Planning for Mathematics Instruction Main Reference: Teaching Mathematics in Grades K-8 Research-based Methods, 2nd-ed, Edited by Thomas R. Post. Teaching Elementary School Mathematics: Methods and Content for Grades K-8 by Frederick H. Bell Stages in Teaching Planning method evaluation
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Planning for Mathematics Instruction
Teaching Mathematics in Grades K-8 Research-based Methods, 2nd-ed, Edited by Thomas R. Post.
Teaching Elementary School Mathematics: Methods and Content for Grades K-8 by Frederick H. Bell
Source: What Works: Research about Teaching and Learning. U.S. Department of Education, 1986.
Source: Onward to Excellence: Making Schools More Effective, Northwest Regional Educational Laboratory, 1984
Competitively: 3 to 4 in groups, students in each group compete to see who can count the most triangles
Individualistically: students count as many as they can, those who counts 90% succeed.
Cooperatively: Students in groups asked to find as many as they can; encourage helping each other.
Children will give the definition of even numbers
Children will identify the numerators and denominators of proper fractions
What are even numbers
In the fraction 2/3, which number is the numerator
Knowledge of Arithmetic
Source: Bell, 1980
Children will identify even and odd numbers
Children compute the sum of two proper fractions.
Children will draw triangular shapes
Which of these numbers are even numbers: 8, 11, 19, 3, 16, 27, 22, 10?
Find the sum: 1/2+1/4
Draw a little triangle and a big triangle
Children will explain why the sum of two odd numbers is an even number
Children will describe the relationship between addition and multiplication of natural numbers.
Why is the sum of two odd numbers always an even number?
Give three different examples showing that multiplication of two numbers is the same as repeated additions.
Students will construct addition and multiplication tables for clock arithmetic
Students will develop procedures for adding and multiplying numbers in base two
Prepare addition and multiplication tales for clock arithmetic
Develop sets of rules for adding and for multiplying numbers that are written in base two
Students will determine the advantages and the disadvantages of handheld calculators as an aid in compuation
Students will explain the value of zero as a number in our system of mathematics
What are some of the reasons why calculators should be used to do computations? Limitations? Disadvantages?
Suppose we did not have a zero in our number system. What limitations would this place upon our ability to use mathematics?
Pp. 133-134 Bell, 1980