1,2,3...mathematics for primary grades 2, 3 [1966]

THE GEORGIA STATE DEPT. OF EDUCATION ETV NETWORK PRESENTSMATHEMATICS FOR PRIMARY GRADES 2,3
e
GWEN MILES, TEACHER

STATE BOARD OF EDUCATION

James S. Peters, Chairman

Robert Wright, Vice-Chairman

Claude Purcell, Secretary

MEMB~R~
FIRST CONGRESSIONAL DISTRICT J. Brantley Johnson SECOND CONGRESSIONAL DISTRICT Robert Byrd Wright THIRD CONGRESSIONAL DISTRICT Thomas Nesbitt, Jr. FOURTH CONGRESSIONAL DISTRICT James S. Peters FIFTH CONGRESSIONAL DISTRICT David Rice SIXTH CONGRESSIONAL DISTRICT Francis Shurling SEVENTH CONGRESSIONAL DISTRICT Henry Stewart EIGHTH CONGRESSIONAL DISTRICT Lonnie E. Sweat NINTH CONGRESSIONAL DISTRICT Mrs. Bruce Schaffer* TENTH CONGRESSIONALDISTRICT Zack Daniel

*Resigned, but not replaced as yet.

- - - - - . - - ....;;~o';,I,.l.~\t~"':_-'P,'lI!~-=-.~~
!
FOREWORD
We are now providing more televised instruction that we hope will be of help to you in your classroom. YOU are the best authority on HOW it will help you, and in what ways you wish to use it.
We are providing teacher guides like this one with suggestions that may be of service to you as you plan the best use of these lessons and fit them into the program you have planned. These guides were written by our television teachers. We think of the television teacher and the classroom teacher as being partners in the best creative teaching for the children.
Television's dynamic power--long used in communicating other information--is now being made use of in edu.cation. It is making this a better educated world. None of us knows as much as we would like to know about it. It is a new medium and we are all learning together. We need your help and your suggestions as we seek to make the best use of our television facilities. Our aim is to make the school program more meaningful in Georgia.
Our competent television teachers are well prepared to help you and the members of your class with lessons in science, mathematics, modern foreign languages, music, and Georgia history. They have time to gether up visuals that may not be readily available to you or that you may not have time to collect. This relieves you of much planning and preparation and leaves you with more time to devote to the actual teaching of the child in the classroom, and your personal teaching-andlearning contact with him.
I hope you will find this teacher guide useful in your classroom work. We would be happy to have your suggestions about how our television teaching can be made more effective. If you have found some especially good ways to adapt these lessons to your pupils, let us know about it. Perhaps it would help other teachers. This is a cooperative venture; it is important that we all work together to make the best use of this new power that has come into our hands in this technological age, so that we may make learning more effective in Georgia schools.
---CLAUDE PURCELL state Superintendent of Schools

The material in this bulletin has been prepared to correlate with the curriculum guides, MATHEMATICS FOR GEORGIA SCHOOLS, published by the State Department of Education and with the consultative help of Gladys M. Thomason and Betty Altman, Consultants in Mathematics Education, State Department of Education.

EDUCATIONAL TELEVISION UNIT GEORGIA STATE DEPARTMENT OF EDUCATION
OUTLINE FOR TEACHER'S GUIDE IN PRIMARY MATHEMATICS
TEACHER: Gwen Miles

LESSON NUMBER AND TITLE

PRINCIPLE

1. Introduction 2. Counting and Forming
Numbers 3. Number Lines 4. Counting By More Than One 5. Place Value 6. Place Value 7. Addition and Subtraction
8. Addition and Subtraction
9. Addition and Subtraction

Places a child sees numbers in the world around him and in his daily life.
Cardinal numbers--r1 how many"
Ordinal numbers--correspondence and succession
Counting
Place value--positional notation (use of place value charts and abacus)
Place value--positional notation (use of place value charts and abacus)
Operations of addition and subtraction, properties of counting numbers (commutative and associative for operation of addition)
Operations of addition and subtraction, properties of counting numbers (commutative and associative for operation of
\
addition)
Operations of addition and subtraction, properties of counting numbers (commutative and associative for operation of addition)
I

10. Zero and One 11. Mathematics at the Store
12. Telling Time 13. What is Money 14. Multiplication and
Division 15. Multiplication and
Division 16. Fractions 17. Fractions 18. Equivalence and Inequality 19. Ratio and proportion 20. Per Cent 21. Linear Measurement 22. Liquid Measurement 23. Weight 24. Time 25. Charts and Graphs 26. Charts and Graphs 27. Geometric Shapes
28. Geometric Shapes 29. Geometric Shapes 30. Geometric Shapes

Properties of zero and one General interest: counting (1 doz.) , weight, money, measurement (linear and volume) Time Our Monetary System Operations
Operations
Fractions Fractions Relations Relations Relations Measurement Measurement Measurement Measurement Charts and Graphs Charts and Graphs Geometry: Lines, Squares and
Rectangles Geometry: Triangles and Circles Geometry: Cylinders Geometry: Cubes and Spheres

II

31. Problem Solving
32. Problem Solving
33. Math in a Television Studio

Problem Solving Problem Solving Review of principles

See MATHEMATICS FOR GEORGIA SCHOOLS, VOL. I, for more details on outline and sequence of topics.

GEORGIA STATE DEPARTMENT OF EDUCATION

DR. CLAUDE L. PURCELL STATE SUPERINTENDENT OF SCHOOLS

Division of Instruction

Mr. E. A. Crudup, Administrator

Dr. H. S. Shearouse, Director Educational Television Services

PRIMARY MATHEMATICS TEACHER: Miss Gwen Miles

LESSON 1: ETV - primary Mathematics

TITLE:

iNTRODUCTION

OBJECTIVES:

1. To show ways arithmetic is needed in a child's daily life.
2. To show some needs for arithmetic in the world around us.

NATURE OF CONTENT:

Numbers are seen as they are encountered by the child in his daily life; i.e., clocks, the calendar, house numbers, automobile tags, lunch money, counting for games, shapes in the classroom and on the playground, etc.

It is illustrated that in the world around us, mathematics is necessary; i.e., train: counting number of cars, buying a ticket, distance traveled, time of arrival. Also, it is pointed out that the numbers which we use in arithmetic are necessary before skyscrapers can be built, rockets can be launched, or bridges constructed.

ADDITIONAL RESOURCE INFORMATION:

Many other places can be named by the children. This lesson is an over-all look at mathematics as it is used.

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LESSON 2: ETV - primary Mathematics

TITLE:

COUNTING 'AND FORMING NUMBERS

OBJECTIVES:

1. To show how the base ten numerals are written (in symbols and words).
2. To show how we count and what is meant by counting.

NATURE OF CONTENT:

This lesson will briefly show the numerals of base ten; how they are written in words and with symbols.

The counting process is explained and illustrated with such examples as how many in the class, how many in your family, how many playing certain games, and how many items in collections of objects, such as jacks, balls, etc. The meaning of matching, or one-to-one correspondence, is demonstrated. Cardinal numbers are taught and set terminology is employed. The word "cardinal" will not be taught at this time.

ADDITIONAL RESOURCE INFORMATION:

1. MATBEMATICS FOR GEORGIA SCHOOLS

2. NUMBER: THE LANGUAGE OF SCIENCE, pantzig, Tobias

3. Text books and number books for children

FIrM:

LET'S COUNT, el-jh No. 2104, State Department of Education

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LESSON 3: ETV'" primary Mathematics

TITLE:

THE NUMBER LINE (Ordinal Numbers)

OBJECTIVES:

1. To show the order of the natural numbers. 2. To recognize ordinal names through fifteen~h. 3. To point out some greater than and less than
relationships.

NATURE OF CONTENT:

The number line is used in many ways. In this lesson it is used to illustrate the ordered sequence of the natural numbers or counting numbers. Ordinality of numbers is pointed out and names for ordinal numbers through tenth are demonstrated. It is also shown that all ordinals do not end in "th". Relationships of greater than and less than are illustrated with the number line. Correspondence of points on the number line and the numerals is employed in constructing the number line.

A number story is used to distinguish cardinal and ordinal numbers.

ADDITIONAL RESOURCE INFORMATION:

1. MATHEMATICS FOR GEORGIA SCHOOLS

2. NUMBERS AND NUMERALS, Bureau of publications,
Teachers College, Columbia University, NY, NY

3. WHAT ARITHMETIC IN THE SECOND GRADE, P. Neuriter and M. Wozencraft, ItThe Arithmetic Teacher lt , Vol. 9, No. 5,p. 252, May 1962

FIlM:

NUMBERS FOR BEGINNERS, p. No. 3718, State Department of Education

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LESSON 4: ETV - Primary Mathematics

TITLE:

COUNTING ~Y MORE THAN ONE

OBJECTIVES:

1. To help pupils become more familiar with ordered sequence and the counting process.
2. To distinguish between odd and even numbers-.

NATURE OF CONTENT:

The number line and sets of items are both employed to show how we count by 2's, 5's, 10's, 3's, and 4 1 s. Objects are also used to demonstrate odd numbers and even numbers.

ADDITIONAL RESOURCE INFORMATION:

1. MATHEMATICS FOR GEORGIA SCHOOLS

2. NEW VISTAS IN PRIMARY ARITHMETIC ,Anne C Booth, liThe Arithmetic Teacher", Vol. 9, No.5, p. 268, May 1962.

3. AN ODD USE FOR ODD NUMBERS, Salsburn, liThe Arithmetic Teacher", Vol. 10, No.2, p. 66, February 1963

FIlMS:

WHAT IS FOUR, p-el-t No. 5496 (2 reels) State Department of Educat~on

THE NUMBER SYSTEM, p-el,No. 752, State Department of Education

LESSONS 5 & 6: ETV - Primary Science

TITLE:

PLACE VALUE

OBJECTIVES:

1. To teach the basic concept of place value in our number system.
2. To show the use of a place value chart.

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NATURE OF CONTENT:

Both of these lessons deal with the basic idea of place value in our base ten numeration system. This is done with the use of a place value chart and with an abacus. An early kind of abacus, pebbles in the sand, is used to illu~trate this, also.
..
ADDITIONAL RESOURCE INFORMATION:

1. MATHEMATICS FOR GEORGIA SCHOOLS

2. UNDERSTANDING NUMBERS: THEIR HISTORY AND THEIR USE, Jones, P. S., Ulrich's Bookstore, 547 East University Avenue, Ann Arbor, Michigan

3. THE GIANT GOLDEN BOOK OF MATHEMATICS '. 1960

4. Text books

LESSONS 7, 8, & 9: ETV - Primary Mathematics

TITLE:

OPERATIONS OF ADDITION AND SUBTRACTION

OBJECTIVES:

1. To teach the meaning of the operations of addition and subtraction.
2. To show adding and subtracting with sets of items. 3. To show adding and subtraction with the number
line. 4. To illustrate the commutative property and the
associative property for the operation of addition.

NATURE OF CONTENT:

The operations of addition and subtraction are illustrated and taught with sets of items and also with the number line. Adding is counting on, or moving to the right on, the number line. Addition is comb~ning like groups and subtraction is the inverse of addit~on. Basic facts of the operation of addition and sUbtraction are illustrated with a trip to the farm. Examples of grouping and regrouping and related facts are given. Place value is employed here.

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The concept of a mathematical sentence is introduced. with the illustrations used, the properties of commutativity and associativity are pointed out. Because all three lessons deal with these ideas and activities, they are listed together.

ADDITIONAL RESOURCE INFORMATION:

1. MATHEMATICS FOR GEORGIA SCHOOLS

2. Text books

FILM:

ADDITION IS EASY, el No. 2246, State Department of Education

ARITHMETIC FOR BEGINNERS, p-t No. 4236 (2 reels) State Dept. of Education

LESSON 10: ETV - primary Mathematics

TITLE:

ZERO AND ONE

OBJECTIVES:

1. To.point out some of the properties of zero and one. 2. To show the importance of these numbers.

NATURE OF CONTENT:

The importance of zero as a place holder is taught. The abacus is used to illustrate this as well as some written numbers. Zero is also shown as the identity element under the operation of addition (however, it is not called that at this time). We will discover
such generalizations as: n + 0 = n; n - 0 = n; n - n = 0; one added to a whole number gives the next
largest whole number; one subtracted from a whole number results in the whole number to the left on the number line (or one less than that number). Zero's place on the number line is discovered.

ADDITIONAL RESOURCE INFORMATION:

1. MATHEMATICS FOR GEORGIA SCHOOLS

2. New text books -6-

LESSON 11: ETV - primary Mathematics

TITLE:

MATHEMATICS AT T}ill STORE

OBJECTIVES:

1. To show a situation which primary children will understand where various kinds of arithmetic are employed.
2. To introduce our monetary system.

NATURE OF CONTENT:

This lesson makes use of a familiar situation in which the children see arithmetic at work. They buy items and learn about money. They buy objects which must be weighed, and measured by linear measurement. They buy a dozen eggs, one halfdozen apples, etc. Milk is bought by the quart and cream by the pint.

These ideas are just introduced here. All of them will be dealt with separately in a complete lesson.

ADDITIONAL RESOURCE INFORMATION:

1. MATHEMATICS FOR GEORGIA SCHOOLS

2. Text books

3. Discussions of children's trips to the store could easily follow.

LESSON 12: ETV - Primary Mathematics

TITLE:

TELLING TIME

OBJECTIVES:

1. To show the importance of knowin~ the time. 2. To teach how to tell time by the hour and half
hour.

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NATURE OF CONTE~T:

Various clocks and kinds of clocks are viewed. A short film on the history of telling time is shown. How to tell time by the hour and the half hour is illustrated.

ADDITIONAL RESOURCE INFORMATION:

1. MATHEMATICS FOR GEORGIA SCHOOLS

2. Text books

3. Reference books

4. Children's books

. LESSON 13: ETV - Primary Mathematics

TITLE:

WHAT IS MONEY

OBJECTIVES:

1. To show why we need money. 2. To illustrate some of the media of exchange
used in history. 3. To teach counting money and making change. 4. To understand the relative value of currency.

NATURE OF CONTENT:

Reasons for needing a medium of exchange are demonstrated. Some of the items which have been used in th~ past as media of exchange are illustrated. Counting money and making change helps children see the relative value of coins and paper money.

ADDITIONAL RESOURCE INFORMATION:

1. MATHEMATICS FOR GEORGIA SCHOOLS

2. Text books

3. Reference books

4. Children's books on time

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FILM:

MAKING CHANGE,FOR A DOLLAR, p-el-jh No. 2461 state Dept. of Education

LESSONS 14 & 15: ETV - primary Mathematics

TITLE:

MULTIPLICATION AND DIVISION

OBJECTIVES:

1. To teach a basic understanding of the operations of multiplication and division.

NATURE OF CONTENT:

It is shown that multiplication is a short method of adding like groups of the sa~e size. Both vertical and horizontal forms for multiplication are shown. Understanding of the commutative law for multiplication is developed by showing that factors may be interchanged without effecting the product. It is also discovered that whenever zero is a factor, the product is zero. The meaning of the term "factor" is explained.

Division is shown as a short way of subtracting equal groups. It is also taught as the inverse operation of multiplication.

Multiplication and division are illustrated with and without regrouping.

ADDITIONAL RESOURCE INFORMATION:

1. MATHEMATICS FOR GEORGIA SCHOOLS

2. Text books

LESSONS 16 & 17: ETV - Primary Mathematics

TITLE:

FRACTIONS

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OBJECTIVES:

1. To teach one meaning of a fraction: a fraction represents one or more of the equal parts of a whole object or a group of objects.
2. To compare fractional parts to determine the relationship between 1/2, 1/4, 1/8, and 1/3.

NATURE OF CONTENT:

Fractions are taught as meaning one or more parts of a whole and of a set of objects or more than a whole. This will be done with circles, rectangles, squares, and lines. The number line is used to show where these numbers go in the ordered sequence of non-negative rationals (this includes natural numbers or counting numbers, this set plus zero, or the whole numbers and positive fractions).

NOTE: Again this terminology is used here for teachers, but will not be used on the
programs for classroom use.

ADDITIONAL RESOURCE INFORMATION:

1. MATHEMATICS FOR GEORGIA SCHOOLS

FIlMS:

PARTS OF NINE, p-el No. 5005, State Dept. of Educ. PARTS OF THINGS, p-el No. 5006, State Dept. of Educ.

LESSON 18: ETV - Primary Mathematics

TITLE:

EQUIVALENCE AND INEQUALITY

OBJECTIVES:
1. To help children understand the meaning of equivalence by using money and by showing that numbers have many names or can be designated by many symbols.
2. To show the meaning of the term "inequality".

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NATURE OF CONTENT:

The concept of numbers having many names is a basic one. This concept is taught here by using
money and by showing that numbers can be represented or written in many ways or using many different
symbols: i.e., 5 = 4 + 1 or 5 = 2 + 3.

understanding that some numerals or combinations of numerals are not equal is demonstrated with the number line. Greater than and less than are illustrated with numbers on the number line. The symbols for these relations are given.

This is the first lesson undeL the principle of "relations" in mathematics. The amount of time spent by the classroom teacher will be determined by his or her own situation, as is expected for all of the correlation of television lessons.

ADDITIONAL RESOURCE INFORMATION:

1. MATHEMATICS FOR GEORGIA SCHOOLS

2. Text books

LESSON 19: ETV - Primary Mathematics

TITLE:

RATIO AND PROPORTION

OBJECTIVES:

1. To develop an understanding of correspondence being made between the objects of one set and the objects of another set.

NATURE OF CONTENT:

This lesson is an informal approach to the idea of ratio symbolized by an ordered pair of numbers. Proportions are shown as pairs of equal ratios. Proportions are used to help children understand the basic structure of problems dealing with multiplication and division. Ratios are an extension of the concept of fractions as they occur in activities familiar to the children.

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ADDITIONAL RESOURCE INFORMATION:

1. MATHEMATICS FOR GEORGIA SCHOOLS

LESSON 20: ETV - Primary Mathematics

TITLE:

PER CENT

OBJECTIVES:

1. To show illustrations of 50% and 100%.

NATURE OF CONTENT:

The last in the group of lessons dealing with "relations". This program illustrates the idea of per cent by using 50% and 100%. Such examples as 1/2 of the class, or 50% of the class; and' 1/2 of the school and 50% of the school, etc., are pointed out.

ADDITIONAL RESOURCE INFORMATION:

1. MATHEMATICS FOR GEORGIA SCHOOLS

2. Children can observe the per cent symbol in many places; i.e., on cans of dog food, on advertisements, etc.

LESSON 21: ETV - Primary Mathematics

TITLE:

LINEAR MEASUREMENT

OBJECTIVES:

1. To teach what is meant by "linear measurement". 2. To demonstrate uses of units in linear measurement. 3. To show why some ancient "units" were not accurate.

NATURE OF CONTENT:

The need for linear measurement is demonstrated with measuring distances which are familiar; i.e., the width of a room, the distances between towns observed on a trip, the distance from home plate to first base on a baseball diamond, a length of ribbon, etc.

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The necessity for standard units is illustrated with ancient customs of measuring by the "hand", "digit", or "cubit". This need for units is also pointed 'out with city blocks and miles.

ADDITIONAL RESOURCE INFORMATION:

1. MATHEMATICS FOR GEORGIA SCHOOLS

2. THE AMAZING STORY OF MEASUREMENT, Lufkin Rule Compa~y, 1730 Hess Ave., Saginaw, Michigan (free)

FILM:

LET'S MEASURE INCHES, FEET, AND YARDS, p-el No. 2372, State Department of Education

LESSON 22: ETV - Primary Mathematics

TITLE:

LIQUID MEASURE

OBJECTIVES:

1. To demonstrate the relationship between pints, quarts, gallons, and cups.
2. To show another kind of measurement.

NATURE OF CONTENT:

Equivalent measures are taught by showing the relationship between cups, pints, quarts, and gallons. Children are encouraged to discover in their home or daily life ways in which liquid measure is important. Illustrations such as cooking, putting gasoline in the lawnmower or automobile, watering the lawn, or filling a swimming pool. etc., are used.

ADDITIONAL RESOURCE INFORMATION:

1. MATHEMATICS FOR GEORGIA SCHOOLS

FILMS:

LET'S MEASURE OUNCES, POUNDS, AND TONS, p. No. 2552, State Department of Education

STORY OF 'WEIGHTS AND MEASURES, p-el No. 2460 State Department of Education -13-

LESSON 24: ETV - Primary Mathematics

TITLE:

TIME

OBJECTIVES:

1. To introduce the concept of measuring time. 2. To develop an understanding of the units of
measuring time ..

NATURE OF CONTENT:

The concept of time is introduced with the question, "How old are you?" From here the units of years, months, weeks, days, and hours are discussed and illustrated. The development of a calendar is dealt with briefly as historical calendars are viewed. Telling time is reviewed with the hour and minutes being pointed out.

ADDITIONAL RESOURCE INFORMATION:

1. MATHEMATICS FOR GEORGIA SCHOOLS
2. TIME, Hutchinson, Wm. Moo, Maxton Publishers, Inc., New York 1959

3. YOU AND TIME, Educational Service of the Bulova Time Center, Bulova Watch Company, Inc. Bulova Park, Flushing 70, New York; 1957
4. TIMEKEEPING THROUGH THE AGES, United States Dept. of Commerce, National Bureau of Standards, Washington, D. C. (free)

FILMS:
THE STORY OF TIME, el-jh-sh No. 3515, State Dept. of Education
THE CALENDAR: DAYS, WEEKS, MONTHS, p-el-jh No. 2466, State Department of Education
THE SEASONS OF THE YEAR, p-el No. 2320, State Dept. of Education
WHAT TIME IS IT, e-el No. 2313, State Dept. of Educ.

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OBJECTIVES:

1. To observe and recognize some planes and solids which are represented in the world around us.
2. To encourage students to be cognizant of mathematical shapes in the world of nature and in the world around them which man has built.

NATURE OF CONTENT:

Shapes which represent geometric shapes are viewed. Children are encouraged to say, "In the shape of a circle, etc.," as readiness for precise geometric definitions which they will learn later in mathematics. The geometric terms are used as each shape is viewed or described.

ADDITIONAL RESOURCE INFORMATION:

1. MATHEMATICS FOR GEORGIA SCHOOLS, Vol. I (Section for 2nd and 3rd grades)

2. DONALD IN MATHEMAGICLAND, Dell Comics, Dell Publishing Company

3. THE HOW AND WHY WONDER BOOK OF MATHEMATICS, Highland, Esther H., and Harold J.

4. THE STORY OF MATHEMATICS, Ruchlis, Hy and Englehart

5. THE WONDERFUL WORLD OF MATHEMATICS, Hogben, Lancelot

6. THE GIANT GOLDEN BOOK OF MATHEMATICS, Adler, Irving

7. GEOMETRY IN THE PRIMARY GRADES, Bernice Goldmark, "'rhe Arithmetic Teacher," Vol. 10, No.4, April 1963, p. 191

LESSONS 31 & 32: ETV - primary Mathematics

TITLE:

PROBLEM SOLVING

OBJECTIVES:

1. To relate all four operations in oral and written
problems. 2. To show ways of finding solutions to problems.

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3. To illustrate story problems. 4. To develop a meaningful procedure for problem solving.

NATURE OF CONTENT:

The four operations are reviewed and their relationships shown. Ways of going about problem solving are discussed and illustrated. Visuals and art are used to illustrate story problems. A simple procedure for solving problems is explained and demonstrated.

ADDITIONAL RESOURCE INFORMATION:

1. MATHEMATICS FOR GEORGIA SCHOOLS

2. PROBLEM SOLVING - PROGRAMMING AND PROCESSING, Herbert Hannon, "The Arithmetic Teacher," Vol. 9, No. I, January 1962, p. 17

3. DEDUCTIVE REASONING IN THE PRIMARY - ARITHMETIC PROGRAM, James M. Foster, "The Arithmetic Teacher," Vol. 9, No. I, January 1962, p. 20

4. CHILDREN LEARNING MATHEMATICS, Margaret H. Burns, "The Arithmetic Teacher," Vol. la, No.4, April 1963, p. 179

5. GOALS FOR ARITHMETIC TEACHING, Mary E. Coleman, liThe Arithmetic Teacher," Vol. la, No.4, April 1963, p. 188

6. THE REFORM MOVEMENT IN ARITHMETIC AND THE VERB.AL PROBLEM, Dr. Henry Van Engen, liThe Arithmetic Teacher," Vol. 10, No. I, January 1963, p. 3
7. NONVERBAL INSTRUCTION, Robert w. Wirtz, ~The Arithmetic
Teacher," Vol. la, No.2, February 1963, p. 72

LESSON" 33: ETV - primary Mathematics

TITLE:

MATHEMATICS IN A TELEVISION STUDIO

OBJECTI VES :

1. To review the basic concepts of mathematics studies during the year.

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NATURE OF CONTENT: The basic concepts studies throughout the year will be applied in the television studio as a review. The ways in which these principles apply are pointed out. A "back stage" view of the studio is seen and the technical crew is introduced.
ADDITIONAL RESOURCE INPORMATION: 1. MATHEMATICS FOR GEORGIA SCHOOLS
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BIBLIOGRAPHY PERIODICALS FOR M~THEMATICS REFERENCE: BOOKS FOR MATHEMATICS REFERENCE:
See MATHEMATICS FOR GEORGIA SCHOOLS, VOL. I, for more details on outline and sequence of topics.

BIBLIOGRAPHY
PRIM.<\R.Y MATH
PERIODICALS FOR M.~THEMATICS REFERENCE:
Mathematics Student Journal, National CouncL1 of Teachers of Mathematics, 1201 Sixteenth Street, N. W., washington 6, D. C.
School Science ~ Mathematics, Central Association of Science and Mathematics Teachers, Oak Park, Illinois
The Arithmetic Teacher, National Council of Teachers of Mathematics, 1201 Sixteenth Street, N. W., Washington 6, D. C.
The Mathematics Teacher, National Council of Teachers of Mathematics, 1201 Sixteenth Street, N. W., Washington 6, D. C.
BOOKS FOR MATHEMATICS REFERENCE:
Adler, Irving - ~ ~nt Golden Book of Mathematics, Rockefeller Center, New York 20, New York: Golden Press, 1960
Adler, Irving - 1he New Mathematics, New York: Mentor Book, New American Library of World Literature, 1960
Andrews, F. Emerson - Numbers, Please, Little, Brown & Co., 1961
Bell, E. T. - Men of ,Mathematics; New York: Simon & Schuster, 1937
Bendick, Jeanne & Levin, Marcia - ~ ~ Number, New York: McGraw-Hill Book Co.,
1961
Boehm, George A. W. and Editors of FORTUNE - The New World of Math, New York: The Dial Press, 1959
Banks, J. Houston - Learning and Teaching Arithmetic, New York: D., Van Nostrand Co., 1959
Cajori, Florian - ! History 2f Mathematics, New York: MacMi11ian Co., 1950
carom, F. J. - Mathematical Tables and Formulae, New York: Philosophical Library, Inc., 1958.
Courant, R. & Robbins H. - What Is Mathematics, New York: Oxford University ress, 1943
Dantzig, Tobias - Number, The Language of Science, Garden City, New York: Double-
day Anchor Books, Doubleday & Co., Inc., 1954

Gamow, F. - One, Two, Three----Infinity, New York: Viking Press
Highland, Esther H. & Harold J. - The How ~ Wh)!; Wonder ~.2!. Mathematics,
N#" York': Wonder Books, Inc. , 1961
Hogben, 1.. . 'elot - The Wonderful World 2! Mathematics, Garden City, New York:
Garden City Books, 1955
Hogben, Lancelot - Math !!! ~ Making, New York: Doubleday & Co.
Hogben, Lancelot - Mathematics for the Millions, New York: W. W. Norton & Co.,
1955
Hooper, Alfred - Makers of Mathematics, New York: Modern Library paperback, Random House, 1948
Howard, Charles F.,Dumas E. - Basic Procedures ~ Teaching Arithmetic, Boston:
D. C. Heath & Co., 1963
Kasner, E. & Newman J. - Mathematics !!!.2. ~ Imagination, New York: Simon & Schuster
Inc., 1940
Kramer, Edna E. - ~ ~ Stream .2! Mathematics, New York: A Premier Book (paper-
back), Fawcett World Library, 1961
Muir, Jane - Of ~ !!!2. Numbers, (Stor)!; of ~ Mathematicians) Dodd Mead & Co.,
1961
Niven, Ivan - Numbers:' Rational !!!.2. Irrational, New York: Random House and The
L. W. Singer Company for the Monograph Project of the School Mathematics Study Group, 1961
Osborn, R. and others - Extending Mathematical Understanding, Columbus, Ohio: Charles Merrill, 1962
e Ruchlis, By & Englehart - The Story Mathematics, New York: Harvey House Pub., 1958
Sawyer, W. W. - Prelude !2 Mathematics, Baltimore, Maryland: Penguin Books, 1957
Schaff, William L. - Basic Concepts of Elementar)!; Mathematics, New York: John
Wiley & Sons, Inc., 1960
School Mathematics Study Group Material - Mathematics ~ the Elementary School. Yale University, 1961
Smith, George.O. - Mathematics: The Language .2! Science. New York: G. P. Putman's
Sons, 1961
Spitzer, Herbert F. - ~ Teaching of Arithmetic, Boston: Houghton Mifflin Co., 1961

Spreckelmeyer & MUstain - The Natural Numbers: Thinking ~ Numbers, Boston: D. C. Heath & Co., 1963
Swain, Robert L. - Understanding Arithmetic, New York: Holt, Rinehart, and Winston, 1960
Turnbull, Herbert W. - The ~ Mathematicians, New York: Simon & Schuster, Inc.,
1962
Woodward, Edith J. & McLennan, R. C. - Elementary Concepts of Sets, New York:
Holt, Rinehart, and Winston, Inc., 1959
ENCYCLOPEDIAS:
Booklets ~ Pamphlets
The Amazing Story 2! Measurement, Lufkin Rule Co., 1730 Hess Ave., Saginaw, Mich.
(free)
From Abacus ! Monroe, Monroe Calculating Machine Co., Oakland 8, Calif. (free)
~ Q& ! Qoogol, Marchatt Calculating Machine Co., Oakland 8, Calif. (free)
.!!~ Long is ! Rod, Ford Motor Company, Dearborn, Mich. (free)
Number Stories 2f Long Ago, Smith, David Eugene, National Council of Teachers of
Mathematics, 1201 Sixteenth St., N. W., Washington 6, D. C. (75 cents)
Numbers and Numerals, Bureau of Publications Teachers COllege, Columbia University. New York
Numb~! and Numerals, Illinois State Department of Education, Springfield, Ill.
Ser.s; Sentences, ~ Operations, Johnson D., and Glenn, Wm. H., Webster Publishing Co., Atlanta, Ga., 1960
Story of Figures, The, Burrough Adding Machine Co., 6071 Second Blvd., Detroit 32, Michigan
Timekeeping Through the Ages, Unites States Department of Commerce, National Bureau of Standards, Washington, D. C. (free)
Understandi~ Numbers: Their History ~ Their Use, Jones, P. S., U1rich 1 s Bookstore, 547 East University Ave., Ann Arbor, Michigan (Deals with film set of same title.)
You and ~ (The Fascinating Story 2f Timekeeping), Bu10va Watch Co., Inc., Bu10va
Park, Flushing 70, New York
NOTE: Additional books for pupils and for teachers are listed in K~THEMATICS FOP GEORGIA SCHOOLS.