Mathematics Curriculum Guide for Kindergarten through 3rd Grade. ESEA Title VII Bilingual Program. Dysart Unified School District.

Autor/in	Cheek, Helen
Institution	Dysart Unified School District, Peoria, AZ.
Titel	Mathematics Curriculum Guide for Kindergarten through 3rd Grade. ESEA Title VII Bilingual Program. Dysart Unified School District.
Quelle	(1981), (299 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Algorithms; Arithmetic; Bilingual Education Programs; Classification; Cognitive Development; Curriculum Guides; Developmental Stages; Elementary School Mathematics; Fractions; Geometry; Learning Activities; Mathematics Curriculum; Mathematics Education; Mathematics Instruction; Primary Education + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Algorithm; Algorithmus; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Classification system; Klassifikation; Klassifikationssystem; Kognitive Entwicklung; Curriculare Materialien; Elementare Mathematik; Schulmathematik; Bruchrechnung; Geometrie; Lernaktivität; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Primarbereich
Abstract	Bilingual mathematics competencies and competency-coordinated activities are provided in the four sections of this curriculum guide for kindergarten (pre-operational) and grades 1-3 (concrete-operational) children. Topic areas for kindergarten include: classification (logic); comparing/ordering/graphing; quantitative; measurement; geometry; patterning/predicting; and construction. Topic areas for grades 1-3 include: classification (logic), comparing, and ordering; numeration; notation; measurement; basic facts (addition and subtraction of whole numbers); algorithms for operations; graphing; geometry; patterns; and fractions. Each section begins with the list of competencies related to the topic area, followed by activities for learning the competency. Included with the activities are behavioral objectives, instructional strategies, a list of materials needed, and when applicable, references to text materials. Since the curriculum is intended to be a developmental/diagnostic/prescriptive curriculum, competencies and activities are not grade bound; pre-operational children, regardless of grade placement, need pre-operational activities/experiences; likewise, concrete-operational children in kindergarten need concrete activities/experiences. In addition, before each objective in the concrete-operational sections (grades 1-3) is a conservation task appropriate for that objective. Children successful with this task should continue with the objective activities while those not successful must continue with activities suggested in this area of the pre-operational (kindergarten) section. (JN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC