E. Representations 1. Create and use representations to organize, Students share at Problem: What happens to Principles and Standards for School record, and communicate mathematical ideas. overhead the area of a rectangle if the Mathematics, NCTM, 2000, p. 205 lengths of its sides are doubled? Concrete representations (e.g., base-ten blocks Students create graphs Collecting, Representing, Principles and Standards for School ● or algebra tiles) using spreadsheet and Interpreting Data Mathematics, NCTM, 2000, E - example 5.5 (members only) Pictorial representations (e.g., diagrams, whole class discussion Are there more even or odd Principles and Standards for School ● charts, or tables) products in the multiplication Mathematics, NCTM, 2000, pp. 208-9 table? Symbolic representations (e.g., a formula) math congress Problem Prompts NCTM 2001 Yearbook, pp. 77-89 ● adaptations Graphical representations (e.g., a line graph) Writing Prompt: Chip Trading ● Reflection on playing the game 2. Select, apply, and translate among mathematical representations to solve problems 3. Use representations to model and interpret physical, social, and mathematical phenomena. F. Technology 1. Use technology to gather, analyze, and Teacher reflection after Virtual Tile Turning NCTM On-Math Journal, Spring 2003, communicate mathematical information. observing students (see (members only), Printed copy of article last page of article) Applets: attached. Patterns Shape Tool (Illuminations) Math Congress/class Problem of the week http://mathforum.org discussion Math Arena
E. Representations 1. Create and use representations to organize, record, and communicate mathematical ideas. Students share at overhead Problem: What happens to the area of a rectangle if the lengths of its sides are doubled? Principles and Standards for School Mathematics, NCTM, 2000, p. 205 ● Concrete representations (e.g., base-ten blocks or algebra tiles) Students create graphs using spreadsheet Collecting, Representing, and Interpreting Data Principles and Standards for School Mathematics, NCTM, 2000, E - example 5.5 (members only) ● Pictorial representations (e.g., diagrams, charts, or tables) whole class discussion Are there more even or odd products in the multiplication table? Principles and Standards for School Mathematics, NCTM, 2000, pp. 208-9 ● Symbolic representations (e.g., a formula) math congress Problem Prompts adaptations NCTM 2001 Yearbook, pp. 77-89 ● Graphical representations (e.g., a line graph) Writing Prompt: Reflection on playing the game Chip Trading 2. Select, apply, and translate among mathematical representations to solve problems 3. Use representations to model and interpret physical, social, and mathematical phenomena. F. Technology 1. Use technology to gather, analyze, and communicate mathematical information. Teacher reflection after observing students (see last page of article) Virtual Tile Turning Applets: Patterns Shape Tool (Illuminations) NCTM On-Math Journal, Spring 2003, (members only), Printed copy of article attached. Math Congress/class discussion Problem of the week Math Arena http://mathforum.org
FINAL_K-6_CURRICULUM_AUGUST_2010.docx