Chalk Walk: October 19, 2011

I really enjoyed doing the chalk walk activity. Doing the chalk walk with another block was fun, but I think it could have been a way to bring our block closer together if we did it with just our own block. We could have been assigned a partner through a creative method such as, pair with someone born in the same month as you. I do think we needed more time to write our directions for our partners. I was trying to describe six squares and I was only able to describe four of them. Also, I think if we had more directions on how to write the directions for our partner. For my partner, I folded the paper and and wrote the directions in each square to give a visual of what I was describing. My partner made a list of directions which were hard to follow. I think if my partner wrote his directions the way I did it would have been much more clear what he wanted. I love doing art and math was my least favorite subject when I was in school. It is a great idea to incorporate art and real world connections to math for students, especially the unmotivated students.

Vaughn pg. 52-58

Reys Ch. 16

Why should measurement be included throughout the elementary mathematics curriculum?

Measurement is important for several reasons. It provides many applications to everyday life. It can be used to help learn other mathematics. It can be related to other areas of the school curriculum. It engages students in learning.

What is the measurement process?

1. Identify the attribute by comparing objects.
   a. Perceptually
   b. Directly
   c. Indirectly Through a Reference
2. Choose a unit.
   a. Nonstandard
   b. Standard.
3. Compare the object to the unit.
4. Find the number of units.
    a. Counting
    b. Using Instruments
    c. Using Formulas
5. Report the number of units

Reys Ch. 5

 What connections are important to aid elementary children in learning mathematics?

First ideas within math itself are connected with one another: Students who learn about fractions, decimals and percentages in isolation from one another miss an important opportunity to see the connections among these ideas. (1/4 = .25 = 25%). A second important type of connection is between the symbols and procedures of math and conceptual ideas that the symbolism represents. (3 squared = 3x3, 9). A third type of connection is between math and the real world and other school subjects/ content. As students encounter problems from real-world contexts where math is a significant part of the solution, students come to recognize and value the utility and relevance of the subject.