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Box It or Bag It Mathematics : Teachers Resource Guide : First-Second
From Contents - Seasonal Mathematics, Teddy Bears, Halloween Math, Fall Potpourri, Holiday Magic, Changes, Hugs and Kisses, Potatoes, Shamrocks, Bunnies, Eggs and Farm Animals, Water; Sorting and Graphing; Extended Number Patterns; Discovery Time; Pattern; Arithmetic; Understanding Measuring; Money; Place Value Counting; Place Value Addition and Subtraction; Planning; Materials. (Description by http-mart)
275 pages, Spiral-bound
Published January 1, 1988
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August 7, 2012
Donna Burk knows how kids learn mathematics!
Snyder, Burk, and Symonds author a standards-based mathematics curriculum for K-2 students. The focus of the activities is hands-on exploration and examination of mathematical concepts using manipulatives and modeling of conceptual ideas. Students explore mathematics collaboratively and create meaning for concepts through engagement in the activities. Snyder commented during a teacher workshop that she no longer feels it necessary to teach carrying and borrowing when adding and subtracting whole numbers. Through the use of manipulatives, children are able to trade objects for different place values and often solve such problems by working from left to right, a method that does not fit the traditional algorithms for working with whole numbers. Many of the activities have teachers and students creating their own manipulatives from beans and other common household objects. A re-write of the curriculum is in the works with efforts made to provide more commercially-produced manipulatives, and thus cutting down teacher preparation of the materials.
Snyder, Burk, and Symonds author a standards-based mathematics curriculum for K-2 students. The focus of the activities is hands-on exploration and examination of mathematical concepts using manipulatives and modeling of conceptual ideas. Students explore mathematics collaboratively and create meaning for concepts through engagement in the activities. Snyder commented during a teacher workshop that she no longer feels it necessary to teach carrying and borrowing when adding and subtracting whole numbers. Through the use of manipulatives, children are able to trade objects for different place values and often solve such problems by working from left to right, a method that does not fit the traditional algorithms for working with whole numbers. Many of the activities have teachers and students creating their own manipulatives from beans and other common household objects. A re-write of the curriculum is in the works with efforts made to provide more commercially-produced manipulatives, and thus cutting down teacher preparation of the materials.
Displaying 1 of 1 review