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transcript

Math & Science for Young Children

ECE 141 / 111Fwinter quarter 2010

Emily McMasonUnits 11-16

Need a great book to read to your students? Try

Guinea Pigs Far & Nearby Kate Duke

Why? Unit 13 Spatial Sense

Need a great book to read to your students? Try

The Giving Tree

By Shel SilversteinWhy? Parts & wholes, language & concept

formation, fundamental concepts in science

Comparing.

Unit 11

Comparing. Really.

Unit 11

Comparing. Really. That’s it.

Unit 11

After reading through the unit, make sure you can give a thorough and concise definition for the ‘key terms’ listed at the end of the unit. Respond to the ‘Review’ point B.

Brownie points: Come to class and explain to me which sign would be correct and why:

Unit 11

After reading through the unit, make sure you can recognize the shapes listed for the ‘key terms’ at the end of the unit. (see the images that follow). Respond to the ‘Review’ point C.

For brownie points, look at figure 12-7, and count the number of triangles and squares, and report back to me in class.

Unit 12

Unit 11

Unit 12

Unit 11

After reading through the unit, make sure you know and understand the questions that can be posed with each ‘space concept’ (see next slide). Respond to the ‘Review’ points B.

Unit 13

Ahh…the phrase ‘parts & wholes’. Sounds so benign, doesn’t it?

This is where we begin the idea of fractions developmentally for children. [deep breath, deep breath, we will conquer fractions, and you don’t have to worry about them until unit 29]

Unit 14 Parts & Wholes

There are 3 major categories for parts & wholes:

• Objects have unique parts [ex: bodies have legs, arms, etc].

• Groups of things can be divided [ex: grapes can be taken off the vine and given to multiple children].

Objects have unique parts [ex: bodies have legs, arms, etc].

• Objects have unique parts [ex: bodies have legs, arms, etc].

• Groups of things can be divided [ex: grapes can be taken off the vine and given to multiple children].

• Whole things can be divided into parts [ex: a pitcher of water can be poured into many cups].

After reading through the unit, make sure you can give a thorough and concise definition for the ‘key terms’ listed at the end of the unit. Respond to the ‘Review’ point A.

Unit 14

The NCTM [national council of teachers of mathematics] standards include 5 process areas: problem solving, reasoning, communications, connections & representations.

{see page 200 for details}

Unit 15 Language & Concept

Formation

Associated with the 5 process areas

are many concept words:1-to-1 correspondence, number & counting, logic

& classifying, comparing, geometry (shape), geometry (spatial sense), parts & wholes, ordering, measurement (volume, length, weight, temperature), measurement (time & sequence), practical, primary-level words.

{see pages 202 & 203 for details}

Formation

Make sure you have a clear understanding of the 5 process areas and the associated concept words.

Respond to the ‘Review’ points A & C.

Formation

I have a confession to make…

Unit 16 Fundamental Concepts in Science

I have a confession to make……please don’t tell anyone…

…I am a science snob.

…I am a science snob.To me, math is merely the tool we

use to get science done.

…I am a science snob.To me, math is merely the tool we use

to get science done.It is a fabulous, fundamental, incredibly

important tool. We couldn’t do quantitative science without it…

To me, math is merely the tool we use to get science done.

It is a fabulous, fundamental, incredibly important tool. We couldn’t do quantitative science without it…

But it is still just a tool.

And Unit 16 justifies my secret belief. Because it is called ‘fundamental concepts in science’ but here are the major topics of the chapter:

And Unit 16 justifies my secret belief. Because it is called ‘fundamental concepts in science’ but here are the major topics of the chapter:1-to-1 correspondence, number sense & counting, comparing, shape, space, parts & wholes…

For goodness sake, doesn’t that list look familiar?

Science takes these mathematical concepts and applies them to the world around us.

After reading through the unit, make sure you can give a thorough and concise definition for the ‘key terms’ listed at the end of the unit (yes, I really do want you to learn and remember the difference between a tortoise and a terrapin). Respond to the ‘Review’ point A.

Unit 16

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