In this unit, children explore 2- and 3-dimensional shapes and their attributes. They partition rectangles into rows and columns of same-size squares. At the end of the unit, they explore strategies for determining the total number of objects in equal groups and rectangular arrays. The following big ideas will be covered in this unit:
-3-D shapes can be described, classified, and analyzed by their faces, edges, and vertices.
-2-D shapes can be identified by the number of its sides, vertices, and angles.
-The faces of solid figures are plane figures.
-A rectangle can be tiled with squares lined up in rows and columns.
-Multiplication is related to addition and involves counting groups of like size and determining how many there are in all.
-Understand multiplication as repeated addition.
-Repeatedly adding the same quantity, using a grouping picture or forming a rectangular array are strategies for representing repeated addition equations.
-Arrays are a way of representing both repeated addition and skip counting.
Operations & Algebraic Thinking
2.OA.A. Represent and solve problems involving addition and subtraction.
2.OA.A.1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
2.OA.C. Work with equal groups of objects to gain foundations for multiplication.
2.OA.C.4. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
Number & Operations in Base Ten
2.NBT.A. Understand place value.
2.NBT.A.2. Count within 1000; skip-count by 5s, 10s, and 100s.
2.G.A. Reason with shapes and their attributes.
Sizes are compared directly or visually, not compared by measuring.
2.G.A.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
Students will have opportunities to:
- Make sense of their problem. (MP 1.1)
- Reflect on their thinking as they solve their problem. (MP 1.2)
- Keep trying when their problem is hard. (MP 1.3)
- Check whether their answer makes sense. (MP 1.4)
- Solve problems in more than one way. (MP 1.5)
- Compare the strategies they and others use. (MP 1.6)
-Shapes help us describe, represent, and make sense of our world.
-The defining attributes of shapes are always present features that classify a particular object.
- The non-defining attributes are features that may be present, but do not identify what the shape is called.
-Some shapes are flat (2-D) while other shapes are solid (3-D).
-Smaller shapes can be used to compose larger shapes and larger shapes can be decomposed into smaller shapes.
-Composite shapes are made using two or more shapes.
-Fractional parts are equal shares or parts of a whole or unit.
-Fractional parts have special names that tell how many parts of that size are needed to make the whole (i.e. thirds require three parts to make a whole)
-Equal shares of identical wholes may not have the same shape.
Angle, apex, array, attribute, column, row, cube, equal groups, face, parallel ; parallel sides, partition, polygon, quadrilateral, right-angle, side, vertex, two-dimensional shapes, three-dimensional shapes, equal rows, addend, arrange, decompose
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.