l
tia
en
fid
on
C
l
tia
en
fid
on
C
l l
tia tia
en en
fid fid
on on
C C
,C
C
on
on
counting, estimation, and grouping
activities with connections to
fid
fid
symbolic numerals. Activities that
integrate learning place value and
en
en
large number concepts and number
sense should be included.
1 12 The connection to place value may
tia
tia
lengthen your stay on this chapter.
Move discussion from direct
l
l
modeling and student-invented
strategies (including mental
methods of computation) to the
standard algorithms for each of the
four operations. Focus discussion
on the value of teaching flexible
methods first versus immediately
teaching the standard algorithms.)
Some of Chapters 12 and 13 may
need to be left to self-study.
1 13 Discuss algebraic reasoning and
functions, the meaning of equality
(and the equal sign), the uses of
variables, and generalizations from
C
whole number computation.
on
Address repeating patterns,
growing patterns, and functions.
For this pre-K–6 course, you can
fid
skip some of the sections on
functions as you deem appropriate.
1 14, Discuss fraction concepts. You
en
really need a full week on this
chapter if you can find it. Even
tia
though these concepts are all
developed in grades 3–5,
prospective teachers do not have a
l
good understanding of fraction
concepts. Furthermore, without this
development, Chapter 15 will be
quite difficult. The message should
be strongly made that the difficulty
with fraction computation is almost
certainly a function of weak
fraction concepts.
1 15 Discuss fraction computation
focusing on the importance of
estimation and perhaps the
reasoning behind the division
algorithm.
C
0.5 16 Discuss decimal and percent
concepts. This will include
on
development of decimal concepts,
connections to fractions, a short
look at computation (mostly
fid
estimation), and about one-half
en
14
tia
Copyright © 2019, 2016, 2013 Pearson Education, Inc. All rights reserved.
l
,C
C
on
on
week on percent problems (mainly
for sixth grade).
fid
fid
1 18 Discuss measurement. Have
students read the sections on
en
en
volume measurement and formula
development. You may want to use
some of your geometry time on this
tia
tia
chapter.
1 19 Discuss geometry using activities
l
l
that illustrate the van Hiele levels
of thought. This is best done with
activities found in the front
sections of the chapter from the
Shapes and Properties strand.
Spend the rest of the time
introducing some understanding of
the other three content goals.
0.5 20 Discuss data analysis. Although
this is very short, you should
discuss the GAISE report.
Emphasize the process of doing
statistics including posing
questions, data collection, and
C
drawing inferences. Most teacher
on
candidates are very focused on
creating an attractive graph and
need to learn to analyze what these
fid
data tell us.
Topics omitted in the above include ratio and proportion (Chapter 17), probability (Chapter 21), and concepts of
en
exponents, integers and real numbers (Chapter 22).
tia
Note: This is an enormously ambitious semester. It will be hard to do a really good job of all of this content, yet you
will likely be tempted to add more.
l
Pre-K–3 or Early Childhood Course (16 weeks)
Weeks Chapter Topic
C
on
fid
en
15
tia
Copyright © 2019, 2016, 2013 Pearson Education, Inc. All rights reserved.
l
, C
C
on
on
1 1 Discuss directions in mathematics
education: the NCTM Standards
fid
fid
documents, the Curriculum Focal
Points, and the NAEYC/NCTM
en
en
Position Statement (briefly look at
the very first page of Chapter 8).
This is a good time to discuss your
tia
tia
own state/province and local
issues, standards, and grade level
expectations for early childhood
l
l
settings. Students should read
Chapter 1 ahead of the class
session. They should be aware of
the Standards for Mathematical
Practice in Appendix A and be
encouraged to read sections of the
overview of the standards found on
the NCTM website.
1 2 Discuss the ideas of “knowing and
doing mathematics” and reflection
on the idea of mathematics as a
science of pattern and order, as
well as constructivist and socio-
C
cultural approaches to learning and
implications for instruction.
on
1 3 Discuss teaching mathematics with
a problem-solving approach, an
fid
examination of regular problem-
solving or performance-based
tasks, and teaching actions with a
en
problem-solving approach to
instruction (see Appendix B for
guidelines for effective teaching
tia
from NCTM).
1 4 Discuss how to plan a lesson to be
l
taught with a student-centered,
problem-solving approach,
including the value of drill vs.
practice, grading, homework and
others that you may feel are
important. When possible connect
these ideas to the practicum class if
available. Preservice teachers will
have difficulty with these ideas
early in the course. However, by
exploring lesson planning early on,
students have a structure for on-
going assignments and
C
practicum/field experience tasks. If
your program has a separate
on
general methods course, some of
this content may be handled there
and therefore reduced here.
fid
en
16
tia
Copyright © 2019, 2016, 2013 Pearson Education, Inc. All rights reserved.
l
tia
en
fid
on
C
l
tia
en
fid
on
C
l l
tia tia
en en
fid fid
on on
C C
,C
C
on
on
counting, estimation, and grouping
activities with connections to
fid
fid
symbolic numerals. Activities that
integrate learning place value and
en
en
large number concepts and number
sense should be included.
1 12 The connection to place value may
tia
tia
lengthen your stay on this chapter.
Move discussion from direct
l
l
modeling and student-invented
strategies (including mental
methods of computation) to the
standard algorithms for each of the
four operations. Focus discussion
on the value of teaching flexible
methods first versus immediately
teaching the standard algorithms.)
Some of Chapters 12 and 13 may
need to be left to self-study.
1 13 Discuss algebraic reasoning and
functions, the meaning of equality
(and the equal sign), the uses of
variables, and generalizations from
C
whole number computation.
on
Address repeating patterns,
growing patterns, and functions.
For this pre-K–6 course, you can
fid
skip some of the sections on
functions as you deem appropriate.
1 14, Discuss fraction concepts. You
en
really need a full week on this
chapter if you can find it. Even
tia
though these concepts are all
developed in grades 3–5,
prospective teachers do not have a
l
good understanding of fraction
concepts. Furthermore, without this
development, Chapter 15 will be
quite difficult. The message should
be strongly made that the difficulty
with fraction computation is almost
certainly a function of weak
fraction concepts.
1 15 Discuss fraction computation
focusing on the importance of
estimation and perhaps the
reasoning behind the division
algorithm.
C
0.5 16 Discuss decimal and percent
concepts. This will include
on
development of decimal concepts,
connections to fractions, a short
look at computation (mostly
fid
estimation), and about one-half
en
14
tia
Copyright © 2019, 2016, 2013 Pearson Education, Inc. All rights reserved.
l
,C
C
on
on
week on percent problems (mainly
for sixth grade).
fid
fid
1 18 Discuss measurement. Have
students read the sections on
en
en
volume measurement and formula
development. You may want to use
some of your geometry time on this
tia
tia
chapter.
1 19 Discuss geometry using activities
l
l
that illustrate the van Hiele levels
of thought. This is best done with
activities found in the front
sections of the chapter from the
Shapes and Properties strand.
Spend the rest of the time
introducing some understanding of
the other three content goals.
0.5 20 Discuss data analysis. Although
this is very short, you should
discuss the GAISE report.
Emphasize the process of doing
statistics including posing
questions, data collection, and
C
drawing inferences. Most teacher
on
candidates are very focused on
creating an attractive graph and
need to learn to analyze what these
fid
data tell us.
Topics omitted in the above include ratio and proportion (Chapter 17), probability (Chapter 21), and concepts of
en
exponents, integers and real numbers (Chapter 22).
tia
Note: This is an enormously ambitious semester. It will be hard to do a really good job of all of this content, yet you
will likely be tempted to add more.
l
Pre-K–3 or Early Childhood Course (16 weeks)
Weeks Chapter Topic
C
on
fid
en
15
tia
Copyright © 2019, 2016, 2013 Pearson Education, Inc. All rights reserved.
l
, C
C
on
on
1 1 Discuss directions in mathematics
education: the NCTM Standards
fid
fid
documents, the Curriculum Focal
Points, and the NAEYC/NCTM
en
en
Position Statement (briefly look at
the very first page of Chapter 8).
This is a good time to discuss your
tia
tia
own state/province and local
issues, standards, and grade level
expectations for early childhood
l
l
settings. Students should read
Chapter 1 ahead of the class
session. They should be aware of
the Standards for Mathematical
Practice in Appendix A and be
encouraged to read sections of the
overview of the standards found on
the NCTM website.
1 2 Discuss the ideas of “knowing and
doing mathematics” and reflection
on the idea of mathematics as a
science of pattern and order, as
well as constructivist and socio-
C
cultural approaches to learning and
implications for instruction.
on
1 3 Discuss teaching mathematics with
a problem-solving approach, an
fid
examination of regular problem-
solving or performance-based
tasks, and teaching actions with a
en
problem-solving approach to
instruction (see Appendix B for
guidelines for effective teaching
tia
from NCTM).
1 4 Discuss how to plan a lesson to be
l
taught with a student-centered,
problem-solving approach,
including the value of drill vs.
practice, grading, homework and
others that you may feel are
important. When possible connect
these ideas to the practicum class if
available. Preservice teachers will
have difficulty with these ideas
early in the course. However, by
exploring lesson planning early on,
students have a structure for on-
going assignments and
C
practicum/field experience tasks. If
your program has a separate
on
general methods course, some of
this content may be handled there
and therefore reduced here.
fid
en
16
tia
Copyright © 2019, 2016, 2013 Pearson Education, Inc. All rights reserved.
l
