ED STUDIES III-MATHEMATICS
FALL 03

Tentative Class Schedule

Date		Topic	Reading Assignment for Next Class
Tues.	Thurs.
9/2	9/4	Problem Solving and Developing Understanding	VW: Ch. 1-4, Appendix A CAP: Pp. 2-11
9/9	9/11	Early Learning about Number, Planning, and Equity	VW: Ch. 6, 7, 9 CAP: P. 15
9/16	9/18	Place Value, Assessment, and Interviews	VW: Ch. 5, 12 CAP: Pp. 27-32
9/23	9/25	Meanings of Operations and Basic Facts First Day of Field Experience Tuesday for Section 3, Thursday for Section 1	VW: Ch. 10, 11
9/30	10/2	Operations with Whole Numbers: Estimation and Computation Problem Solving Lesson Source Due	VW: Ch. 13, 14 CAP: Pp. 36-42
10/7	10/9	Geometry and Measurement Interview Questions Due	VW: Ch. 19, 20
10/14	10/16	Problem Solving Lessons Cannot be made up
10/21	10/23	Computer Applications Reflection from Teaching a Problem Solving Lesson Due	VW: Ch. 8 CAP: Pp. 66-75
10/28	10/30	Fraction Concepts and Operations Fraction Pieces Needed for Class Mid-Term Exam Due	VW: Ch. 15, 16 CAP: Pp. 82-89
11/4	11/6	Decimals and Percents	VW: Ch. 17
11/18	11/13	Ratio and Proportion	VW: Ch. 18
11/25	11/20	Data Analysis and Probability Interview Report Due	VW: Ch. 21 CAP: Pp. 97-102
12/2	12/4	Algebraic Reasoning Game Report Due	VW: Ch. 22 – 24
12/9	12/11	Discrete Math, Integers, and Exponents Computer Software Evaluations Due
12/16	12/18	FINAL EXAM

Problem Solving Lesson and Reflection

Source for lesson due Sept. 30 or Oct. 2.

Lesson to be taught Oct. 14 or 16; reflection due Oct. 21 or 23.

Prepare a problem solving activity (investigation) and teach it to the other three people in your group. You will have 15 minutes to facilitate the investigation.

Type of Lesson:

Your lesson should involve an investigation or problem solving activity from one of the following sources:

Investigations in Number, Data, and Space – Schaub Resource Room or Bosshart 222

Everyday Math – Bosshart 222

Connected Math – Bosshart 222

Mathscapes – Bosshart 222

Math in Context - Bosshart 222

Elementary School Mathematics: Teaching Developmentally - Van de Walle

A Collection of Math Lessons by Marilyn Burns – Schaub Resource Room

Your lesson must involve the participants in an investigation or solving a problem. Participants must use a manipulative or physical representation (broadly defined) that helps them solve the problem.

To avoid selection of an activity used in class, you must identify the source of your problem solving activity no later than Sept. 30 or Oct. 2.

Outline of Lesson:

An outline of your activity or investigation is due at the time the lesson is taught. This outline must include the following information:

Title

Source

Objective or Purpose:

Grade Level(s):

Materials

Statement of the Problem or Question to be Investigated

Description of Teacher Actions, including Questions and Hints

Manipulatives Available:

array cards decimal cards inch sticks

attribute blocks            dice, standard number cards (no pictures)

base-ten blocks dice, blank number cards

calculators dominoes pattern blocks

change cards fraction cards play money

color tiles geoblocks power polygons

counters geoboards spinners

snap cubes geometric solids yekkti cards

Cuisenaire rods hundred number chart

Reflection:

After the lesson, write a two- or three-page reflection (double-spaced, 12-point) that discusses the following:

• The problem that was to be solved by the participants
• Knowledge and resources used by participants to solve the problem.
• Knowledge and resources that might be used by children to solve the problem.
• NJ Math Standards (at indicator level) addressed during the activity and brief discussion of how each indicator was addressed (two or more sentences each).
• What you as the teacher learned about the participants and their understanding of mathematics.
• What you might learn through the activity about children’s understanding of mathematics.

Correct and appropriate vocabulary, grammar, spelling, punctuation, and sentence structure are expected.