Olivia Hepler

ELED 533
PREP NOTES FROM ELED 533
Prep Notes for May 26th, 2015
Chapter 17 & K-6 Progressions on Geometry
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Note

CHAPTER 17
1. Geometry is a network of concepts, ways of
reasoning and representation systems used to explore
and analyze shape and space (Van de Walle, p. 344).
2. The major geometry objectives across the grades in
terms of two related frameworks: 1. Spatial sense and
geometric reasoning about shape and space 2. Specific
geometric content such as knowing about symmetry,
triangles, parallel lines and so forth (Van de Walle, p.
345).
3. Meaningful experiences with shape and spatial
relationships, when provided consistently over time,
can and do develop spatial sense (Van de Walle, p. 345).
4. The van Hiele Theory of Geometric Thought consists
of 0. Visualization, 1. Analysis, 2. Informal Deduction, 3.
Deduction, 4. Rigor. (Van de Walle, p. 346)
5. The products of thought at each level are the same as
the objects of thought at the next level. The ideas must
be developed at one level so that the relationships
between these ideas can become the focus of the next
level (Van de Walle, p. 351).
6. Almost any activity can be modified to span two
levels of thinking, even within the same classroom (Van
de Walle, p. 351).
7. In any sorting activity, the students-not the teachershould decide how to sort. This allows students to do
the activity using ideas they own and understand (Van
de Walle, p. 353).
8. Students need to freely explore how shapes fit
together to form larger shapes (compose) and how
larger shapes can be taken apart into smaller shapes
(decompose) (Van de Walle, p. 356).
9. The geoboard is one of the best devices for
constructing two-dimensional shapes (Van de Walle,
p. 357).
10. Students building or drawing shapes, lines, and
angles continues to be important to helping them think
about the properties and defining features of shapes.
Through the making of these physical models, students
can focus on the properties and components that are
important in each shape (Van de Walle, p. 362).
K-6 Progressions on Geometry
1. The Standards for Kindergarten, Grade 1, and Grade 2
focus on three major aspects of geometry. Students build

CHAPTER 17
1. I made a note of the general term of geometry to get a
clearer understanding and to have as a reference.
2. These clear frameworks I felt were important to keep in
mind in order to now the specific objectives with geometry.
3. I thought this was a good idea to keep in mind when
teaching geometry because repetition in activity to learn a
concept is clearly important.
4. I laid out this theory in order to remember the steps and
order of how the sequence of learning is supposed to be.
5. I decided to make a note of this because I felt this was
important to keep in mind when working with the theory of
geometric thought and how the concepts flow into one
another.
6. I made a note that the activity can be modified for the
levels of thinking because when planning lessons and
activities I felt this would be important to keep in mind.
7. I made a note of this to reiterate the idea of student
learning and the importance of letting them explore to
observe what they know.
8. I thought this was an important concept to focus on in
geometry. I remember this was something confusing for me
in elementary school, but eventually with practice I began
to understand.
9. I really like the geoboard so I made a note of it because I
think it is a fun and creative way to really see various
shapes.
10. I wanted to make note of this because one of my
favorite activities with geometry was making models and
drawing the various shapes.
K-6 Progressions on Geometry
1. I liked the clear and broad description of the overall focus of
geometry throughout the grade levels.

Olivia Hepler
ELED 533
understandings of shapes and their properties, becoming
able to do and discuss increasingly elaborate
compositions, decompositions, and iterations of the two,
as well as spatial structures and relations. Measurement
of angles and parallelism are a focus in Grades 3, 4, and 5
(CCSS, p. 2).
2. Understanding and describing shapes and space is one
of the two critical areas of Kindergarten mathematics
(CCSS, p.6).
3. In Grade 1, students reason about shapes. They
describe and classify shapes, including drawings,
manipulatives, and physical-world objects (CCSS, 8).
4. In Grade 2 they work on spatial structuring which is the
mental operation of constructing an organization or form
for an object or set of objects in space, a form of
abstraction, the process of selecting, coordinating,
unifying, and registering in memory a set of mental
objects and actions (CCSS, p. 11).
5. In Grade 3, students analyze, compare, and classify twodimensional shapes by their properties. They explicitly
relate and combine these classifications (CCSS, p. 13).
6. For Grade 4, students describe, analyze, compare, and
classify two-dimensional shapes by their properties
including explicit use of angle sizes and the related
geometric properties of perpendicularity and parallelism
(CCSS, p. 15).
7. By the end of Grade 5, competencies in shape
composition and decomposition, and especially the
special case of spatial structuring of rectangular arrays
should be highly developed (CCSS, p. 17).

2. I am not sure what grade I am going to be student teaching

with or what grade I will end up teaching when I have my own
classroom, so I made a note of what the main focus is in
kindergarten.
3. The main focus in first grade I felt was important to make
note of because I remember doing a lot with shapes in first
grade.
4. I thought the idea of spatial structuring was really
important and did not realize it was in grade 2, so I made a
note of it to refer to later on.

5. I made a note of grade 3 because this has been a grade I

have been interested in teaching, so I wrote down what the
main focus was to keep it in mind for the future.
6. I wrote the focus of grade 4 down because 4th grade is
another grade I am interested in teaching so I made note of
what students learn and focus on with geometry.
7. I also wrote down what was done with geometry in 5th
grade because in practicum I do not think my class had gone
over it yet.

Synthesizing Statement:
Through reading Chapter 17 and the progressions for geometry K-6 there were common themes that
showed up. Geometry is sequential, each skill and concept building on the previous skill and getting
more specific and analytical. Both readings talked about analyzing the shapes and spaces, as well as
representations of the shapes and more specific aspects of shapes such as composition and
decomposition. Knowing the sequence and how each aspect of geometry relates will definitely help in
the future when I am teaching geometry in the classroom. I am unsure of what grade I will teach so
having quotes and notes connecting the information will be very helpful.

Olivia Hepler
ELED 533
Prep Notes for June 2nd, 2015
Chapter 16 & K-6 Measurement Content Learning Progressions
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Note
CHAPTER 16
1. Measurement is one of the most useful
mathematics content strands because it is an
important component in everything from
occupational task to life skills for the
mathematically literate citizen (Van de Walle, p.
312).
2. Data from international studies consistently
indicate that US students are weaker in the area of
measurement than any other topic in the
mathematics curriculum (Van de Walle, p. 312).
3. When students compare objects on the basis of
some measurable attribute, that attribute becomes
the focus of the activity (Van de Walle, p. 315).
4. Perhaps the biggest error in measurement
instruction is 1. Understanding the meaning and
technique of measuring a particular attribute and 2.
Learning about the standard units commonly used
to measure the attribute (Van de Walle, p. 316).
5. The metric system is an effective, efficient, baseten measurement system used throughout the
world, students need to develop an understanding
of its units, and their relationship as well as fluency
in its application to real world situations (Van de
Walle, p. 318).
6. The customary system has few patterns or
generalizable rules to guide students in converting
units (Van de Walle, p. 318).
7. Always begin a measurement activity with
students making an estimate (Van de Walle, p. 320).
8. Area and perimeter (the distance around a
region) are a continual source of confusion for
students (Van de Walle, p. 328).
9. The most conceptual way to compare weights of
two objects is to hold one in each hand, extend your
arms, and experience he relative downward pull on
each (Van de Walle, p. 335).
Measurement Content Standards
1. Geometric measurement connects the two most
critical domains of early mathematics, geometry
and number, with each providing conceptual
support to the other (CCSS, p. 2).
2. The purpose of measurement is to allow indirect
comparisons of objects amount of an attribute
using numbers (CCSS, p. 3).
3. In kindergarten they describe and compare

CHAPTER 16
1. I made note of this to reiterate the importance of
measurement in learning. I did not realize how
important it is, but it is definitely something I want to
work diligently on to make sure my students
understand the content. With that said I will look for
fun ways to incorporate measurement in my class.
2. I found this point to be very interesting. Since
measurement is so important, why is it that students
are so weak in the content?
3. I felt that it was important to make note of this
because it is vital to anticipate strategies and ways
students might think about content.
4. As a future teacher I thought it was important to
make note of the errors in instruction with
measurement in order to counter them when I am in
the classroom.
5. I made this note about the metric system because I
find it so interesting that the U.S. uses a different
system while the metric system is so much easier to
use.
6. I wrote about the customary units because I need
to make sure I know the basics about the customary
unit so I know how to help students understand.
7. I made a note of this because I feel like it is so
obvious, but something I did not even consider
before reading this. I figured I would obviously
incorporate estimation with measurement, but I
think this is a good idea to implement before each
activity.
8. I made a note of this to add to the things to keep
track of, like measurement in general, to address
with students in order to reach a solid foundation
and understanding.
9. I found this very interesting because I remember
having issues differentiating between mass and
weight.
Measurement Content Standards
1. I made a note of this to refer to in the future
because I think it is important to understand that
geometry and measurement go together and support
each other.
2. I felt it was important to make a note of the
purpose of measurement in order to have something
to refer to when planning or researching various
lessons and activities to incorporate in my S.M.A.R.T.

Olivia Hepler
ELED 533
measurable attributes. Students often say that one
object is bigger than another whether it is longer,
or greater in area, or greater in volume and so forth
(CCSS, p. 6).
4. Grade 1 focuses on length comparisons, seriation,
measuring lengths indirectly and by iterating length
units, and also involves area and volume
foundations (CCSS, p. 8-10).
5. In grade 2 students measure and estimate lengths
in standard units and learn to measure length with
a variety of tools, such as rulers, meter sticks, and
measuring tapes. They also focus on area and
volume foundations (CCSS, p. 12).
6. In grade 3 they focus on perimeter and solving
real-world and mathematical problems involving
perimeters of polygons. They also are to understand
concepts of area and relate area to multiplication
and to addition (CCSS, p.16).
7. In grade 4, they build on competencies in
measurement and in building and relating units and
units of units that they have developed in number,
geometry, and geometric measurement (CCSS, p.
20).
8. In grade 5 the students convert like measurement
units within a given measurement system and
understand concepts of volume and relate volume
to multiplication and to addition (CCSS, p. 26).

goal as well as in the classroom in general.

3. I made note of the practices in kindergarten in
order to understand where the students
understanding of the material will be.
4. I made a note of the focuses of grade 1 just like
kindergarten in order to look for quality activities
and lessons to incorporate in the classroom in case I
teach this grade level.
5. I remember really enjoying learning about
measurement and using the various tools to do
various activities and assignments. I hope to compile
fun and engaging activities to include in my S.M.A.R.T.
goal plan.
6. I made a note of this because I always worry I will
not be able to come up with fun or engaging
problems for the students to solve, but by keeping in
mind using real world examples and problems this
will help me prepare and find things for my goal plan.
7. I really hope to possibly teach 4th grade someday
so I kept note of the important focuses of
measurement that this grade focuses on.
8. I made note of 5th grade focuses because I really
enjoyed my 5th grade practicum placement and
would enjoy maybe teaching this grade one day. I
think converting units can be difficult, so knowing
the abilities from the previous grades will help in
planning instruction and activities for the students.

Synthesizing Statement:
Overall, the readings from Chapter 16 and the K-6 Measurement Progressions showed how
important learning measurement is, and the various forms and tools for measurement. I felt that
the reading balanced each form of measurement very well and I have a pretty good idea of what
content to incorporate for my S.M.A.R.T. goal because I plan on incorporating measurement with
geometry to find fun art activities to use in math with those topics. I think since it was written that
students ability with understanding measurement is weak, it will be beneficial to have many
various ways to make measurement fun to learn, but also cover all of the basis and foundations of
understanding with the subject.

Olivia Hepler
ELED 533
Prep Notes for June 9th 2015
Chapter 18 & Data Content Learning Progressions
Quote
Note
Chapter 18
1. Statistical literacy is critical to understanding the
world around us, essential for effective citizenship,
and vital for developing the ability to question
information presenting in the media (Van de Walle,
p. 378).
2. Statistics and mathematics are two different
fields; however, statistical questions are often asked
in assessments with questions that are
mathematical in nature rather than statistical. The
harm in this is that students are not focusing on
statistical reasoning (Van de Walle, p. 378).
3. Across the elementary curricula, students begin
looking at the shape of data by examining various
graphs (Van de Walle, p. 379).
4. To engage students meaningfully in learning and
doing statistics, they should be involved in the full
process, from asking and defining questions to
interpreting results (Van de Walle, p. 380).
5. According to Curriculum Focal Points and the
Common Core State Standards, students should be
given opportunities to generate their own
questions, decide on appropriate data to help
answer these questions, and determine methods of
collecting the data (Van de Walle, p. 380).
6. Activity 18.3 Guess my Rule-instead of using
shapes, use students and decide on an attribute
such as blue jeans or stripes on clothing, but do not
tell the class the rule. (Van de Walle, p. 384).

Chapter 18
1. I made a note of this because I think it is important
for students to know content, but also be able to
apply it and understand how it relates to the world
around us, so statistical literacy is something I will
make sure students have a solid grasp of.
2. I thought this was a very interesting distinction to
make. I think this is really important to keep in mind
when I am creating materials, because knowing
ahead of time the harm that could be inflicted, I can
avoid that when I am creating instruction.
3. I had never heard the term shape of data before,
but as I kept reading and saw it pop up more, I
decided to make a note of it because it will come into
play when examining graphs which is a big part of
the curriculum.
4. I made a note of this because I had not really
thought about this too much before, but it makes
complete sense. Just like a read aloud where you
engage students before, during, and after, you should
engage students with all aspects of compiling data.
5. I thought this point, however similar to the last,
was very important because it gives specific ways to
engage the students and the ways they should go
about collecting data through the various decision
they make.
6. This activity reminded me a lot of the shape
identifying activity we did in class, which is great
because it relates to another content area. I am all
about incorporating fun and engaging activities, and
this is a great one that could be incorporated in many
different ways.

Data Content Learning Progressions

1. Students should work with data in the context of
science, social science, health, and other subjects
always interpreting data plots in terms of the data
they represent (CCSS, p. 3).
2. Kindergarten focuses on students classifying
objects into categories, initially specified by the
teacher, and then eventually maybe elicited from
students (CCSS, p. 5).
3. Students in grade 1 begin to organize and
represent categorical data (CCSS, p. 5).
4. Students in grade 2 draw a picture graph and a
bar graph (with single-unit scale) to represent a

Data Content Learning Progressions

1. I thought this was very important because
combining content areas effectively can be very
beneficial for students so I made note of this as a
reminder to incorporate data analysis in other
content areas.
2. I am unsure of what grade I am going to teach, and
made note of the ways kindergarten incorporates
data into classification.
3. In my first grade practicum placement I remember
students engaging with organizing and representing
categorical data with measuring various objects. The
students seemed to really enjoy working with data,

Olivia Hepler
ELED 533
data set with up to four categories (CCSS, p. 6).
5. In grade 3 the most important development in
data representation for categorical data is that
students now draw picture graphs in which each
picture represents more than one object, and they
draw bar graphs in which the height of a given bar
in tick marks must be multiplied by the scale factor
in order to yield the number of objects in the given
category (CCSS, p. 7).

so this is something I will need to keep in mind that

students like when it comes time to planning lessons
if I teach first grade someday.
4. I made a note of this to remember that second
graders begin to draw graphs because I have a very
strong feeling one of my student teaching placements
might be in second grade. This is also just good to
know in general to see the progression from grade to
grade of the content.
5. I found it very interesting the change from grade 2
to grade 3, and the specificity of grade 3. I really hope
to teach third grade someday, so I think knowing
what standard is needed for that grade in regard to
data collection is very important especially for job
interviews or engaging prior knowledge if I am
teaching older grades.

Synthesizing Statement
While reading the chapter in the book and the data content, I thought about my S.M.A.R.T. goal of
incorporating art with measurement and geometry, but with the data and graphs I think I will be able to
find really good activities to engage students in an artistic way. If not I think all of the activities in the
book are great resources to use in the classroom to engage students in collecting data. I did not realize
how beneficial it was to include students in every step of the process of data collection, so in the future I
definitely think I will keep that in mind with activities and engaging students to work with data. After
reading, I think there are numerous ways to incorporate data collection in numerous ways; I remember
in my practicum placement, when they did the lunch count of the choices, that was basically data
collection students were engaging in every single day. If something that simple relates to data collection,
there are so many different ways to incorporate data collection in the classroom which is a really great
realization to have.

Olivia Hepler
ELED 533
Prep Notes 6-16-2015
Canvas Readings: Measures of Center & Probability
Quote
Note
Measures of Center
Measures of Center
1. Data analysis is more than statistics. It
1. I thought this was a broad overview of data
includes both asking and answering questions analysis that would be good to reiterate to
about our world (p.387).
students in order to see that analysis is just as
2. Children need to begin working with
important as the numerical data.
concepts of chance and experiences in the
2. I made a note of this because I felt it is an
earliest grades so that an intuitive
important idea to discuss with students because
understanding of probability is developed on
they need to a have a foundational understanding
which more traditional methods can be built
before moving in to more advanced concepts with
(p. 387).
probability.
3. Do not restrict students from asking
3. I really liked this point because it is so
questions that can be answered by gathering
important for students to explore instead of being
the data themselves (p. 389).
given the answers.
4. How data are organized should be directly
4. I thought this was an important aspect of data
related to the question that caused you to
to keep in mind because students are curious and
collect the data in the first place (p.392).
will wonder what the purpose or point is,
5. Teachers should encourage students to plot therefore it is important to keep the purpose,
many data sets and look for relationships in
meaning, and content connected in order for
the scatterplots; computer graphing software
students to learn and understand the content in
and graphing calculators can be very helpful in many ways.
this world. Students should see a range of
5. I made a note of this because I think it is
examples in which plotting data sets suggest
important for students to see data in various
linear relationships, and no apparent
representations in order to understand it from
relationships at all (p. 402).
different perspectives.
Probability
Probability
1. References to probability are all around us:
1. I thought this point was really good to
The weather forecaster, medical researchers,
remember when trying to relate probability to
lottery tickets, and airlines (p. 339).
students in the classroom. When I think of
2. In grades 3-5, the explorations should
probability I usually think of flipping a coin, but
involve students in a variety of probabilistic
being able to connect this concept to the world
situations, but the emphasis should be on
around them I feel will be very beneficial for
exploration rather than rules and formal
students to understand probability.
definitions (p. 340).
2. I made a note of this because I hope to teach
3. Before students attempt to assign numeric
one of these grades and as I have witnessed in my
probabilities, it is important that they have the fifth grade placement how impactful exploration
basic idea that some events are certain to
can be. Before reading this I did not think
happen, some are certain not to happen or are probability could be fun, but now I see it can be.
impossible, and others have different chances
This relates to my Appetizer reflection when I
of occurring that fall between these extremes
talked about continuing to have a more positive
(p. 340).
outlook on math.
4. Technology Note: the advantage of these
3. I thought it was important to have in mind the
tools is found primarily in being able to
various aspects of probability and the different

Olivia Hepler
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generate results of a large number of trials
very quickly. However, your students must
accept that these results are just as good as
actually conducting the experiments physically
(p. 353).

outcomes when teaching students in order for

them to know all possible or impossible outcomes.
I think probability is really important to
understand.
4. I really enjoy using technology and plan to use
it in the classroom. I felt this note was important
because it shows the benefits of using technology,
but also addresses the importance of actually
conducting experiments. I plan to do my best to
balance this in my future classroom because as
great as technology is, I think hands-on activities
are just as important.

Synthesizing Statement:
Overall, I found the readings on measures of center and probability to be filled with good ideas and
activities to incorporate in the classroom. After reading the article about probability, it made me
think about my Me as a Learner, Me as an Educator reflection, and reiterated the idea that there
are a lot of different ways to incorporate data and probability in the classroom that I need to
continue to learn the various aspects of data and probability, as well as have a more positive
outlook on the material. In S.M.A.R.T. goal I plan to find a few activities of probability and data
collection that stick out as well because probability and data collection are all around us in our
everyday lives.