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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
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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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Unit 1 Number and OperationsWeek 2,
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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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Unit 1 Number and OperationsWeek 3,
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5. AssignmentsDistribute this hando
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- 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 92 and 93: 4. Class Activitiesa) Begin the ses
- 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
- Page 142: 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