… I’d be all over this thing: http://achievethecore.org/coherence-map which purports to show dependencies… so an arrow between two things means “if you didn’t get this, you’re not likely to be able to get this next thing.”
In our OER lessons we’re supposed to design them to “College and Career REady” standards (per the GED), except that those standards are basically *the same* as the K-12 standards. Therefore, the standards for learning positive and negative integers include things like fractions (tho’ it had its own “standard” so I could leave it out). It also included plotting positive and negative numbers on a coordinate plane.
In my experience, you do *not* need to understand fractions in order to understand what 6 + -3 means.
You do need to understand a whole lot more than positive and negative concepts to plot on a plane. Yet, it seems to be a THIng just STuck In There. It should be as easy to cut out as the fractions section. FIguring out how to plot things in two dimensions in the middle of figuring out positive and negative is basically making you think in four directions at once…
Now, I could be mistaken; maybe this *is* the right context for introducing coordinate planes — but definitely not something I’d want to experiment with on what will be our first chapter, when we’re trying to build trust that This Math Will Actually Make SEnse.
DOrothea Steinke actually starts the “negative” lessons with coordinate grids… and maybe if we did that it would make sense.
Yea, one of the lessons on the list of “stuff you can do in real life that actually does translate to math” is reading a coordinate grid on a map … except you could just use your GPS…
I can’t help but notice that nobody has found my list of word lists, though (https://www.oercommons.org/courses/phonics-oriented-word-lists ) … so … I wonder how many people actually use oercommons.org . I need to figure out how to get the CC-BY logo on those pages