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J/I – EDUC4334 Summary Points, Early Sessions

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Early Activity Intentions The early activities we did—e.g., triangular prism name plate, guess my number, reading a math-related story, using the rope to form angles and going back to early Egyptian times--were intended to illustrate that: Learning math can be a kinesthetic experience Connections can be made between math and other subjects (here Language Arts and History, but think of other connections, say to your teachable) Problem Solving need not be a textbook-based word problem experience Such activities can be complete in and of themselves, or serve as lead-ins or hooks to a full lesson on the topic

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Early Summary continued A quick activity like the “triangular prism” name plate can serve as a: Beginning of year review of geometric figures and names A connection to everyday life (like packaging—Why might Toblerone package their chocolate bars this way? – an investigation) And other ideas I’m sure you can come up with The Guess My Number activity can be used as a Review of elementary properties of number An opportunity to practice a variety of number-related operations or relationships once they are in a number line A model—change the nature of the “Guessing”

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Early Summary continued An activity like reading the story can be used to: Capture students’ attention and interest in math Same with the “imaging” activity [The word “MATH”] Highlight particular mathematics concepts Serve as a lead-in to problem solving Prepare students to write about their own math experiences, or write short stories that involve mathematics in some way Engage students in other ways you can think of There is plenty of children’s literature to draw upon!

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Early Summary continued An activity like the 12-interval (13 knot) rope investigation can be used to: Invoke practical and/or historical uses of mathematics Land measurement, carpentry, and so on! Serve as a short, interesting hook on its own Serve as a lead in to a full lesson on specific mathematics topics or concepts. For example (with the rope)— Types of triangles Right angle triangles History: Early Egyptian significance (AND, For Grades 7 & 8: Pythagoras, anyone?) Also for Grades 7 & 8: Properties or relationships between the three sides of a triangle (e.g., Can any 3 lengths be used?) Get you thinking about other such ideas in mathematics teaching!

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Shape Group 1 CCLM^2 Spring 2013 Leadership for the Common Core in Mathematics (CCLM^2) Project University of Wisconsin-Milwaukee, 2012–2013 This material.

Shape Group 1 CCLM^2 Spring 2013 Leadership for the Common Core in Mathematics (CCLM^2) Project University of Wisconsin-Milwaukee, 2012–2013 This material.

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