Course Guide - USAID Teacher Education Project

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considered negative if today were at point 0. Present the banking example above tohelp students understand the conceptf. Introduce the division of integers by building on the patterns developed formultiplication above.g. Mention inverse operations and how the operations of multiplication and division ofwhole numbers are related. Ask if students can create a multiplication and divisionfact family for the whole numbers 3, 4, 7. Then have them create a fact family forintegers.h. Distribute the 2-page reflection sheet and give students about 5 minutes to fill it out.i. Finally, have a whole group discussion of how the different mathematical processeshelped them better understand the concepts they will need to teach.27. Assignment:a. Have students download the following fact sheet,that organizes the rules formultiplication and division with integers:o Multiplication and Division of Integers Reference Sheethttp://tinyurl.com/Integer-Mult-Div-Reference
Name: ______________________________________________________Date: ______________End of Unit Reflection<strong>Teacher</strong>s (including pre-service teachers) need to reflect on their practice on a routinebasis.This last session of Unit 1 Numbers and Operations is designed to help youexperience that type of reflection.During Unit 1 you worked with many content areas:• Addition and Subtraction of Whole Numbers• Multiplication and Division of Whole Numbers• Fractions, Decimals, Percents• Operations with Fractions and Decimals• Proportion, Ratios, Rates• Integers and Operations with IntegersAt the same time you were also engaging in deep mathematical thinking. As youreflect on each of the four processes below, recall something specific that you foundimportant because of this class:• Modelling and multiple representations• Mathematical communication• Problem solving• Connections1. Modelling and multiple representations (a new way to think about a familiartopic)2. Mathematical communication (something heard in class discussions orobserved in student work samples)3. Problem solving (an activity in class where you were unsure of how tobegin—but figured out how to find a solution)4. Connections (a surprising connection either to real life situations or to otherareas of mathematics: algebra, geometry, or information handling)Faculty notesUnit 2 AlgebraWeek 1: Patterns, Algebra as Generalized Arithmetic, Children's Algebraic ThinkingWeeklong Overview:Session 1: Patterns as fundamental to understanding algebra
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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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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
Page 22 and 23: h) The number line model, used earl
Page 24 and 25: they would have placed the remainin
Page 26 and 27: Unit 1 Number and OperationsWeek 2,
Page 28 and 29: 2. How do children think about thes
Page 30 and 31: ) Introduce the array or set model.
Page 32 and 33: g) End the class by posing a challe
Page 34 and 35: • The same is true for the follow
Page 36 and 37: • Fact Families: Just as (5, 7, 1
Page 38 and 39: The answer to 9 ÷ 5 is 1.8 or 1 4/
Page 42 and 43: 5. AssignmentsDistribute this hando
Page 44 and 45: or repeating (such as 1/3’s equiv
Page 48 and 49: 10. Class Activitiesa. Have student
Page 52 and 53: these pre-service teachers will nee
Page 54 and 55: . Have students devise ratio proble
Page 56 and 57: e. Rate problems in the real world
Page 58 and 59: vii. Ask them if there is a consist
Page 60 and 61: Unitt 1 Number and OperationsWeek 5
Page 62 and 63: • It is also important that stude
Page 64 and 65: 5. Assignment:l. Have students revi
Page 66 and 67: 2. To model the equation (-4) + (+2
Page 68 and 69: d. Introduce the idea of directiona
Page 70 and 71: It is also important for students t
Page 74 and 75: Session 2: Algebra as generalized a
Page 76 and 77: Unit 2 AlgebraWeek 1, Session 1: Pa
Page 78 and 79: d) Introduce the idea of a pattern
Page 80 and 81: Later, when y is replaced by functi
Page 82 and 83: Unit 2 AlgebraWeek 1, Session 3: Th
Page 84 and 85: • The idea of a pattern rule• T
Page 86 and 87: Students may also need to refresh t
Page 88 and 89: d) Help students understand how to:
Page 90 and 91: Unit 2 AlgebraWeek 2, Session 2: Co
Page 92 and 93: 4. Class Activitiesa) Begin the ses
Page 94 and 95: Unit 2 AlgebraWeek 2, Session 3: Eq
Page 96 and 97: Ask if they saw "first differences"
Page 98 and 99: Unit 2 AlgebraWeek 3: Linear Functi
Page 100 and 101: Unit 2 AlgebraWeek 3, Session 1: Li
Page 102 and 103: Unit 2 AlgebraWeek 3, Session 2: Li
Page 104 and 105: students use crayons or coloured pe
Page 106 and 107: Unit 2 AlgebraWeek 3, Session 3: Or
Page 108 and 109: g) Extend the discussion about C =
Page 110 and 111: Session 2 continues the idea of mul
Page 112 and 113: c) Leave plenty of time to discuss
Page 114 and 115: Unit 2 AlgebraWeek 4, Session 2: In
Page 116 and 117: 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
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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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However, this formulaic model does
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Unit 3 GeometryWeek 3, Session 2: G
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4. Class ActivitiesThese will inclu
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d) Have students chart the results
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Once again students will derive for
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) Have students measure around cyli
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d) After students share their direc
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c) Have students work with boxes an
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Students will extend this understan
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Unit 3 GeometryWeek 5 Session 1: Ge
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Unit 3 GeometryWeek 5, Session 2: S
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Unit 3 GeometryWeek 5, Session 3: I
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Session 3: Displaying Data in the E
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Unit 4 Information HandlingWeek 1,
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time.) Mention that these types of
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Unit 4 Information HandlingWeek 1 S
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How many pets does each icon stand
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line plot to display data accuratel
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3. What is essential to know or do
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Read through the plans for this wee
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Usually, when looking at a line plo
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e) Once youngsters know that there
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Perhaps in students' name length da
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Unit 4 Information HandlingWeek 2 S
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e) A data set that includes negativ
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In situations where the data is ske
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End of Course ReflectionDuring this
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Course Guide - USAID Teacher Education Project

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