LJones

Chapter 9 - Developing Measurement Concepts This chapter has some interesting big ideas - pg. 252. I like the ideas of exploring, comparing and contrasting, figuring out attributes. I like the activity 9.1 - changing units and 9.2 - more than one way and 9.5 - fill and compare and also 9.11 - one-handed clocks. I love the one-handed clocks - I want to try this with my class. I think this may benefit those that are still having difficulty. Chapter 10 - Algebraic Reasoning - I like the activity 10.6 and 10.7. This chapter deals with patterns, symbols, relationships.Some of the activities seem like some students would get too bogged down with the spreadsheets. I liked the 10.17 - function and 10.18 guess my rule activity. Many of these activites throughout the book seem to take alot of time - and discovery, examining, and reflecting . I already feel pressed with time in math. Chapter 11 - Exploring data Analysis - All kinds of graphs, charts, tables, and graph club are mentioned in this chapter. Some good ideas - all subject areas. Chapter 12 - Exploring Concepts of Probability - 4th grade Saxon has little to say about prediction so this was a welcome chapter. Making spinners, short runs and long run comparisons, and checking the theory are activities suggested in this chapter.

CHAPTER 5 - DEVELOPING FRACTION CONCEPTS The chapter begins with several ideas for models of fractions for students to explore. This chapter connected with the last math workshop 4th grade attended. At the workshop as in this chapter we were allowed to explore using different models the concept of fractions. It was quite fun . . . and could lead in many, many , many discoveries. CHAPTER 6 - FRACTION COMPUTATION Some good ideas exploring common multiples, adding, subtracting, mixed numbers, muliplication, division - very interesting - as the book notes - we should practice these examples. Some are very difficult to follow - require deep thinking from students. CHAPTER 7 - DECIMAL AND PERCENT CONCEPTS AND DECIMAL COMPUTATIONS This chpater deals with connecting the two representational systems. There are good activites I would like to find time and appropriate spot for students to complete. Activity 7.7, 7.8, and 7.9. are very good - easy to do-and lead to further understanding by students. Great closing activity! CHAPTER 8 GEOMETRIC THINKING AND GEOMETRIC CONCEPTS This chapter begins with van Hiele levels of geometric thought - level 0 visualization to level 4 rigor. Then it goes into the characteristics of the levels and instruction for the different levels. There is alot of exploration and examination and reflection by the student - good thinking. It refers to the NCTM website as a resource for manipulatives.

Chapter 1 covers the foundations of student-centered instruction. There is a lot of talk about constructivisim and coincides with the knowledge and experiences I gained during my masters program. Learning is influenced by: student reflective thinking, student social interaction, and use of models or tools for learning. These factors have been discussed in our current math workshops and are carried out to a degree in my classroom - in particular reflective thinking and interaction. The chapter describes 'four core ideas for effective mathematics teaching: knowledge of how children learn, an explanation of teaching math through problem solving, suggestions for planning student-centered lessons and strategies for assessment.' Chapter 2 is on 'number and operation sense . I noticed in partiular the 'equal-group' problems since that is so predominant in 4th grade Saxon. Chapter 3 is on helping to master the basic facts, developing a strong understanding of number relationships, efficient strategies for fact retrieval, and drills and strategies to use. There are some explanations and activities to help develop fact mastery. a few of these activities we have tasted at our math workshops and I have used and enjoyed. A few of the explanations get bogged down and confused me. I need time to work through these and practice. Chapter 4 is on whole-number computation. There are a variety of methods suggested - flexible and student invented. The idea is for the student to understand the concept and the process.