first work: Methods of Measurement: Non-standard vs. Standard
For this discussion board, please take two photos of yourself measuring a specific item of your choosing:
One photo measuring that item using a non-standard method of measurement
HINT: you may want to make use of one or more of the manipulatives in your recommended kits to do this, however, you don't have to!
One photo measuring that same item using a standard method of measurement
Initial Post In your initial discussion board post:
Copy and paste your two images (if possible) directly into your post. If this doesn't work, however, feel free to attach them to your post as separate attachments.
- Identify the item you are measuring and discuss the two methods by which you chose to measure that item.
2. PART I: Geometry
Read pp. 507-516 in Ch. 19 of your textbook, Elementary and Middle School Mathematics: Teaching Developmentally. Then answer the following questions:
Sorting shapes represents an activity that can foster geometrical understanding and awareness among young learners. Why? [2-3 sentences]
- Explain what it means to compose and decompose a shape. Why are these skills for geometric learning? [1 short paragraph]
- (Describe what you see as the benefits of using "construction-based" activities when exploring the characteristics of two- and three-dimensional shapes. [1 short paragraph]
PART II: Measurement
READ pp. 460-466 in Ch. 18 of your textbook, Elementary and Middle School Mathematics: Teaching Developmentally. Then answer the following questions:
Why should non-standard units be employed in the classroom prior to introducing standard units of measure? Why not just start with standard units? [1 short paragraph]
Choose one of the following attributes: capacity, weight, or temperature. For the attribute you've selected, please discuss how you might introduce a "non-standard" method to measure that attribute to your students. What might the students do? How might this lead to a "standard" way to measure that attribute? [1 longer paragraph].
- 3. MOD 7 | Comparing 2 Books
As described in the VIDEO on Functional Reasoning available on this week's overview, please choose 2 of the 3 books - and view the read aloud associated with those two books (links shown below).
Read-Aloud video: Two of EverythingLinks to an external site.
Read-Aloud video: The Lion's ShareLinks to an external site.
Initial Post
Following your views of the Read-Alouds, post your responses to the following questions:
How do you see your two selected books as similar mathematical?
How do you see your two selected books as different mathematical?
4. MOD 7 | Algebraic thinking
REREAD pp. 299-300 and 307-312 from Chapter 13: Algebraic Thinking, Equations, and Functions.
RESPOND to the following prompts [1 short paragraph for each]
How would you characterize or define "algebraic thinking"?
Compare and contrast repeating and growing patterns. Provide an example of each type of pattern.
- If repeating patterns are not explicitly mentioned in the CaCCSS, why should we still teach these to students?
"Explicit Relationship" (or correspondence relationship) is the most sophisticated way of noticing patterns. How can input/output "boxes" (described on p. 311) be used to help students develop their functional reasoning?