The Measurement and Meaning of Landmarks: Integrating Social Studies and Math in Fifth Grade Lessons

Autor/inn/en	Widdall, Valerie; Alqahtani, Muteb; Kraly, Thomas
Titel	The Measurement and Meaning of Landmarks: Integrating Social Studies and Math in Fifth Grade Lessons
Quelle	In: Social Studies and the Young Learner, 31 (2018) 1, S.26-32 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-0300
Schlagwörter	Social Studies; Mathematics Instruction; Grade 5; Elementary School Teachers; Interdisciplinary Approach; History; Cooperative Learning; Measurement; Computation; Models; Elementary School Students; New York + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Mathematics lessons; Mathematikunterricht; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Geschichte; Geschichtsdarstellung; Kooperatives Lernen; Messverfahren; Analogiemodell
Abstract	In many elementary classrooms nationwide, less and less time is spent on social studies. Lack of attention to social studies is evident in states like New York where teacher evaluations are contingent on students' performance on two subjects: English Language Arts (ELA) and mathematics. In this article, the authors describe their experience integrating social studies and mathematics in a fifth grade classroom. The authors strove to provide elementary educators with a lesson integration model that uses historical investigation as a vehicle for learning other subjects such as mathematics. (As Provided).
Anmerkungen	National Council for the Social Studies. 8555 Sixteenth Street #500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; e-mail: membership@ncss.org; Web site: http://www.socialstudies.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01