Math & Science for Young Children

ECE 141 / 11Fwinter quarter 2011

Emily McMasonUnits 23 - 26

Need a great book to read to your students? Try

Teeth, Tails & Tentacles

By Christopher Wormell

MAJOR CHANGE! You do NOT, I repeat do NOT need to

write out and submit the key terms and review questions listed in the following slides. I do, however, want you to read through them and make sure you can answer them.

Unit 23

After reading through the unit, make sure you can give a thorough and concise definition for the ‘key terms’ listed at the end of the unit. Respond to the ‘Review’ point B.

Unit 24

After reading through the unit, make sure you can give a thorough and concise definition for the ‘key terms’ (I think you’ll really like the list!) at the end of the unit. Respond to the ‘Review’ points B, D, F & G.

Unit 25

The major concepts of this chapter are:[deep breath] algebraic thinking,

classification, shape, spatial relations, concrete whole number operations, graphs, symbolic level activities, quantities above 10, estimation and design technology.

Any of these make you break out in a rash?

Unit 25

Classification:Multiple classification, class

inclusion, hierarchical classification all help you assess preoperational from concrete operational thinkers.

Here are some examples:

Unit 25

Unit 25

Unit 25

Unit 25

Unit 25

Concrete whole number operations….means what?

Unit 25

Concrete whole number operations….means what?Simple addition, subtraction, division

& multiplication problems.

Unit 25

After reading through the unit, make sure you can give a thorough and concise definition for the ‘key terms’ at the end of the unit. Since this list is rather long, respond to only the ‘Review’ points C & D.

Unit 26

After reading through the unit, make sure you can give a thorough and concise definition for the ‘key terms’ (I think you’ll really like this list, too) at the end of the unit. Respond to the ‘Review’ points B & C.