
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c) Angles can be categorized by mea
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2. How do children think about thes
Page 147 and 148: This is where the activity, ripping
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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 and 188: Unit 3 GeometryWeek 5, Session 3: I
Page 189 and 190: Session 3: Displaying Data in the E
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Page 193 and 194: time.) Mention that these types of
Page 195 and 196: Unit 4 Information HandlingWeek 1 S
Page 197: How many pets does each icon stand
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
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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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