| | | | | | |
|
|
|
In this unit, children learn about 3-dimensional (3D) shapes. They make connections between 2D and 3D shapes by looking for 2D faces of 3D objects. Children continue to describe and compare objects based on measurable attributes, such as length, weight and capacity. They use direct comparison to order a series of objects by length.The following big ideas will be covered in this unit:
- Objects can directly compared and ordered by length.
- If an object is moved, its length does not change.
- Subtraction can be used to solve word problems involving situations such as “taking from”. (within 10)
- Some shapes are flat (2-D) while other shapes are solid (3-D).
- Some 3D shapes are composed of flat shapes.
|
| ... |
|
K.CC.A. Know number names and the count sequence. K.CC.A.3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.CC.B. Count to tell the number of objects. K.CC.B.5. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. Operations & Algebraic Thinking K.OA.A. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.) K.OA.A.2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. K.OA.A.3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). K.OA.A.4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. K.MD.A. Describe and compare measurable attributes. K.MD.A.1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
For example, directly compare the heights of two children and describe one child as taller/shorter. K.MD.B. Classify objects and count the number of objects in each category.
Limit category counts to be less than or equal to 10. K.G.A. Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). K.G.A.2. Correctly name shapes regardless of their orientations or overall size. K.G.A.3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). K.G.B. Analyze, compare, create, and compose shapes. K.G.B.4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
|
Students will have opportunities to:
- Model real-world situations using graphs, drawings, tables, symbols, numbers, diagrams and other representations. (MP. 4)
- Use mathematical models to solve problems and answer questions. (MP.4)
- Create and justify rules, shortcuts and generalizations. (MP.8)
|
| ... |
|
- An object has several measurable attributes, such as length.
- Direct comparisons are made when objects are put next to each other and the ends are lined up.
- A ten can be decomposed so many different ways.
- Addition and subtraction can be used to solve word problems involving situations such as “adding to” and “taking from”. (within 5)
- Addition and subtraction can be used to solve word problems involving situations such as “adding to”. (within 10)
- Shapes have sides and angles, which can be counted and compared.
- Triangles, rectangles, squares and circles can be defined based on their attributes.
|
- Written numerals can be compared using words such as, one more, one less, and two more, two less.
- Counting On/Back are strategies for addition and subtraction.
-Models of 3D shapes can be created from its components.
|
| ... |
|
2-dimensional, 3-dimensional, about the same, add, addition, addition symbol, at least, attribute, backward, forward, combination of 10, compare, cone, count back, cube, cylinder edge; face, equal, equation, fewer; more, graph, height, joining, label, length, long, longer, longest, measure, minus sign/symbol, model, number model, number sentence, number story, order, plus, minus, plus sign/symbol, rectangular prism, remove, same length, shape words, short, shorter, shortest, sort, sorting rule, sphere, subtract, subtraction, symbol, take apart, take away, tall, taller, ten frame, thick, thin, title, word problem
Bold: Listed in teacher's EDM4 edition
Normal Font: not listed in teacher’s edition as a vocabulary word but will be helpful for students in explanations
|
| ... |
| The following lesson plan sequence is obtained from Everyday Mathematics 4. Each lesson is aligned with a learning objective to inform the teachers on what students should be able to at the end of the lesson. The student objective informs the students of their learning goals for the day and it should be reviewed before, during and at the end of the lesson. Each lesson includes a mathematics task that should be implemented to meet the learning objectives. Teachers can select from the practice opportunities to reinforce the learning goals of the day. |
| ... |
| The following language supports are for English Language Learners but could also be used to support any struggling learner in mathematics. The strategies are obtained from the SIOP model. The language objectives will support students' academic language development. The sentence stems and starters provides the support many students need to be able to participate in discussions and writing about mathematics. |
| ... |
|
