Course Guide - USAID Teacher Education Project

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Unit 4 Information HandlingWeek 2 Session 3: End of Course Reflection1. Class Activitiesa) In their end of course reflection, students will both write about and discuss thecourse's mathematical content and the way it was presented.Distribute the "End of Course Reflection Sheet."Modelling the way the course was designed, students will:1) Write their individual reflection anonymously2) Discuss their thoughts in small group discussion3) Engage in a whole class discussion.It is especially important to let students know that their written reflections and thewhole class discussion will allow you to collect data about both their mathematicallearning and their reaction to pedagogy used during the course.b) There will be a post-course assessment that students will take after completingtheir reflection and discussions.
End of Course ReflectionDuring this course you worked through the four units below.1) Think back… What stood out for you in each of the four units? What did you findnew or interesting? Did you re-think the way you had thought about a particularconcept?• Number and Operations:• Algebraic Thinking and Algebra:• Geometry and Geometric Measurement:• Information Handling:2) Did you learn maths better as a result of taking this course? If so, why do you think thishappened? What mathematical topics do you feel you understand more deeply now?3) Are you more comfortable with mathematics (and the idea of teaching mathematics tochildren) after having taken this course? Why or why not?4) Reflect on the way the class was structured (whole class introduction, group work,manipulative materials, multiple representations, small group + whole class discussions, etc.)5) Was this course different from other maths courses you have taken? If so, in whatways?6) Did the course’s interactive lesson design help you have a deeper mathematicalunderstanding of certain topics? Which ones?7) When you become a teacher, what ideas from this course will you bring into yourclassroom?
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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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Unit 3 Geometry,Week 2, Session 2:
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e) There is an angle of 360° aroun
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4) Using the angle sum formula:http
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e) Still other tessellations can be
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d) Children can design their own te
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To finish this activity, distribute
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life situations every day. Therefor
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Page 197 and 198: How many pets does each icon stand
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Page 213 and 214: e) A data set that includes negativ
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Course Guide - USAID Teacher Education Project

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