\doc\web\99\07\mathbook.txt




scott forseman 
grade 1
circle the shapes if the partsa match when you fpld on the line
symmetry
circle the shapes that have 4 sides
estimate objext pound kilogram
cebtimeters
2 dig - 1 from 20
ch13 add2 digit no carry
sub 2 digit no borrow
2 - 1 digit regroup 29+3


missed parent meeting


align instruction with ealr
basic skills and think
capacity issues
district wide adoption
formation of commitee


investigations in numbers, data and space
dale seymour k5
connected mathematics gr 6 ARGHH
sponsored by ntcm standards


purchase for support and transition
scott forseman-addison wesley math grades k6


review research
content
student centered instruction
assesment
support and usability


invite publishers
evaluate materials
NSF reearch grant criteria
re-evaluate
unanimous 


adopt recommendation
3 parents teachers
old 1991 addison wesley
5 yr transition


upgrading manipulatives
k-2 no textbook now


no questions no debate
very short


tis the season not approved
echo company vietnam nurse heroine but
low quality reading zack emerson
2.95
f-word


invwstigations g2


book on counting


does it walk crawl or swim
book on sorting classifying data -charts


how long how far - measuremment








homework
child wil bring home card game, taech others in famoly
to play tens go fish turn over 10
tonight your child will playone or both games with you


offer students meaningful mathematical problems
emphasize depth in mathematical thinking rathetr than a superficial exposure to a series of fragmented topics
communicate math content and pedagogy to teachers
to substantiallly expand the pool of mathematically literate students


each unit 2-8 weeks of work at 1 hr per day


they find more than one solution


they invent their own strategies and approches rather than rely on memorized procedures


express mathematical thinking through drawing, writing, and talking


work indiv, class, small groups


move around the classroom as they explore the mathin
their environment


carefully designed to invite all students into 
mathematics girls boys, diverse cultural ethnic and language groups and students with different strengths and
weaknesses. 
problem contexts often call on students to share experiences
from their family culture or community.


The curriculum eleiminates barriers -- such as work
in isolation from peers, or emphasis on speed and
memorization -- that exclude some children from participating
successfully in mathematics


































timelines and rhythm patterns
todays number - done every day, come up eith differentway ti get today


keep portfolios of work samples  yet avoid being swamped with
an overwhelming amont of paper


multicultual extensions for all students


after investigation 2 after students have finished singing the song Bingo, invite them to
share songs they know in other languages


p.94 sheet music for bingo


What to plan ahead of time
need 1 items
duplicate sheets
session 6.8 bulllets of prep


for homework students are asked to bring home items that have to do with time


number strings introduced in coins coupons and combinations
show how you solved the problem
10+3+17


7+
3+1+8+1=




23+4+7+6