From Brain Scan To Lesson Plan From Brain Scan to lesson Plan, his theory that memorized math facts inhabit the same brain area as language, but that real number sense lives elsewhere. http://www.apa.org/monitor/mar00/brainscan.html
Extractions: Volume 31, No. 3, March 2000 From Brain Scan to Lesson Plan Neuroscientists are uncovering how the human brain learns, and will soon be able to translate that knowledge to the classroom. But more researchand collaboration between psychology and other fieldsis needed. BY BRIDGET MURRAY Monitor staff Down in the basement of Haskins Laboratories, psychological researchers are starting to unravel a mystery that has long puzzled educators: What happens in the human brain as it wrestles with words? Crowded around computer screens, scrolling through images that show the brain as it reads, the researchers are gaining insight into how we perform this crucial, yet complex, task. It's a scene being repeated in labs everywhere, part of an explosion of imaging research on learning over the past decade. While researchers at sites such as New Haven-based Haskins investigate reading, psychologists in Paris watch what happens in people's brains as they tackle math problems, and neuroscientists at Stanford University in California puzzle over unusual brain patterns in people with attention-deficit hyperactivity disorder (ADHD). Imaging research is pinpointing what the brain does as people read, calculate and estimate. It's also showing what goes wrong when people have difficulty with those tasks.
Lesson Plan The following lesson plan will teach students to solve word problems OUTCOMES Upon successful completion of this lesson the students STANDARD 1 number sense. http://dana.ucc.nau.edu/~sh84/lesson_plan.html
Extractions: GRADE LEVEL : SUBJECT: Math Overview: PURPOSE: The students will develop the sense of word problem solving focusing on addition, subtraction, multiplication and simple fractions. OUTCOMES: Upon successful completion of this lesson the students will discuss how to solve word problems involving time and money, focusing mainly on addition, subtraction, multiplication and simple fractions, and to work with a partner to make up their own word problems. STANDARDS: STANDARD 1: NUMBER SENSE Students develop number sense and use number relationships to acquire basic facts, to solve a wide variety of real-word problems, and to determine the reasonableness of results. Understand the meaning for and application of the operations of addition, subtraction, multiplication and division. PO 6. Select appropriate operations to solve word problems. PO 7. S olve word problems using the appropriate operations. PO 8.
TECHNOLOGY LESSON PLAN Outcomes This lesson is designed to answer the questions How do I make shapes and designs on the Paint program? STANDARD 1 number sense. 1MF3. http://dana.ucc.nau.edu/~mva7/index_files/page0001.html
Extractions: Grade Level: st Subject: Mathematics / Computers Overview: This is a two-day lesson that is easily adaptable for higher or lower grades. Each day consist of 45-minute lessons. The first day will be a lesson on how to use the Paint program and allowing the students to get familiar with making shapes, and coloring them in. The second day will consist of using the shapes in addition and subtraction problems that will be provided by the instructor. The lessons will have to take place in the computer lab where each student has access to a computer. Purpose: This lesson is to introduce 1 st graders to addition and subtraction problems as well as the Paint program. Outcomes: This lesson is designed to answer the questions: How do I make shapes and designs on the Paint program? How can I use the Paint program to learn addition and subtraction? MATHEMATICS (FOUNDATIONS 1-3) 1M-F3. Understand the meaning for and application of the operations of addition, subtraction, multiplication and division. PO 1. Demonstrate with models to show the process used in addition (joins things together, increases)
Pizza Fraction Lesson Plan Pizza Fraction lesson Plan. NJCCCS Mathematics Standard 4.6 All students will develop number sense and an ability to represent numbers in a variety of http://www.mcvts.org/ettc/ccsg/lesson_plans/Pizza_Fraction_LP.htm
Extractions: Pizza Fraction Lesson Plan Submitted by Debbie Engelmann Franklin School Computer Teacher 8 Meeker Street Succasunna, New Jersey 07876 Roxbury Public Schools Phone: E-Mail: dengelmann@roxbury.org Concept Students review fractions by creating an electronic pizza Grade Level Curriculum Area Math Skills Needed Fine motor coordination, some knowledge of fractions from real-life experiences Skills Acquired Computer graphic tool skills, such as stretching and drawing lines and circles in a paint application, and a further developed knowledge of fractions NJCCCS Mathematics Standard 4.6 All students will develop number sense and an ability to represent numbers in a variety of forms and use numbers in diverse situations Lesson Objective To review fractions using real-life experiences and technology to construct meaning for commonly used fractions ( NJCCCS Standard 6 Number Sense Grades K-2 Indicator 1 Time Required 30 minutes Materials Kid Pix computer software (or any paint program), a computer and printer Activity Coordinate this activity with a study of fractions in your math curriculum Children begin at the computer using Kid Pix by creating a pizza using the oval tool.
Extractions: Other Articles This Week ... Social Science Lesson Planning Article L E S S O N P L A N N I N G A R T I C L E A well-planned service-learning project should include stated academic and service goals, strategies for assessment, and opportunities for reflection. As an example, the Social Studies Education Consortium offers a template for a model service project and teachers from offer their project. Included: Cross-curriculum goals, activities, and more! Can a well-planned service-learning project make a real difference? Debra Bjorna and her colleagues at
DIA: Ancient Egypt Lesson Plans: Math & Science: Egyptian Equation Quilt and measuring activities to develop intuitive sense about numbers and investigate properties of special numbers Excerpted from Quick Jump to lesson Plan Contents http://www.dia.org/education/egypt-teachers/mathsci/sweeney/goals.htm
Extractions: Number sense is to mathematics what vocabulary is to language. Students must learn to quantify and measure, concretely at first and increasingly more abstractly as they mature. They also must develop an understanding of numeration systems and the structure of such systems. They must learn to estimate mathematical quantities and to represent and communicate mathematical ideas in the language of mathematics.
Integrate Projects | Monster Math | Lesson Plan Standard 1 number sense Students develop number sense and use numbers whole numbers (eg, reading and writing the number represented when Introductory lesson). http://www.teacheruniverse.com/tools/integrate_projects/monster_math/monster_mat
Extractions: Teacher: School/District: Subject Area(s) Addressed: Math, Language Arts Grade Level(s)/Course: Grades 1-2 Date Submitted: September 9, 2000 Lesson/Unit Duration: One hour per day for 1 week Lesson/Unit Title Monster Math Lesson/Unit Outcome Students will practice basic math problem solving skills while writing monster problems similar to those they complete on the Internet. Academic Standards Addressed Arizona Writing Standards Standard 2: Students effectively use written language for a variety of purposes and with a variety of audiences. Arizona Math Standards Standard 1: Number Sense: Students develop number sense and use numbers and number relationships to acquire basic facts, to solve a wide variety of real-world problems, and to determine the reasonableness of results.
Extractions: Math Topic: Number Sense Subtopic: Place Value Grades: Learning Objective: Students practice mental arithmetic while learning magic tricks. NCTM Standard: DIRECTIONS Class Periods: Mind Reader To do this trick, students work in pairs. Have them take turns playing magician. The student playing the magician asks another student to hide a penny in one hand and a dime in the other. The magician tells the student holding the coins to do the following: a. Multiply the value of the coin in the right hand by any odd number. (The student may want to jot down the answer.) b. Multiply the value of the coin in the left hand by any even number. c. Add the two numbers together and say the total. The magician determines whether the total the other student says is odd or even and then announces which hand has the penny! Odd "Abracadabra, the penny is in the right hand!" Even "Abracadabra, the penny is in the left hand!" How It Works Penny in the right hand: Odd + Even = Odd Penny in the left hand: Even + Even = Even Mystery Dice 1. One student plays magician and announces that he or she can see through a pair of dice and tell the total of the numbers hidden face down after the dice are rolled.
Extractions: Computer with Internet access Print and online resources about ASL Copies of the ASL fingerspelling alphabet After watching the video, ask students to describe the main way deaf people communicate. (They use sign language.) Share these facts about ASL: The sign language used by deaf people in the United States and Canada is American Sign Language, often called "ASL." People speaking in ASL use their hands to form signs; ASL also uses facial expressions and body movements.
Make The Link To Illinois Learning Standards - Standards Grid 5, Research, A B C, A B C, A B C, A B C, A B C. 6, MATH, number sense, A B C D, A B C D, A B C D, A B C D, A B C D. 7, Estimation Measurement, A B C, A B C, A B C, A B C, A B C. http://www.stclair.k12.il.us/makethelink/mlgrid.htm
Extractions: STUDIES Politics A B C D ... F Economics A B C D ... E History A B C D ... E Geography A B C D ... D Society A B C A ... C Movement Skills A B C A ... C Fitness A B C A ... C Team Building A B A B ... B Health A B C A ... C Human Body A B C A ... C Communication A B C A ... C FINE ARTS Language of Arts A B A B ... B Performing A B A B ... B GOALS
Extractions: LEGO BASED IDEAS FOR THE LINCOLN MATH CURRICULUM Included in the next few pages are just a few of the ways that LEGOS and the LDAPS project could be used in the mathematics curriculum already in place in the school. Definition Design any student creation project (i.e. a vehicle, a building, a tool or instrument) that uses LEGO elements or other materials * - items with asterisks are explained in greater detail in the excerpts from the web site ( http://ldaps.ivv.nasa.gov ) that are the last section of this packet NUMBER SENSE Number Sense and Numeration Kindergarten Curriculum Objectives LEGO based Identify and order through symbol as well as quantity the numbers 0-20 Have students count the number of certain types of pieces in their design as well as the total number of pieces. Who has 1 beam? Who has 2 axles? Who has 3 bricks? Who has 4 plates? Create sets of objects to 20: Count and record these sets Have students build designs with only 20 pieces total. Have them record which pieces they used and determine whether it added up to 20. How many different ways are there to make cars from 20 pieces Identify ways that numbers are used in everyday life Students can compare their creations to a real world equivalent and discuss how Grade 1 Curriculum Objectives LEGO based Count to 110 by 1,2,5,10
Extractions: From Fractions to Percentages With A Hundred Dresses by Eleanor Estes Grades: th Time: Book Review: A Hundred Dresses is a touching book about Wanda, a Polish immigrant girl who is so poor that she wears the same dress to school every day. Mocked because of her poverty, her foreign-sounding name, and her unbelievable claims that she has "100 dresses lined up in her closet," she and her family eventually move to the city hoping for better treatment. Only after she leaves do her classmates find out that she really did have a hundred dresses, though not in the way they expected. Overview: This wonderful book, which makes an excellent read-aloud, introduces children to the idea of tolerance and also provides a segue into learning about a foreign country, Poland. By drawing comparisons between Poland and the United States, students can make better sense of raw numbers about the population of both countries and flex their mathematics muscles. You can adapt this lesson to the abilities of your students. Materials: A Hundred Dresses by Eleanor Estes, Internet access.
Learning Resources: Resources By Subject: Mathematics Articles for mathematics Data for mathematics. Elementary Fractions and percentages Graphing numbers and number sense (data analysis) Statistics. http://www.statcan.ca/english/kits/courses/math.htm
Description And Lesson Plan For The Base 10 Blocks Program The topics covered in this lesson include in a visual or graphical context is very helpful, especially for young minds, to get a good sense of numbers and a http://www.arcytech.org/java/b10blocks/description.html
Extractions: Description and Lesson Plan for the Base 10 Blocks Program I want to start by thanking Margo Mankus for suggesting that I develop this applet as well as for her very useful suggestions and feedback. Visit her base 10 blocks activities page It is believed that the Base 10 Blocks were developed by the Hungarian Mathematician Dr. Zoltan Paul Dienes. If you want to know more about himself, you can visit his web site This page is specifically for teachers and describes a complete lesson plan on how to teach base 10 place value as well as basic arithmetic operations using this online version of the base 10 blocks manipulatives . The topics covered in this lesson include: This program consists of a panel, as shown on the right, where one can click on any of three different block sizes that represent 1 unit, 10 units, and 100 units and drag them into the working panel. Once inside the panel, students can click on the blocks so they can move, rotate, break, and glue the blocks to do all types of arithmetic (and even extended to algebraic) operations. Check the detailed base 10 blocks program instructions to learn about rotate, break, glue, and place value mats!
