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.
Suppose
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
'extra'
and category 3 has 3 'extra' -- if I distribute those 5 'extra' to all
5
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
512-930-3905
-----Original Message-----
From: channel-talkdata-admin@learner.org
[mailto:channel-talkdata-admin@learner.org] On Behalf Of
KLMuraca@aol.com
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
our
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,
after
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
data
on their own weather graphs and continue to their basic math skills
with
additional questioning that would be geared toward the average type of
weather for the month (mean), the median, and the mode. We already do
the
mode using the terms the type of weather that occurred the most during
the
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
median
together.
This weather graph activity is actually my work in progress for my
project
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
it
will be useful in my future teaching endeavors.
Kristin Muraca
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