Course Guide - USAID Teacher Education Project

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d) Help students understand how to:1) Set the range and appropriate scale for each axis2) Label each axis and title the graph3) Plot the data points (x, y) from the chart they createde) Introduce the idea of a pattern rule that can be used to describe the change betweentwo variables.f) Introduce the concept of direct variation where the variables change at the samerate. (Note that this is often not true of situations where data is collected in the realworld.)4. Class Activitiesa) Begin by having students give examples of things that change over time. Ask howthose changes might be represented. Students may, for example, refer to the "tree"problem done in the last session where the number of blocks used changed accordingto the age of the tree.Other changes such as distance as a function of time related to speed (d= rt) or thechange in a circle's circumference as a function of its diameter [C = pi(d)] may bementioned. Note: what students often call formulas are actually pattern rules put intoequations.b) Use "The Coin Graph" activity. Do this activity as a whole class demonstrationwhile students create the same T-chart and graph.During the coin collecting activity, create a T-chart of the data, adding x and y to thenames of the two columns. Note that x is the independent variable, and y is thedependent variable.When this activity is complete, refer to the empty grid paper on which you and theywill create a graph together. Demonstrate how to set up a first quadrant coordinategraph. Note that you labeled the axes to reflect issues for this particular activity, butthat the conventional way of discussing the two axes is to call the horizontal axis xand vertical axis y.Next, ask how you should add a scale to each axis. What would be a reasonableinterval to get all the data from the T-chart onto the graph? Proceed to label the axeswith numbers.Have students come up to the graph, refer to their T-chart, and plot the points. Whenfinished, ask about a "latecomer" scenario. How would the graph look if someoneadded their coins after class was in session, extending the table and graph? What ifthis activity were done in an auditorium with many more people? How would thataffect how they might scale the graph?What about a pattern rule? What in the table and on the graph suggest one? Is thepattern rule the same for both the table and the graph?
Note that this activity involved what is called direct variation, where the numberschanged at a constant rate. Mention that not all change between two variables isconstant.Ask students if they think they should connect the points on the graph. This will giverise to the difference between discrete and continuous graphs.e) End the session by noting that in the next session they will continue to explorevarious ways to represent algebraic data and that they will look at data that is notdiscrete but continuous.5. Assignments (to be determined by instructor)
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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
Page 38 and 39: The answer to 9 ÷ 5 is 1.8 or 1 4/
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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 72 and 73: considered negative if today were a
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 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
Page 122 and 123: 3. Class ActivitiesHere are some sa
Page 124 and 125: Unit 3 GeometryWeek 1, Session 2: C
Page 126 and 127: Again, listen to the way students a
Page 128 and 129: \• Quadrilateral Venn Diagram: ht
Page 130 and 131: figure EFGH."d) Knowing that corres
Page 132 and 133: g) Note that certain polygons inclu
Page 134 and 135: "For example, suppose a triangle ha
Page 136 and 137: 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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