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Teachers — Training of
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Graphic Methods
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1.

## Ladybugs [electronic resource]

First-graders choose ladybugs as a topic for learning. Based on their observations, students make bar graphs and a class chart to record the number of heads, wings, feet and antennas ladybugs have. They make connections among real objects, diagrams, and numerals. Covers the following NCTM standards: statistics and probability, number sense and numeration, connections, and communication.
Online
1997
2.

## Dice Toss [electronic resource]

Fourth-graders work with statistics, probability, fractions and decimals while conducting an experiment to see which sum comes up most often when rolling two dice. Once the groups complete their experiments, they compile their findings on a class bar graph and analyze the graph. Covers the following NCTM standards: statistics and probability, fractions and decimals, communication, and reasoning.
Online
1997
3.

## Questioning Data [electronic resource]

A fourth- through sixth-grade class takes data collected from surveys on questions of personal interest. They then represent the data in a graph, and write about what the graph interprets and the questions they still have about the survey subject. Covers the following NCTM standards: statistics and probability, connections, communication, and reasoning.
Online
1997
4.

## Story-Based Centers [electronic resource]

Second-graders work at learning centers around their classroom that are based on the story "Caps for Sale." At the centers students construct graphs, figure out coin combinations to equal 50 cents, use a computer to explore patterns, and write story problems and number sentences. Covers the following NCTM standards: patterns and relationships, whole number computation, connections, and communications.
Online
1997
5.

## Cranberry Estimation [electronic resource]

Second-graders in Massachusetts estimate the number of scoops of cranberries that will fit in a jar. They report, graph, and discuss group estimates with the class as the concepts of range, mode, and median emerge. Covers the following NCTM standards: estimation, statistics and probability, reasoning, and connections.
Online
1997
6.

## Doug Kirkpatrick, 8th Grade [electronic resource]

Students use computers during a lesson on "What happens to light as you move away?" to observe, graph, and analyze data, then confirm their predictions via e-mail with university scientists.
Online
1995
7.

## Force Against Force [electronic resource]

Magnets stick to other magnets and to metal objects made of iron or steel. How much force is required to break the attraction between two magnets? In this workshop, fourth-grade students explore ways to balance the force of magnetism against the force of gravity. A magnet placed in a cup on one side of a pan-balance is stuck to a stationary magnet beneath the cup. When enough washers are placed on the opposite side of the balance, the magnets will separate. Graphical analysis shows some unexpected results.
Online
2001
8.

## Algebraic Thinking [electronic resource]

Explores algebraic thinking first by developing a definition of what it means to think algebraically, then by using algebraic thinking skills to make sense of different situations. Covers describing situations through pictures, charts, graphs, and words; interpreting and drawing conclusions from graphs; and creating graphs to match written descriptions of real-life situations.
Online
2001
9.

## Data [electronic resource]: Posing Questions and Finding Answers

Demonstrates that from the earliest grades, students learn to connect situations, data and graphs. Shows data displays Tim Erickson has developed through years of teaching.
Online
1997
10.

## Patterns and Function: Discovery [electronic resource]

The teachers use real-life problems to display experimental data in graphs and tables, and analyze the resulting patterns to make predictions and develop algebraic equations.
Online
2000
11.

## Patterns and Function: In Practice [electronic resource]

In this follow-up to Workshop 3, the teachers discuss how they taught the patterns lessons in their classrooms, learn to evaluate student work, and design new lessons.
Online
2000