Money, Measurement, & Study Skills

1. Money, Measurement, & Study Skills

2. Money Determining the value of a group of coins Counting change Decimal notation Consumer skills

3. Determining the value of a group of coins What are the preskills? How is this usually taught? What coins are introduced first?

4. Determining the value of a group of coins Identifying coins: How is this usually taught? What coins are introduced first?

5. Determining the value of a group of coins Determining the value of mixed coins: What is the strategy? What is a preskill for counting unlike coins? How is this skill taught?

6. Counting Change • Making equivalent change • Verifying change

7. Counting Change • Making equivalent change, Format 16.1 • Identify value of larger coin and determine the number of smaller coins (all of same value) are equivalent • Count a set of different coins to see if they equal a value stated

8. Counting Change • Verifying Change, Format 16.2 What is the general strategy? What examples should be used initially? Later?

9. Decimal Notation • When? Must one wait until comprehensive instruction in decimals?

10. Decimal Notation Format 16.3: Reading and writing decimals in money What examples should be included? What can be introduced after students have mastered reading and writing money?

11. Consumer Skills • Making purchases with coins • Counting change • Price list.menus • Unit pricing

12. Consumer Skills • Making purchases with coins What is the rule students are taught? (Format 16.4) Format 16.5—using the fewest coins

13. Consumer Skills Counting change (figuring out coins to use and counting them back), Format 16.5 What is the purpose of this?

14. Consumer Skills Price list.menus: 1. Teaching students to read charts • Testing by asking questions/word problems

15. Consumer Skills • Unit pricing: What is this? How is it taught?

16. Money • Be ready to discuss Application Items 1 & 2

17. Measurement

18. Measurement • What are the two basic measurement systems? • What problems do the two systems cause lower performing students?—What can we do to help avoid this problem?

19. Measurement • Introducing the concept • Primary grades • Intermediate grades

20. Measurement • Introducing the concept: • Demonstrate using concrete objects. • How might you introduce length? Why? • How might weight and capacity be introduced?

21. Measurement Primary grades: Common units and equivalencies Measuring tools

22. Measurement Primary grades: • Common units and equivalencies: • What is the basic procedure for introducing new units? • How/when is new information introduced?

23. Measurement • Measuring tools: What are the easiest types of instruments to read?

24. Measurement Intermediate grades: Metric equivalencies Conversion problems Operations Word problems Measuring tools

25. Measurement Intermediate grades, Metric equivalencies: Format 17.1: Part A: Prefixes less than one Part B: Prefixes for more than one Part C: Structured board Part D: Structured worksheet What is a preskill for this format?

26. Measurement Intermediate grades, conversion problems: What is the preskill for conversion problems? What are the 3 steps in any conversion problem? What is the rule for when to multiply and when to divide?

27. Measurement Intermediate grades, conversion problems: Converting metric units—what preskills must students have?

28. Measurement Intermediate grades, metric conversion problems: Format 17.2: Part A: Determining if changing to bigger or smaller units. (What is the rule?) Part B: Leading students in determining the operation. Part C: Structure board Part D: Structured worksheet

29. Measurement Intermediate grades, metric conversion problems: Format 17.2: What are the example selection guidelines for teaching conversions?

30. Measurement Intermediate grades, customary unit conversion problems: Why is this more difficult? What are the three basic types of conversion problems? What are the preskills for customary unit conversions?

31. Measurement Intermediate grades, Operations: What is this? What makes customary units difficult? What is a preskill for operations involving renaming of customary units?

32. Measurement Intermediate grades, Operations with customary units: Format 17.5: Part A: When renaming is appropriate Part B: Practice (what numbers to use)

33. Measurement Intermediate grades: Word problems When can measurement word problems be introduced?

34. Measurement Intermediate grades: Measuring tools What approach is suggested for teaching measuring to the 1/16th of an inch? How are students taught to measure?

35. Measurement Be ready to discuss Application Items 2, 4, & 5.

36. Mathematics Study Skills

37. Mathematics Study Skills • Graphs • Tables or Charts • Maps • Statistics

38. Mathematics Study Skills • Graphs: • What determines the difficulty? • What makes pictorial graphs more difficult? • What component skills must students master before being asked to read graphs?

39. Mathematics Study Skills • Graphs: • What does the teaching procedure involve? • What questions should be asked initially? • What questions are introduced next?

40. Mathematics Study Skills • Tables or Charts • What is a preskill for using tables? • What is the procedure used for teaching students to read tables and charts? • What types of questions does the teacher ask primary students? • What types of questions does the teacher ask intermediate students?

41. Mathematics Study Skills Table 18.1—Introducing Time Schedules: Part A: Model and test locating information What would follow?

42. Mathematics Study Skills • Maps • What factors affects the difficulty in computing distances on a map? • What are the preskills? • What are the components skills that the teacher must model?

43. Mathematics Study Skills • Statistics • What are four basic statistically concepts introduced in elementary school? • How is each calculated? • How are they taught?