SRaley

Chapters 9-12

Chapter 9 focuses on developing measurement concepts. The author states that there are three areas to think about when planning measurement instruction. First, students will understand the attribute to be measured. Second, students will understand  how filling, covering, matching, or making other comparisons of an attribute with measuring units produces a number called a measure. Third, students will use common measuring tools with understanding and flexibility.

It is also pointed out that students should be exposed to informal units of measure as well as standard units. Experimenting with informal units allows student to make comparisons and predictions about such attributes as length or area. The use of estimation is also encouraged because it helps students focus on the attribute being measured and the measuring process. For example, have students measure a length with one unit, then provide them with a different unit and see if they can predict the measure of the same length with the new unit.

Chapter 10 centers around algebraic reasoning. It focuses on the content of algebra and discusses the areas of pattern and regularity, representation and symbolism, and relationships and functions.

There were several activities involving repeating and growing patterns that I would like to try in the classroom. The activities on p. 294, "Extend and Explain" and "Predict How Many" involve the use of manipulatives to extend patterns, but at the same time require students to explain each step.

Chapter 11 address exploring data analysis. Most of the time we give students questions and data to work with instead of letting students generate their own questions and data. If students can develop questions that are of interest to them, then they will be more interested in the gathering and organizing of the data to answer their questions. As part of their analysis of graphing procedures, students should be given the opportunity to express their thoughts about their graphs in writing.

The author also explores teaching students about the mean. Activities such as the ones outlined on p. 326 are a good way to begin developing this concept in third grade.

Chapter 12 explores the concept of probability. One of the first "big ideas" that the author states, is that probability has no memory. Students must realize that the outcome of prior trials have no impact on the next.

Activities are developed to help students understand the concept of the extremes of chance situations, ranging from impossible to certain and understanding frequency of outcomes of an event. I thought it was interesting that several of the activities were very similar to some that third grade does through the Saxon Math lessons. Some were taken to another level and gave some ideas that I'll try with my class.