Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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Learning Math Home
Patterns, Functions, and Algebra
From: Wendy Geiger (wgeiger@mail.vak12ed.edu)
Date: Thu Jul 24 2003 - 09:46:37 EDT

  • Next message: Leneice divinity: "[Channel-talkdata] new insight gained about which graphic repersentation to use"

    I will be out of the office until Wednesday, August 13, 2003.

    For immediate assistance, please phone 804-225-2102 or email
    darfax@mail.vak12ed.edu and a staff member will assist you.

    Thank you.

    Dr. Wendy Geiger
    NAEP State Coordinator
    Virginia Department of Education
    (804) 786-1939 voice

    >>> channel-talkdata 07/24/03 00:22 >>>

    Pre-K students can figure the 'mean' if you talk about balancing.
    you have a bar graph with 5 categories. Category 1 has 6 items;
    category 2
    has 4 items; category 3 has 7 items; category 4 has 4 items; and
    category 5
    has 4 items. All 5 bars have at least 4 items. Category 1 has 2
    and category 3 has 3 'extra' -- if I distribute those 5 'extra' to all
    bars, then each bar will have a mean of 5.
    I did this with some Pre-K students today. Actually they are
    pre-pre-K -
    they'll be in Pre-K when school starts. They all did fine.
    Hope this works for you.
    Mary Alice Hatchett
    Independent K-12 Math Consultant

    -----Original Message-----
    From: channel-talkdata-admin@learner.org
    [mailto:channel-talkdata-admin@learner.org] On Behalf Of
    Sent: Wednesday, July 16, 2003 7:22 PM
    To: channel-talkdata@learner.org
    Subject: [Channel-talkdata] Session #10 Homework Problem H3

    This year I taught in a integrated preschool classroom and we recorded
    daily weather each morning as a large group. I mainly focused on this
    activity for the 1-1 correspondence for my 4-5 year old students; but,
    taking the course I realize how much further I can take this routine
    activity. I have been working on a way for the children to record the
    on their own weather graphs and continue to their basic math skills
    additional questioning that would be geared toward the average type of
    weather for the month (mean), the median, and the mode. We already do
    mode using the terms the type of weather that occurred the most during
    month. Of course, my students would not be able to figure out what
    the mean
    would be, but I could ask them to predict using their graphs what they
    believe it to be and then basically figure it out in front of them for
    exposure to addition and division. We could also easily find the
    This weather graph activity is actually my work in progress for my
    because it would be used daily and it would be beneficial to their
    problem-solving abilities.
    I loved the course and I know that the information I have gained from
    will be useful in my future teaching endeavors.

    Kristin Muraca

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