| Describe how to plan sequences of learning - planning |
Planning lesson sequence from
Investigations - Create Lesson sequence 1 from Investigations in your group...
Galaxy Investigations Level 1 Investigation 1 How many Dots; Cardinals Investigation Level 5 Investigation 1 Building on Numbers you know; Blex Investigation Level 1 Investigation 2 How many cats and dogs?; Apollo Investigation Level 5 investigation 2; Multiplication and division situations - RESOURCES FOR INVESTIGATIONS SEE AT THIS LINK.
Add ideas to year plan from Investigations --> scenario for editing a sequence to focus the mathematical concepts across activities and make it multidimensional. |
17 |
| Reflect on the number sense dimension. |
Chapter 4 - Getting
Ready for a Good Beginning - Number sense, Classification,
and Counting - detailed notes for chapter assignments and student videos. -> worksheet
Add ideas to year plan overview and cur. from text... number sense directory - |
18 |
| Reflect on pedagogy, mathematics, philosophy, constructivism, assessment |
Chapter 10 - Assessing
Teaching and Learning,
Chapter 11 - Predicting
Student Difficulties |
19 |
| Reflect on the number sense dimension. |
Chapter 5 - Base-Ten Numeration System - detailed notes for chapter assignments and student videos. number sense and operations directory -> worksheet
How would you start an
assessment sequence in your year plan related to the assigned chapter
Year
plan/
outline first draft due |
20 |
| Reflect on the number sense and operations dimension. |
Chapter 6 - Addition and Subtraction of Whole Numbers - Number sense, Place value, and basic operations detailed notes for chapter assignments and student videos. number sense and operations directory -> worksheet
How would you start an
assessment sequence in your year plan related to the assigned chapter
|
21 |
| Reflect on the number sense and operations dimension. |
Chapter 7 - Addition and Subtraction,
Whole Number Algorithms - detailed notes for chapter assignments and student videos. number sense and operations directory -> worksheet
Start an
assessment sequence in your year plan related to the assigned chapter
|
22 |
| Reflect on the number sense and operations dimension. |
Chapter 8 - Multiplication
and Division, Whole Number Algorithms - detailed notes for chapter assignments and student videos. number sense and operations directory -> worksheet
Start an
assessment sequence in your year plan related to the assigned chapter |
23 |
| Reflect on the number sense and operations dimension. |
Chapter 9 - Multiplication
and Division of Whole Numbers - detailed notes for a change of pace -> click through these until you understand the area or rectangular model for multiplication. THis is one of four ways of thinking about multiplication and it is probably the easiest to use with all kinds of numbers (whole, fractions, decimals numbers, percentages, and as one of the presentations shows algebraic operations). If you need assistance in understanding any of these, ask the professor questions. -> multiplication represented on a grid couple of start small, bit bigger double digits, a couple of reasons why it is sooooo important short slide presentation -> worksheet
How would you start an
assessment sequence in your year plan related to the assigned chapter |
24 |
| Reflect on the number sense and algebra. |
Chapter 12 - Some
Numbers Theory - detailed notes Instead of student VIDEOS for this chapter I have some more mathematical ideas. This chapter is probably the most important chapter for those who are going to become mathematically literate. However, the sad thing is most teachers skip the ideas that are in this chapter when they occur in their math text or program. Take some time and review these examples and see if you can create some mathematical wonderment in your life. Even ODD -> Fibonaci sequence -> multiple problem with reasoning and proof -> Interesting pattern with multiples -> Tooth pick pattern -> multiples, factors, GCF, LCM ALL together -> The Fundamental Theory of Arithmetic -> Mathematical Properties -> worksheet
How would you start an
assessment sequence in your year plan related to the assigned chapter
|
25 |
| Reflect on the number sense and operations dimension. |
Chapter 14 -
Not
All Numbers Are Whole Numbers -
Representing, Adding, and Subtracting Rational Numbers - detailed notes for chapter assignments and student videos. number sense and operations directory -> worksheet
How would you start an
assessment sequence in your year plan related to the assigned chapter |
26 |
| Reflect on the number sense and operations dimension. |
Chapter 15 - The Rest of the Rationals - detailed notes for chapter assignments and student videos. number sense and operations directory and also patterns and algebra directory -> worksheet
How would you start an
assessment sequence in your year plan related to the assigned chapter
|
27 |
| Reflect on the geometry dimension. |
Chapter 16 -
Geometry - detailed notes for chapter assignments and student videos. geometry directory -> worksheet
How would you start an
assessment sequence in your year plan related to the assigned chapter
All of research project due |
28 |
| Reflect on the measurement dimension. |
Chapter 17 - Measuring - detailed notes for chapter assignments and student videos. measurement directory
How would you start an
assessment sequence in your year plan related to the assigned chapter
|
29 |
| Reflect on the analyzing data and probability dimension. |
Chapter 18 - Analyzing Data ands Using Probability - detailed notes for chapter assignments and student videos. data analysis and probability directory
How would you start an
assessment sequence in your year plan related to the assigned chapter |
30 |
| Assignment
(K.B. goal #'s) |
Total
Points |
Points
Earned |
Description and Evaluation
criteria |
| Lesson plans
(1, 2, 3, 5) |
200 |
___
|
|
| Year plan
(1, 3, 5) |
100 |
___
|
|
| Quizzes
(2, 3) |
400 |
___
|
Timed
(30 min
max)
short answer, multiple choice, true and false
Answers
accuracy as described in the text.
|
| Research
project
(1) |
150 |
___
|
|
| Professional
promise
(5) |
100 |
___
|
Potential to teach
and professional demeanor as described
by the principled procedures. Quality of interactions in class, effort,
cooperation with fellow students and other professional educators are the
major indicators. During the semester random class assignments will be picked up and reviewed. A score of 7-10 will be given assigned reflective of a professional promise score at the end of the semester. e.g. 10=100, 9=90...
Professional
promise
Attendance
of a professional conference is encouraged.
NATM Nebraska Association
of Teachers of Mathematics have a Fall state conference in Norfolk September 29 .
NATS (Nebraska
Association Teachers of Science has a State conference in Fremont October 9&11
LOOK for mini-grants on NATS web site.
|
Position Paper
(1, 2, 3, 5) |
50 |
___
|
Position paper - Think of this paper as an opportunity to do any one of the following: describe your philosophy for professional mathematics educators, create your action plan for professional mathematics educators, write your position on what professional mathematics educators should know and do, or create any other similar document that includes your ideas that can be supported with research or wisdom of practice for the categories listed as the evaluation criteria.
Helpful information -> Resources and mini discussion about professional mathematics educator |
| Total |
1 000 |
___
|
|
