Final Exam Preparation
CI 319 Fall 2007
Mara Alagic
Case-based scenarios:
Conjecture/speculate how a child might attempt
to solve the problem dependent on child’s age.
Generate at least three ways a child may solve
the problem. Each way of solving should reflect
a different level of child development. You do
not have to give exact age of a child (you will
learn more about that in your methods classes)
but sort your answers, starting from what the
youngest child might do and going up slowly to
older children.
Scenario 1
Assume that you have an
opportunity to give a shoe-box
and lots of small cubes to a
child of an unknown age. Ask
the following question: How
many cubes can you fit in this
shoe-box?
Scenario 2
Fold a piece of paper horizontally into a
cylinder (“hamburger” fold) so that edges
perfectly touch (you can tape it). Fold
another piece of paper of the exactly
same size into a cylinder, but now
vertically (“hotdog” fold). You have two
cylinders. Which one can hold more
(rice, water …)? Make a prediction, write
it down and write why you think that.
Problem Sets
Describe what you think you
are getting from experiences of
designing problem sets in terms
of understanding how prek-6
students learn.
Process Standards
Describe what you think you
are getting from learning about
process standards in terms of
understanding how prek-6
students learn.
Process Standards
•
•
•
•
Problem Solving
Reasoning and proof
Communication
Connections – other curriculum;
within math; real-life
• Representations -
Content Standards
•
•
•
•
•
Number sense and operations
Geometry
Measurement
Algebra
Data Analysis and probability
Final Presentation (5-7min)
•
•
•
•
A selected ‘challenging problem’ (any PS)
Interactive ICT integration (any PS)
Metacognitive reflection strategies
Artifact that you made to support your
presentation (poster, manipulatives,
game, ...) - include an explanation on ppt
• See the Presentation grading rubric
(syllabus) for further details
Strategies for Designing
Problem Sets (1)
• Include ‘common knowledge’; list all steps; be
specific
• Start early
• Vocabulary – age appropriate
• Scaffolding – different designs
• Reliable websites
• Creativity, excitement and appropriateness
• There is always place for improvement
Strategies for Designing
Problem Sets (2)
• Know the content – workshops, learn,
learn, collaborate, share
• Developing the formula before using it
• Focus on problems (design and solution)
to solve, not lesson plans
• Scaffolding <=>breaking it down
• Better time management: do 1-2 problems
per day
PS 4: Ratio, Permutations
Combinations
• Select one of these three concepts
• Design only 3 problems: challenge,
middle, lowest
• Reflection: Very detailed, about
designing PS in general + about
designing PS4