competencia 16 matematicas the teacher understands how children learn mathematical skills and uses...

Competencia 16 Competencia 16 MatematicasMatematicas

The teacher understands how children The teacher understands how children learn mathematical skills and uses learn mathematical skills and uses knowledge to plan, organize, and knowledge to plan, organize, and implement instruction and assess implement instruction and assess learning. learning.

Erwin Garcia

Principles of MathematicsPrinciples of Mathematics

EquityEquity

CurriculumCurriculum

TeachingTeaching

LearningLearning

AssessmentAssessment

TechnologyTechnology

Principles of MathematicsPrinciples of Mathematics

Equity: Equity: High expectationsHigh expectations

Curriculum: Curriculum: Coherent-alignedCoherent-aligned

Teaching: Teaching: UnderstandingUnderstanding

Learning: Learning: Building from previous Building from previous knowledge. knowledge.

Assessment: Assessment: Support learningSupport learning

Technology: Technology: Enhances learningEnhances learning

Content StandardsContent Standards

Number and operationsNumber and operations: : number sense, number sense, fractions, basic computationfractions, basic computation

AlgebraAlgebra: : PatternsPatterns

GeometryGeometry: : Shapes and spatial reasoningShapes and spatial reasoning

MeasurementMeasurement: : Standard and MetricStandard and Metric

Data analysis and probabilityData analysis and probability: : collection and analysis and display of mathematics collection and analysis and display of mathematics informationinformation

Process StandardsProcess Standards

Problem solvingProblem solvingDevelopmentally appropriateDevelopmentally appropriateReasoning and proofReasoning and proofCommunicationCommunicationConnectionsConnectionsRepresentationsRepresentationsLinked to real life situationsLinked to real life situations

TEKSTEKS

Texas Essential Knowledge and SkillsTexas Essential Knowledge and Skills

Kinder> Number sense, concrete Kinder> Number sense, concrete objects, one to one correspondence.objects, one to one correspondence.First, Second> Addition, subtraction.First, Second> Addition, subtraction.Third-firth> Multiplication, division, Third-firth> Multiplication, division, fractions, decimal representations, fractions, decimal representations, geometry principles, and algebraic geometry principles, and algebraic reasoning.reasoning.

Cognitive Development and Cognitive Development and MathematicsMathematics

PiagetPiaget

Preoperational (2-7)Preoperational (2-7)Concrete Operational (2-11)Concrete Operational (2-11)ClassificationClassificationSeriation and orderingSeriation and orderingConservationConservationReversibilityReversibilityConclusions based on reason rather than Conclusions based on reason rather than perceptionperception

ManipulativesManipulatives

Mathematics and English Mathematics and English LanguageLanguage

Mathematics is not an Mathematics is not an universal languageuniversal language

Competency 017Competency 017

““The teacher understands concepts The teacher understands concepts related to numbers and number related to numbers and number

systems and demonstrates systems and demonstrates knowledge of patterns, relations, knowledge of patterns, relations,

functions, and algebraic reasoning”.functions, and algebraic reasoning”.

AlgorithmsAlgorithms

An An algorithmalgorithm is a set of rules is a set of rules for solving a for solving a mathmath problem problem which, if done properly, will which, if done properly, will give a correct answer each give a correct answer each time. time.


““The teacher understands concepts The teacher understands concepts related to numbers and number related to numbers and number

systems and demonstrates systems and demonstrates knowledge of patterns, relations, knowledge of patterns, relations,

functions, and algebraic reasoning”.functions, and algebraic reasoning”.


““The teacher understands concepts The teacher understands concepts and principles of geometry and and principles of geometry and

demonstrates knowledge of demonstrates knowledge of probability and statistics and their probability and statistics and their

application”.application”.


Point= Is a specific location, taking Point= Is a specific location, taking up no space, having no area, and up no space, having no area, and frequently represented by a dot. It frequently represented by a dot. It

has no dimensions. has no dimensions.


Line= Between any two points there Line= Between any two points there is exactly one straight line. They is exactly one straight line. They

have infinite length. have infinite length.

Plane= flat surface without edges, Plane= flat surface without edges, two dimensional it has infinite length two dimensional it has infinite length but no breadth nor depth. but no breadth nor depth.


Segment= is any portion of a line between Segment= is any portion of a line between two points on that line. two points on that line.

Ray= Is like a segment, except it extends Ray= Is like a segment, except it extends forever in one direction. forever in one direction.

Angle= When two rays share their end Angle= When two rays share their end points. points.


90 degrees right angle90 degrees right angle Less than 90 degrees acute angleLess than 90 degrees acute angleGreater than 90 degrees obtuseGreater than 90 degrees obtuse


PolygonsPolygons Lines of symmetry Lines of symmetry Diameter and radius Diameter and radius PerimeterPerimeter AreaArea VolumeVolume CubeCube


Polygons Polygons Lines of symmetry Lines of symmetry Diameter and radius Diameter and radius PerimeterPerimeter AreaArea VolumeVolume CubeCube


TrianglesTriangles

Isosceles = two equal sidesIsosceles = two equal sides

Equilateral= All sides equalEquilateral= All sides equal

Scalene= All sides are unequalScalene= All sides are unequal

competencia 16 matematicas the teacher understands how children learn mathematical skills and uses...

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