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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
Unit 11
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 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
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:
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].
Unit 14 Parts & Wholes
There are 3 major categories for parts & wholes:
Objects have unique parts [ex: bodies have legs, arms, etc].
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].
• Whole things can be divided into parts [ex: a pitcher of water can be poured into many cups].
Unit 14 Parts & Wholes
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}
Unit 15 Language & Concept
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.
Unit 15 Language & Concept
Formation
I have a confession to make…
Unit 16 Fundamental Concepts in Science
I have a confession to make……please don’t tell anyone…
Unit 16 Fundamental Concepts in Science
I have a confession to make……please don’t tell anyone…
…I am a science snob.
Unit 16 Fundamental Concepts in Science
I have a confession to make……please don’t tell anyone…
…I am a science snob.To me, math is merely the tool we
use to get science done.
Unit 16 Fundamental Concepts in Science
I have a confession to make……please don’t tell anyone…
…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…
Unit 16 Fundamental Concepts in Science
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.
Unit 16 Fundamental Concepts in Science
And Unit 16 justifies my secret belief. Because it is called ‘fundamental concepts in science’ but here are the major topics of the chapter:
Unit 16 Fundamental Concepts in Science
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…
Unit 16 Fundamental Concepts in Science
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?
Unit 16 Fundamental Concepts in Science
For goodness sake, doesn’t that list look familiar?
Science takes these mathematical concepts and applies them to the world around us.
Unit 16 Fundamental Concepts in Science
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