Course Guide - USAID Teacher Education Project

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points that do not indicate mathematically consistent change over a given interval.Therefore the line graphs being studied today fall into the area of practicalInformation Handling rather than Algebra.c) When students consider the scatter plot of plant growth, continue the classdiscussion in the same inquisitive manner as above, asking: what questions did theythink the graph answered? Did the graph answer the student's questions that wereincluded on the handout? Which of these students' questions did they find intriguing?Did the answers pose any new questions ? How did they decide where to draw atrend line? Does this scatter plot show discrete or continuous data?5. Assignments (to be determined by instructor)Faculty NotesUnit 4 Information HandlingWeek 2: Measures of Central TendencyWeeklong Overview:Session 1: Measures of Central Tendency 1: Frequency Tables, Range, Mode,MedianSession 2: Measures of Central Tendency 2: Mean, Selecting a ModelSession 3: Measures of Central Tendency 3: End of Course ReflectionFaculty Preparation for Upcoming Class (1-2 hours)Read the following article and look through the following websites that addressmeasures of central tendency:• Teaching the Mean Meaningfully:http://www.learner.org/courses/learningmath/data/pdfs/session5/mean_1.pdf (or available at http://tinyurl.com/TeachingTheMean)• Finding the Mean: Distribution Method: http://tinyurl.com/Mean-Distrib-MethodDownload and print out for student use:• Bar Graph Paper: http://tinyurl.com/Bar-Gr-Paper• Frequency Table & Mean handout: http://tinyurl.com/FreqTable-and-Mean• Frequency Table & Mode handout: http://tinyurl.com/FreqTableandMode• End of Course Reflection (2 pages): http://tinyurl.com/EndCourseReflBring to class:• Chart-sized graph paper• Scissors• Enough large beans so that each group of 4 has 24 of them• Crayons, coloured pencils, or markers
Read through the plans for this week's three sessionsWeeklong Overview:Session 1 begins by revisiting the work students did with line plots (recording theletters in their names) in order to discuss frequency tables and the range of the data.Note that when they created their original bar graph from categorical data in the firstclass session, the order of the bars was not important.However, when dealing with numerical data on a line plot, the resulting bar graphshould show the "shape" of the data. They also will consider data sets where themedian is not a number in the data set, which will lead them to ask if the median of adata set of whole numbers needs to be a whole number.Session 2 will address the measure of central tendency that most students willprobably recall: the arithmetic mean or what tends to be called the "average."Although calculating the mean usually means doing division, there is a manipulative,more visual model that students can use to explore this topic.This will be an opportunity to explain that mean, median, and mode are all types of"averages" because they denote the "middle" of a data set. Depending on the data'scontext, one of these measures may be more useful than the others whencommunicating data. This is why statistics (both in research and in the media) need tobe considered carefully, with the reader noting which measure of central tendency thewriter is using.Session 3 is the last session of the entire course. This will be a time to reflect on boththe mathematical content students learned and the way that content was presented.There will be a handout for students to write out their thoughts. Then, because groupwork and full class discussions have been emphasized in this course, the reflectionprocess will be 1) individual written reflection, 2) small group discussion, and 3)whole class discussion.This session also includes a post-assessment for students to complete.
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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
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This is where the activity, ripping
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than 180°are called reflex angles,
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Page 161 and 162: To finish this activity, distribute
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Page 175 and 176: ) Have students measure around cyli
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Page 179 and 180: c) Have students work with boxes an
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Page 193 and 194: time.) Mention that these types of
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Page 213 and 214: e) A data set that includes negativ
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Page 217: End of Course ReflectionDuring this
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Course Guide - USAID Teacher Education Project

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