Course Guide - USAID Teacher Education Project

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4. Class Activitiesa) Begin the session by distributing the handout of the water level and marathongraphs.Ask students how these differ from the discrete graphs they explored in the priorsession. Noting that they probably learned about line graphs as a secondary schoolstudent, ask if these two graphs could be considered line graphs. Have them considerthat each of these is a graph composed of several line segments, each constitutingsomething that was continuous, but which happened within a particular interval ortime frame.Ask them to pose a timeline about what different lines in the graph of water in a tubmight mean. Why does it begin and end at 0? What might account for the fall and risein the depth of the water.When analysing the marathon graph, draw attention to question 2, which asked aboutwhat happened during Interval C. What does a horizontal line on a graph mean?b) Distribute the handout of the Kitchry recipe, which asks students to consider howthe recipe will change if they needed to decrease or increase each ingredient in orderto serve different numbers of people. Have students chart and graph two differenttypes of ingredients: the lentils (a measurement expressed in pounds) versus thecardamom (expressed as a countable item). Can they predict what each graph willlook like?When they have completed the assignment, ask questions to help students analyse andcompare the two graphs. Then compare them to the coin, water level, and marathongraphs.Can the students have predicted what the graph would look like by using the table?What patterns do they notice? Introduce the idea of first difference, the differencebetween successive values for y. Note the lentil graph is called a linear function,whereas the graph describing the data is a single straight line.Finally, ask students to write an expression in symbolic terms that could serve as arule for this linear relationship.e) End the session by referring to the use of multiple representations (narrative, table,graph, and expression) that were used to solve the problem. Ask what connectionsthey saw among these different approaches to solving the problem. Ask what theythought were the advantages and disadvantages of each representation.Ask which one of these representations seemed most useful. If students offer astrategy that relies more on arithmetic than algebra try to steer the conversationtoward an algebraic approach.5. Assignments
Have students experiment with this free online calculator to see how the work theydid by hand today is interpreted by technology: http://tinyurl.com/Graph-Calc-FreeWhy does their cardamom graph (a discrete graph) show up as a line when using thecalculator?
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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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Page 42 and 43: 5. AssignmentsDistribute this hando
Page 44 and 45: or repeating (such as 1/3’s equiv
Page 46 and 47: Unit 1 Number and OperationsWeek 3,
Page 48 and 49: 10. Class Activitiesa. Have student
Page 50 and 51: Unit 1 Number and OperationsWeek 4,
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 88 and 89: d) Help students understand how to:
Page 90 and 91: Unit 2 AlgebraWeek 2, Session 2: Co
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
Page 138 and 139: Session 2: Angle Sums in Polygons,
Page 140 and 141: 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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