chapter 11. 11 | 2 copyright © cengage learning. all rights reserved. curriculum integration and...
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Chapter 11
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Curriculum IntegrationAnd Fraction Computation
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Mathematical Routine: Number Talk
2 ½ x 3 ¼ =__
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Conversation in Mathematics
• How did the integration with science support the ability for this child to add fractions?
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Curriculum Integration
• Pedagogy
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4 Types of Legitimate Curriculum Integration
• An integration of the cycles that characterize good teaching in both subject areas
• An integration of the cycles that characterize real learning in both subject areas.
• An integration of the mental processes that characterize cognition in both subject areas
• An integration of the purposes of the tasks, or problems, presented to children
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• Reading and Literature -Using Reading to ask and solve math questions
-Using math to answer a reading question
• Fine Arts -Using an art piece to ask and solve math questions
-Using math to answer an art question (create an original piece)
• Science and Social Studies -Using science/social studies to solve math questions
-Using math to answer a science/social studies question
A simple way to think about it
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ART
Art Piece
Number and Operations
Geometry
Measurement
Algebra Probability & Statistics
Using an art piece to ask and answer mathematics questions
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Using an art piece to ask and answer mathematics questions
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Using math to ask and answer art questions (or create art)
Math Strand
Visual Arts
Theater
Dance
Music
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• Number and Operations• 4th grade Standard 2 Objective 3• Model and illustrate meanings of…the addition
and subtraction of fractions
Using math to ask and answer art questions (or create art)
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Design your own Inquiry Lesson
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Fraction Computation
• Content
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Go Back to Whole Numbers
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Language is Critical
1/3 x 15 =
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Use Problem Types
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Addition
• Came home with a half of a sandwich left from lunch. My brother came home with a third of his sandwich. How much sandwich do we have?
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Subtraction
• Carlos lives 5 1/3 miles from school. Wendy lives 4 1/4 miles from school. What is the difference between the the distances of these children?
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Multiplication
2 ½ x 3 ¼ =__
• “When you multiply, the answer gets larger.”
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Division
4 ÷ ¼ =__
• “Ours is not to reason why, just invert and multiply”