Hands On Three-Dimensional Shapes

Size: px
Start display at page:

Download "Hands On Three-Dimensional Shapes"

Transcription

1 LESSON 11.1 Hands On Three-Dimensional Shapes FOCUS COHERENCE RIGOR LESSON AT A GLANCE F C R Focus: Common Core State Standards 1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed and threesided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. ematical Practices (See ematical Practices in GO! in the Planning Guide for full text.) MP4 Model with mathematics. MP6 Attend to precision. MP8 Look for and express regularity in repeated reasoning. F C R Coherence: Standards Across the Grades Before Grade 1 After K.G.A.3 1.G.A.1 2.G.A.1 F C R Rigor: Level 1: Understand Concepts...Share and Show ( Checked Items) Level 2: Procedural Skills and Fluency...On Your Own, Practice and Homework Level 3: Applications...Think Smarter and Go Deeper Learning Objective Identify and describe three-dimensional shapes according to defining attributes. Language Objective Children listen to an explanation of how to identify and describe three-dimensional shapes, then rephrase the explanation to a partner. Materials Board, models of three-dimensional shapes, Three-Dimensional Shapes (See eteacher Resources) F C R For more about how GO! fosters Coherence within the Content Standards and ematical Progressions for this chapter, see page 629H. Multimedia and Technology About the Professional Development Why Teach This Interactive Student Edition Geometry awakens children s awareness of the shapes of real-world objects and integrates children s understanding of number and measurement. Children use numbers Professional Development to describe attributes of shapes, and they apply measurement concepts as they consider the relative sizes of parts of shapes. Personal Trainer on the Spot Video In this chapter, children will look at, touch, and arrange shapes, and discover that though the positions of shapes may change, their attributes do not change. Many children will have success in this area of mathematics because geometry is about seeing, manipulating, and describing. Professional Development Videos 633A Chapter 11 Animated Models itools: Geometry HMH Mega

2 Daily Routines Common Core Problem of the Day 11.1 Basic Facts Add. Circle the problems you can solve by counting on. Daily Routines Common 9 6 Core , 11, 11, 15 To develop fluency, have children write two other addition facts that use counting on to solve. Vocabulary cone, cube, curved surface, cylinder, flat surface, rectangular prism, 1 ENGAGE with the Interactive Student Edition Essential Question How can you identify and describe three-dimensional shapes? Making Connections Invite children to tell what they know about three-dimensional shapes. Distribute solid shapes to the class. Have each child in turn hold up his or her figure and describe it. Does your shape have flat sides? curved sides? both? Answers will vary. Learning Activity What is the problem the children are trying to solve? Connect the story to the problem. Describe the shapes of some flat surfaces. Possible answers: square, rectangle, circle Interactive Student Edition Multimedia eglossary How would you describe a surface that is not flat? Possible answers: round or curved Literacy and ematics Fluency Builder Cube Count Within 10 Common Core Fluency Standard 1.OA.C.6 Materials red and blue connecting cubes Give pairs of children two cube trains of different colors with a sum within 10. Have each child say his or her number aloud. Choose one or both of the following activities. Show items from around the classroom or pictures of items such as a tissue box, a ball, a block, a tube, and a cone. Have children describe the surfaces. Draw pictures of three-dimensional solids on a set of index cards. On another set of cards write attributes of solid figures. Have children play a matching game. Then have partners say their addition fact aloud. 6+3= Pages in Strategies and Practice for Skills and Facts Fluency provide additional fluency support for this lesson. How can you identi fy and describe threedimensional shapes? Lesson B

3 LESSON G.A.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes DO NOT EDIT--Changes besize); madebuild through File info (e.g., color, orientation,must overall and draw shapes to possess defining attributes. 2 EXPLORE Listen and Draw HANDS ON Hands On Lesson 11.1 Three-Dimensional Shapes Essential Question How can you identify and describe three-dimensional shapes? Materials models of three-dimensional shapes Read the following directions aloud to the class. Sort three-dimensional shapes into two groups. Draw around each group to show how you sorted. Geometry 1.G.A.1 MATHEMATICAL PRACTICES MP4, MP6, MP8 Listen Listen and and Draw Draw Draw to sort the three-dimensional shapes. Possible answer shown. Answers may include sorting by shape, by size, or by color. Distribute sets of s and cubes to pairs or small groups. Give children time to explore, name, and describe the shapes. Look at the shapes on your page. What shapes do you see? cubes and s Can you sort the shapes into groups of big shapes and small shapes? yes If you sort by size, will you always get groups of shapes that are the same shape? no Can you sort the shapes into groups that are the same color? yes If you sort by color, will you always get groups of shapes that are the same shape? no How can you sort the shapes so that each group has only one kind of shape? Possible Ask volunteers to share the two groups they made. Point out that there is more than one way to sort the shapes. k Tal MP8 Look for and express regularity in repeated reasoning. Use Talk to focus on children s understanding of how to sort three-dimensional shapes based on common features. answer: Sort by shapes that roll and shapes that stack. Talk: Possible answer: I sorted by shapes that roll and shapes that do not roll. ELL Strategy: Differentiated Instruction Restate Chapter 11 six hundred thirty-three Have children handle three-dimensional shapes. Talk about the attributes of each shape. Encourage children to touch the shapes and describe them using their own words. Restate the attributes of each shape building from the children s language. Continue as time allows to name different shapes and their attributes. 3 Reteach 11.1 DO NOT EDIT--Changes must be made through "File info" 1 Lesson 11.1 Reteach 3/3/14 8:40 PM Enrich DO NOT EDIT--Changes must be made through "File info" Differentiated Instruction Lesson 11.1 Enrich Three-Dimensional Shapes Match the Shapes Draw lines to connect the three shapes that match. curved and flat surfaces 1. cone cylinder 2. flat surfaces 3. rectangular prism cube Color to sort the shapes into three groups. 1. only flat surfaces cube, rectangular prism 3. both curved and flat surfaces cube Chapter Resources 1_MNLEAN342781_C11R01.indd only a curved surface cone 633 Chapter Meeting Individual Needs 1_MNLESE341951_C11L01.indd 633 curved surface MATHEMATICAL PRACTICES 8 Generalize Explain how you sorted the shapes. FOR THE TEACHER Have children sort the three-dimensional shapes into two groups. Have them draw around each group to show how they sorted. How is a different from a cube? Possible answers: a can roll; a cube has flat sides and a does not. Talk cone, cylinder cylinder 5. Writing and Reasoning Circle each shape that has two or more flat surfaces. rectangular prism 11-5 Reteach Chapter Resources 21/02/14 3:55 PM 1_MNLEAN342781_C11E01.indd Enrich 21/02/14 3:54 PM

4 3 EXPLAIN Share and Show Model and Draw These are three-dimensional shapes. cone cylinder rectangular cube prism MATH BOARD Use three-dimensional shapes. Sort the shapes into three groups. and draw the shapes. Why is a cube a special kind of rectangular prism? 1. only flat surfaces 2. only a curved surface cube, rectangular prism 3. both flat and curved surfaces Check children s drawings. cylinder, cone Model and Draw MP6 Attend to precision. Hold up each If Quick Check MATHEMATICAL PRACTICES shape shown in the model, and say its name as children point to its picture. Discuss whether each shape has flat surfaces or curved surfaces, or both. How is the different from all the other shapes? Possible answer: It is curved and does not have any flat surfaces. Why is a cube a special kind of rectangular prism? Possible answer: A cube is a rectangular prism where each flat surface is a square. A square is a special kind of rectangle. How are the cone and cylinder alike? How are they different? Both shapes have curved and flat surfaces; a cone has one flat surface and a cylinder has two. MATH BOARD Share and Show MATH BOARD Have children sort the shapes shown in the model. How can you tell that your drawings are correct? Possible answer: I can trace the surfaces to see which are flat or curved. Use the checked exercise for Quick Check Rt I a child misses the checked exercise 634 six hundred thirty-four Advanced Learners Visual Individual / Partners Differentiated Instruction Materials real-world objects shaped like three-dimensional models Have one child use clues to describe the shape of a classroom object, such as a tissue box. The child describes the object as the partner tries to guess the object. Have children repeat the activity using different three-dimensional shapes found around the classroom, alternating between describing and guessing. Then, ask each pair of children to name or draw real-world objects that are outside the classroom for these three-dimensional shapes:, cone, cube, cylinder, and rectangular prism. For example, children might name or draw the following: basketballs, party hats, number cubes, markers, or cereal boxes. Then Differentiate Instruction with Reteach 11.1 Personal Trainer 1.G.A.1 RtI Tier 1 Activity (online) COMMON ERRORS Error Children may not understand the use of only as they classify shapes based on whether their surfaces are curved and/or flat. Example In Exercise 2, children draw a cylinder. Springboard to Learning Explain that only a curved surface means no flat surfaces. Have children hold a cylinder. They should see that the cylinder does not fit this group because it has two flat surfaces. Lesson

5 4 ELABORATE On Your Own On Your Own MP4 Model with mathematics. If children answered Exercise 3 correctly, assign Exercises On this page, children identify the number of flat surfaces on four different three-dimensional shapes. Make sure they have access to rectangular prism, cube, cylinder, and models. DEEPER Exercises 8 12 require children to use higher order thinking skills as they identify and write the shape name for each pictured real-world object. Make sure children understand that each object relates to a three-dimensional shape. If necessary, guide children to identify the object pictured and then describe its surfaces. Children may use Exercises 4 7 to write the names of the shape each object represents. DEEPER To extend thinking, have children provide summaries of the defining attributes of each shape. For example: A rectangular prism has 6 flat surfaces. Each flat surface is a square or rectangle. It has no curved surfaces. It can stack. It does not roll. Repeat with children to define each of the other shapes: cylinder, cone,, and cube. Emphasize that a cube is a special kind of rectangular prism. MP8 Look for and express regularity in repeated reasoning. What needs to be true of a shape for it to be useful for building? It needs to have at least one flat surface. Image Credits: (tl) Corbis; (bl) PhotoDisc/Getty Images (tc) Comstock/Getty Images (br) Corbis MATHEMATICAL PRACTICE 4 Use Models Use three-dimensional shapes. Write the number of flat surfaces for each shape. 4. A rectangular prism has 6 flat surfaces. 5. A cube has 6 flat surfaces. 6. A cylinder has 2 flat surfaces. 7. A has 0 flat surfaces. DEEPER Write to name each shape cone cylinder Exercises 4 7 can help you write the shape names. cube rectangular prism Chapter 11 Lesson 1 six hundred thirty-five Chapter 11

6 CorrectionKey=B MATHEMATICAL PRACTICES COMMUNICATE PERSEVERE CONSTRUCT ARGUMENTS Problem Problem Solving Solving Applications Applications Problem Solving Applications Solving Thinking MATHEMATICAL PRACTICES Circle the objects that match the clues. For Exercises 13 and 14, have children describe the objects. Point out that some real objects, such as a cylindrical drinking glass, have open spaces instead of a solid, flat surface. 13. Kelly drew objects that have both flat and curved surfaces. SMARTER 14. Sandy drew some rectangular prisms. MP8 Look for and express regularity in repeated reasoning. Exercise 14 requires children to analyze the properties of three-dimensional shapes and circle only rectangular prisms. Children must recognize that a cube is a rectangular prism. SMARTER Personal Trainer 15. on the Spot Video Tutor Match each shape to the group where it belongs. SMARTER Use this video to help children model and solve this type of Think Smarter problem. on the Spot videos are in the Interactive Student Edition and at Both flat and curved surfaces Only flat surfaces Only a curved surface TAKE HOME ACTIVITY Ask your child to name real objects shaped like a, a rectangular prism, and a cylinder. 636 SMARTER six hundred thirty-six 1_MNLESE341951_C11L01.indd 636 Meeting Individual Needs DIFFERENTIATED INSTRUCTION 11/6/14 6:26 PM INDEPENDENT ACTIVITIES Personal Trainer Be sure to assign Exercise 15 in the Personal Trainer, which features an animation to help children model and answer the problem. This exercise assesses whether children can identify and describe three-dimensional shapes by their surfaces. Children who place the cone and cylinder with only flat surfaces should look for whether the object will roll. Children who classify a cone as having only a curved surface may struggle to visualize the flat part that they cannot see in the picture. Have them use shape blocks to confirm their answers. 5 EVALUATE Differentiated Centers Kit Activities On the Corner Children complete blue Activity Card 10 by showing the number of sides and corners for various shapes. Formative Assessment Essential Question Literature April s First Word Children read the book and identify three-dimensional shapes. Reflect Using the Language Objective Have children listen to the teacher explain the Essential Question. Then have them rephrase the explanation to a partner and answer the Essential Question. How can you identify and describe three-dimensional shapes? Possible answer: I can describe a shape as having flat or curved surfaces, or both. I can identify the shape if I know how many flat surfaces it has and if it has a curved surface. Journal Use pictures or words to describe a cone. Lesson

7 Practice and Homework Use the Practice and Homework pages to provide children with more practice of the concepts and skills presented in this lesson. Children master their understanding as they complete practice items and then challenge their critical thinking skills with Problem Solving. Use the Write section to determine children s understanding of content for this lesson. Encourage children to use their Journals to record their answers. Three-Dimensional Shapes Use three-dimensional shapes. Write the number of flat surfaces for each shape. 1. A cylinder has _ 2 flat surfaces. 2. A rectangular prism has _ 6 flat surfaces. 3. A cone has _ 1 flat surface. 4. A cube has _ 6 flat surfaces. Practice and Homework Lesson 11.1 COMMON CORE STANDARD 1.G.A.1 Reason with shapes and their attributes. Problem Solving 5. Circle the object that matches the clue. Mike finds an object that has only a curved surface. 6. Use pictures or words to describe a cone. Check children s work. Chapter 11 six hundred thirty-seven 637 COMMON CORE PROFESSIONAL DEVELOPMENT Talk in Action Discuss the reason why three-dimensional shapes that roll or stack have curved or flat surfaces. Ramón: What do you notice about shapes that roll? They have a curved surface. That is correct, Ramón. Which shape is really good at rolling? Aaron: Deb: Ramón: No. If it did then it would not stack. What do you notice about shapes that stack? They have a flat surface. I think you can stack a cylinder on a cube. Aaron: Aaron: A rolls well because it has only a curved surface. No part of it is flat. How do you stack shapes? I put one shape on another. Does the shape on top fall off? Ramón: Aaron: Yes. Why do you think that is so? The bottom of a cylinder is a flat surface. Could you stack a cube on top of the cone? No. A cone is not flat on top. The cube would fall. 637 Chapter 11

8 CorrectionKey=B Lesson Check (1.G.A.1) 1. Circle the shape that has both flat Continue concepts and skills practice with Lesson Check. Use Spiral Review to engage children in previously taught concepts and to promote content retention. Common Core standards are correlated to each section. and curved surfaces. 2. Circle the shape that has only a curved surface. Spiral Review (1.OA.C.6, 1.NBT.A.1) 3. Count forward. Write the number that is missing. 109, 110, 111, 112, What is the sum of 2 and 3? Write the number sentence. 5 3 = 2 + FOR MORE PRACTICE GO TO THE 638 Personal Trainer six hundred thirty-eight 1_MNLESE341951_C11P01.indd /10/14 1:55 PM Connecting and Science CorrectionKey=NL-A CorrectionKey=NL-A In Chapter 11, children develop their understanding of three-dimensional geometry, by classifying three-dimensional shapes. These same topics are used often in the development of various science concepts and process skills. Good Night, S.T.E.M. Activity Good Night, Sky Sky Develop Vocabulary 1. Chapter 11 Use with ScienceFusion pages Write the definition using your own words. moon: the moon is a round object made of rock that can be seen in the sky at night. Help children make the connection between math and science through the S.T.E.M. activities and activity worksheets found at In Chapter 11, children connect math and science with the S.T.E.M. Activity Good Night, Sky and the accompanying worksheets (pages 111 and 112). Do the! 4. moon Color the s. : A is round and solid, or three-dimensional. Develop Concepts 2. Children should color the first shape and the last shape. Think about what the moon is made of. Why can t the moon 5. Which shapes above are the same shape make its own light? as the sun and the moon? A rock cannot make light. the sun is so bright you should not look at it directly. It gives off its own light. the moon is not as bright, because it does not give off its own light. It appears at night. S.T.E.M. Activity Summarize 111 Explain what you know about the nighttime sky. one hundred eleven 7. There are objects you can see in the nighttime sky _MCNLESE815070_ indd What are two ways the moon and the sun are alike? How are 6. Give examples that show the difference between a they different? and a circle. Both are big and round. they are s. Both are found inathe ballsky. is an example of a. A plate is an example of a circle. Draw one line under a detail. Draw an arrow to the main idea it tells about. (bkgd) John Lund/Getty Images Active Reading 3. You can identify what the nighttime sky looks like. You may see the moon. The moon is a large, or ball of rock. It does not give off its own light. You may also see clouds at night. the ones I colored, the s Through this S.T.E.M. Activity, children will connect the GO! Chapter 11 concepts and skills with various facts about the moon, including the shape of the sun and the moon. It is recommended that this S.T.E.M. Activity be used after Lesson one hundred twelve 11/9/15 10:51 AM Lesson

Sort Two-Dimensional Shapes

Sort Two-Dimensional Shapes LESSON 12.1 Sort Two-Dimensional Shapes FOCUS COHERENCE RIGOR LESSON AT A GLANCE F C R Focus: Common Core State Standards Learning Objective 1.G.A.1 Distinguish between defining attributes (e.g., triangles

More information

15.4. PROBLEM SOLVING Three- Dimensional Solids? Are You Ready? Lesson Opener Making Connections. Resources. Essential Question

15.4. PROBLEM SOLVING Three- Dimensional Solids? Are You Ready? Lesson Opener Making Connections. Resources. Essential Question 5.4 PROBLEM SOLVING Three- Dimensional Solids? Essential Question How can making a model help you identify and describe attributes of three-dimensional solids? How can making a model help you identify

More information

Investigate Understand Volume

Investigate Understand Volume LESSON 11.6 Progress to Algebra Investigate Understand Volume FOCUS COHERENCE RIGOR LESSON AT A GLANCE F C R Focus: Common Core State Standards 5.MD.C.3b Recognize volume as an attribute of solid figures

More information

Describe Triangles. About the Math Professional Development 12.7 LESSON AT A GLANCE

Describe Triangles. About the Math Professional Development 12.7 LESSON AT A GLANCE 12.7 LESSON Describe Triangles FOUS OHERENE RIGOR LESSON AT A GLANE F R Focus: ommon ore State Standards 3.G.A.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others)

More information

Investigate Explore Surface Area Using Nets

Investigate Explore Surface Area Using Nets LESSON 11.2 Investigate Explore Surface rea Using Nets OCUS COHERENCE RIGOR LESSON T GLNCE C R ocus: Common Core State Standards Learning Objective 6.G..4 Represent three-dimensional figures using nets

More information

ENGAGE. Daily Routines Common Core. Essential Question How can you find the volume of rectangular prisms with fractional edge lengths?

ENGAGE. Daily Routines Common Core. Essential Question How can you find the volume of rectangular prisms with fractional edge lengths? LESSON.6 Algebra Volume of Rectangular Prisms FOCUS COHERENCE RIGOR LESSON AT A GLANCE F C R Focus: Common Core State Standards Learning Objective 6.G.A. Find the volume of a right rectangular prism with

More information

Parent s Guide to GO Math! Technology Correlation

Parent s Guide to GO Math! Technology Correlation hmhco.com Parent s Guide to GO Math! Technology Correlation Grade K Not sure how to help your child with homework? Looking for extra practice to help your child succeed? GO Math! Grade K has a variety

More information

9.2. Formulas for Volume. Are You Ready? Lesson Opener Making Connections. Resources. Essential Question. Texas Essential Knowledge and Skills

9.2. Formulas for Volume. Are You Ready? Lesson Opener Making Connections. Resources. Essential Question. Texas Essential Knowledge and Skills 9.2 Formulas for Volume? Essential Question How can you use formulas to find the volume of rectangular prisms? How can you use formulas to find the volume of rectangular prisms? Lesson Opener Making Connections

More information

Objective: Find and name three-dimensional shapes including cone and

Objective: Find and name three-dimensional shapes including cone and Lesson 3 1 5 Lesson 3 Objective: Suggested Lesson Structure Fluency Practice Application Problem Concept Development Student Debrief Total Time (10 minutes) (5 minutes) (35 minutes) (10 minutes) (60 minutes)

More information

K 2. Lesson 1 Problem Set. Sort the shapes. A STORY OF UNITS

K 2. Lesson 1 Problem Set. Sort the shapes. A STORY OF UNITS Lesson 1 Problem Set K 2 Name Date Sort the shapes. Shapes with a Curve Shapes without a Curve Lesson 1: Find and describe flat triangles, square, rectangles, hexagons, and circles using informal language

More information

Kindergarten Math: I Can Statements

Kindergarten Math: I Can Statements Kindergarten Math: I Can Statements Processes, Content Statements & Expectations (Disciplinary Knowledge) I Can Student Statements I Can Teacher Statements Counting and Cardinality Known number names and

More information

Geometry. Talk About It. More Ideas. Formative Assessment. Have children try the following problem.

Geometry. Talk About It. More Ideas. Formative Assessment. Have children try the following problem. K.G.2 K.G.3 K.G.4 176 10 Objective Common Core State Standards Cubes and Spheres In mathematics, three-dimensional figures are also called solids. If something is three-dimensional, it is considered to

More information

Investigations in Number, Data, and Space for the Common Core 2012

Investigations in Number, Data, and Space for the Common Core 2012 A Correlation of Investigations in Number, Data, and Space for the Common Core 2012 to the Common Core State s with California Additions s Map Kindergarten Mathematics Common Core State s with California

More information

Place Value. Objectives To develop place-value concepts and connect place value in money with place value in base-10 blocks. Assessment Management

Place Value. Objectives To develop place-value concepts and connect place value in money with place value in base-10 blocks. Assessment Management Place Value Objectives To develop place-value concepts and connect place value in money with place value in base-10 blocks. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts

More information

GRADE 1 SUPPLEMENT. March Calendar Pattern C7.1

GRADE 1 SUPPLEMENT. March Calendar Pattern C7.1 GRADE 1 SUPPLEMENT Set C7 Geometry: Describing 3-D Shapes Calendar Pattern Includes March Calendar Pattern C7.1 Skills & Concepts H identify, name, and describe 3-D shapes in isolation and in everyday

More information

Topic: 1-One to Five

Topic: 1-One to Five Mathematics Curriculum Kindergarten Suggested Blocks of Instruction: 12 days /September Topic: 1-One to Five Know number names and the count sequence. K.CC.3. Write numbers from 0 to 20. Represent a number

More information

1 st Grade Math Curriculum Crosswalk

1 st Grade Math Curriculum Crosswalk This document is designed to help North Carolina educators teach the. NCDPI staff are continually updating and improving these tools to better serve teachers. 1 st Grade Math Curriculum Crosswalk The following

More information

a 3-dimensional solid with a circular base and a curved surface that meets at a point

a 3-dimensional solid with a circular base and a curved surface that meets at a point q. Super Solids Whole Class or Small Group Geometric Vocabulary reproducible (2 per student) (pg. 20) Super Solids reproducible (pg. 24) Make photocopies of the Geometric Vocabulary (2 per student) and

More information

About Finish Line Mathematics 5

About Finish Line Mathematics 5 Table of COntents About Finish Line Mathematics 5 Unit 1: Big Ideas from Grade 1 7 Lesson 1 1.NBT.2.a c Understanding Tens and Ones [connects to 2.NBT.1.a, b] 8 Lesson 2 1.OA.6 Strategies to Add and Subtract

More information

Eureka Math. Grade K, Module 2. Student File_B Contains Sprint and Fluency, and Assessment Materials

Eureka Math. Grade K, Module 2. Student File_B Contains Sprint and Fluency, and Assessment Materials A Story of Units Eureka Math Grade K, Module 2 Student File_B Contains Sprint and Fluency, and Assessment Materials Published by the non-profit Great Minds. Copyright 2015 Great Minds. All rights reserved.

More information

Story: Count the Eggs. Instructional Essential Standards

Story: Count the Eggs. Instructional Essential Standards September Topic 1: Numbers 0 to 5 Domain: Counting and Cardinality Cluster: Know number names and the count sequence; Count to tell the number of objects. Story: Count the Eggs Number Uses, Classification,

More information

California Common Core State Standards Comparison - FIRST GRADE

California Common Core State Standards Comparison - FIRST GRADE 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics. Standards

More information

Roswell Independent School District Grade Level Targets Summer 2010

Roswell Independent School District Grade Level Targets Summer 2010 1 NM Standards Children s Progress Core Standards Target: Possesses a working knowledge of the base ten number system, including ones and tens. Q1 Counts, sketches and represents some numbers. Q2 Counts,

More information

Academic Vocabulary CONTENT BUILDER FOR THE PLC MATH GRADE 1

Academic Vocabulary CONTENT BUILDER FOR THE PLC MATH GRADE 1 Academic Vocabulary CONTENT BUILDER FOR THE PLC MATH GRADE 1 : academic vocabulary directly taken from the standard STANDARD 1.2(C) use objects, pictures, and expanded and standard forms to represent numbers

More information

Shapin' Up in 1st Grade [1st Grade Geometry - Shapes 2D & 3D Unit]

Shapin' Up in 1st Grade [1st Grade Geometry - Shapes 2D & 3D Unit] Trinity University Digital Commons @ Trinity Understanding by Design: Complete Collection Understanding by Design 6-2018 Shapin' Up in 1st Grade [1st Grade Geometry - Shapes 2D & 3D Unit] Aly Kirchhof

More information

The School District of Palm Beach County Kindergarten Mathematics Scope st Trimester

The School District of Palm Beach County Kindergarten Mathematics Scope st Trimester 1 st Trimester Counting and Cardinality (CC) Know number names and the count sequence. CC.1.3 CC.2.4 CC.2.5 Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0-20

More information

Topic: 1-Understanding Addition

Topic: 1-Understanding Addition 10 days /September /October Topic: 1-Understanding Addition Represent and solve problems involving addition and subtraction. 1.OA.1. Use addition and subtraction within 20 to solve word problems involving

More information

This is a one-week excerpt from the Starfall Kindergarten Mathematics Teacher s Guide. If you have questions or comments, please contact us.

This is a one-week excerpt from the Starfall Kindergarten Mathematics Teacher s Guide. If you have questions or comments, please contact us. UNIT 6 WEEK 13 This is a one-week excerpt from the Starfall Kindergarten Mathematics Teacher s Guide. If you have questions or comments, please contact us. Email: helpdesk@starfall.com Phone: 1-888-857-8990

More information

Chinle USD CURRICULUM GUIDE. SUBJECT: Math GRADE: Kindergarten TIMELINE: First Quarter. I will count by ones to 10. Introduce (0-10) Ones Tens number

Chinle USD CURRICULUM GUIDE. SUBJECT: Math GRADE: Kindergarten TIMELINE: First Quarter. I will count by ones to 10. Introduce (0-10) Ones Tens number Counting and Cardinality (CC) Know number names and the count sequence. Count to tell the number of objects. Compare numbers. (0-10) K.CC.1. Count to 100 by ones and by tens... I K.CC.2. Count forward

More information

Warning! Construction Zone: Building Solids from Nets

Warning! Construction Zone: Building Solids from Nets Brief Overview: Warning! Construction Zone: Building Solids from Nets In this unit the students will be examining and defining attributes of solids and their nets. The students will be expected to have

More information

HVRSD Standards-Based Report Card Correlations for Math. Grade 1

HVRSD Standards-Based Report Card Correlations for Math. Grade 1 HVRSD Standards-Based Report Card Correlations for Math Grade 1 The following standards serve as the focus for each marking period in Grade 1. This document details the concepts and skills developed within

More information

MD5-26 Stacking Blocks Pages

MD5-26 Stacking Blocks Pages MD5-26 Stacking Blocks Pages 115 116 STANDARDS 5.MD.C.4 Goals Students will find the number of cubes in a rectangular stack and develop the formula length width height for the number of cubes in a stack.

More information

Caught in a Net. SETTING THE STAGE Examine and define faces of solids. LESSON OVERVIEW. Examine and define edges of solids.

Caught in a Net. SETTING THE STAGE Examine and define faces of solids. LESSON OVERVIEW. Examine and define edges of solids. Caught in a Net LESSON FOCUS Using informal geometric vocabulary to describe physical objects and geometric figures. Constructing mental and physical images of common geometric figures. Classifying geometric

More information

Chinle USD CURRICULUM GUIDE. SUBJECT: Math GRADE: Kindergarten TIMELINE: Third Quarter

Chinle USD CURRICULUM GUIDE. SUBJECT: Math GRADE: Kindergarten TIMELINE: Third Quarter Counting and Cardinality (CC) Know number names and the count sequence. Count to tell the number of objects. Compare numbers. Continue (a.) Review (b.) ( Qtr 1) K.CC.1. Count to 100 by ones and by tens.m

More information

Casey County Schools- 1 st Grade Math Curriculum Map

Casey County Schools- 1 st Grade Math Curriculum Map Week(s) Standard I can statement(s) Critical Vocabulary 1 1.NBT.1 - Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written

More information

KINDERGARTEN MATHEMATICS Highlighted quarters represent mastery expected CCSS Q1 Q2 Q3 Q4

KINDERGARTEN MATHEMATICS Highlighted quarters represent mastery expected CCSS Q1 Q2 Q3 Q4 KINDERGARTEN MATHEMATICS CCSS Q1 Q2 Q3 Q4 Quarter 1 K.CC.1.a. Count orally by ones to at least 30. (Goal of 100) K.CC.1.b. Count orally by tens to 30. (Goal of 100) K.CC.3.a. Recognize numbers from 0 to

More information

Nets and Drawings for Visualizing Geometry. Unit 1 Lesson 1

Nets and Drawings for Visualizing Geometry. Unit 1 Lesson 1 Nets and Drawings for Visualizing Geometry Unit 1 Lesson 1 Students will be able to: Represent three-dimensional figures using nets. Make isometric and orthographic drawings. Key Vocabulary: Net Isometric

More information

1st Grade Math Curriculum Map

1st Grade Math Curriculum Map Standards Quarter 1 Dates Taught (For Teacher Use) 1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and

More information

Classify two-dimensional figures in a hierarchy based on properties.

Classify two-dimensional figures in a hierarchy based on properties. rade Five Chapter 11 - eometry and Volume Overview & Support Standards: Classify two-dimensional figures into categories based on their properties. 5..3 Understand that attributes belonging to a category

More information

CVCSD First Grade Curriculum Map

CVCSD First Grade Curriculum Map MATHEMATICS CVCSD First Grade Curriculum Map FIRST GRADE PORT DICKINSON ELEMENTARY SCHOOL Chenango Valley CSD Blueprint Teacher Name: Course Name: Math Quarter: 1st Date Range: September Mid November

More information

the count sequence. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

the count sequence. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Trajectory ID State ID 01_011 01_010 K.CC1 01_009 01_015 K.CC2 Standard Description Level 1 Standard Description Level 2 Standard Description Level 3 Standard Description Level 4 Knowing number names and

More information

Plainfield Public School District Mathematics/3 rd Grade Curriculum Guide

Plainfield Public School District Mathematics/3 rd Grade Curriculum Guide NJCCCS: STANDARD 4.2 (GEOMETRY AND MEASUREMENT) ALL STUDENTS WILL DEVELOP SPATIAL SENSE AND THE ABILITY TO USE GEOMETRIC PROPERTIES, RELATIONSHIPS, AND MEASUREMENT TO MODEL, DESCRIBE AND ANALYZE PHENOMENA.

More information

2nd Grade. 2D Shapes - Part 1 Angles and Sides. Slide 1 / 117 Slide 2 / 117. Slide 3 / 117. Slide 4 / 117. Slide 6 / 117.

2nd Grade. 2D Shapes - Part 1 Angles and Sides. Slide 1 / 117 Slide 2 / 117. Slide 3 / 117. Slide 4 / 117. Slide 6 / 117. Slide 1 / 117 Slide 2 / 117 2nd Grade Geometry Presentation 1 2015-11-30 www.njctl.org Slide 3 / 117 Table of ontents Presentation 1 2 Shapes - Sides and ngles - Part 1 2 Shapes - Part 2 Lab: 2 Shapes

More information

Title: Identifying, Classifying, and Creating Quadrilaterals - Qualifying Quadrilaterals

Title: Identifying, Classifying, and Creating Quadrilaterals - Qualifying Quadrilaterals Title: Identifying, Classifying, and Creating Quadrilaterals - Qualifying Quadrilaterals Brief Overview: Through problem solving, oral and written communication, higher-order thinking and a variety of

More information

First Grade Mathematics 2016

First Grade Mathematics 2016 Number Sense 1.NS.1: Count to at least 120 by ones, fives, and tens from any given number. In this range, read and write numerals and represent a number of objects with a written numeral. 1.NS.2: Understand

More information

1.OA.1. 1.OA.2 MP: Make sense of problems and persevere in solving them MP: Model with mathematics. Common Core Institute

1.OA.1. 1.OA.2 MP: Make sense of problems and persevere in solving them MP: Model with mathematics. Common Core Institute Operations and Cluster: Represent and solve problems involving addition and subtraction. 1.OA.1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking

More information

Year 2 Spring Term Week 5 to 7 - Geometry: Properties of Shape

Year 2 Spring Term Week 5 to 7 - Geometry: Properties of Shape 1 Year 2 Spring Term Week 5 to 7 - Geometry: Properties of Shape Recognise 2-D and 3-D shapes Count sides on 2-D shapes Count vertices on 2-D shapes Draw 2-D shapes Lines of symmetry Sort 2-D shapes Make

More information

3rd Grade Texas Math Crosswalk Document:

3rd Grade Texas Math Crosswalk Document: New TX Math 3.1(A) apply mathematics to problems arising in everyday life, society, and the workplace; 3.1(B) use a problem-solving model that incorporates analyzing given information, formulating a plan

More information

Copyright 2013 A+ Interactive MATH (an A+ TutorSoft Inc. company), All Rights Reserved.

Copyright 2013 A+ Interactive MATH (an A+ TutorSoft Inc. company), All Rights Reserved. www.aplustutorsoft.com Page 1 of 20 Dimensions of Shapes Lesson, Worksheet & Solution Guide Release 7 A+ Interactive Math (By A+ TutorSoft, Inc.) Email: info@aplustutorsoft.com www.aplustutorsoft.com www.aplustutorsoft.com

More information

Objective: Build, identify, and analyze two dimensional shapes with specified attributes.

Objective: Build, identify, and analyze two dimensional shapes with specified attributes. NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 2 8 Lesson 2 Objective: Build, identify, and analyze two dimensional shapes with specified Suggested Lesson Structure Fluency Practice Application Problem

More information

School District of Marshfield Mathematics Standards

School District of Marshfield Mathematics Standards MATHEMATICS Counting and Cardinality, Operations and Algebraic Thinking, Number and Operations in Base Ten, Measurement and Data, and Geometry Operations and Algebraic Thinking Represent and Solve Problems

More information

Objective: Build, identify, and analyze two-dimensional shapes with specified attributes. (3 minutes) (9 minutes)

Objective: Build, identify, and analyze two-dimensional shapes with specified attributes. (3 minutes) (9 minutes) Lesson 2 2 8 Lesson 2 Objective: Build, identify, and analyze two-dimensional shapes with specified Suggested Lesson Structure Fluency Practice Application Problem Concept Development Student Debrief Total

More information

Warm-Ups 2D & 3D Shapes 2D Shapes

Warm-Ups 2D & 3D Shapes 2D Shapes Warm-Ups 2D & 3D Shapes The Mystery Shape Students are given 4 clues describing the mystery shape. Eg: I have 3 straight sides. What Am I? I drew a shape with 4 sides. What might my shape look like? It

More information

Rochester City School District Kindergarten Mathematics Performance Based Assessment RUBRIC. 12 Tasks for a total of 80 points

Rochester City School District Kindergarten Mathematics Performance Based Assessment RUBRIC. 12 Tasks for a total of 80 points Rochester City School District Kindergarten Mathematics Performance Based RUBRIC Tasks for a total of 80 points Task Rubric Know number names and the count sequence. K.CC. Count to 00 by ones and tens.

More information

When entering fourth grade this is what is expected that your child should already know.

When entering fourth grade this is what is expected that your child should already know. Summer Math Reinforcement Packet Students Entering into 4th Grade THIRD GRADE GRADE LEVEL EXPECTATIONS IN MATHMATICS When entering fourth grade this is what is expected that your child should already know.

More information

Students will understand 1. That patterns of numbers help when counting. 2. That there are different ways to count (by ones, tens).

Students will understand 1. That patterns of numbers help when counting. 2. That there are different ways to count (by ones, tens). Kindergarten Counting and Cardinality Essential Questions: 1. Why do we use numbers, what are their properties, and how does our number system function? 2. Why do we use estimation and when is it appropriate?

More information

Geometry. Professor Harms Minnesota State University Moorhead Feb. 24 th, 2014

Geometry. Professor Harms Minnesota State University Moorhead Feb. 24 th, 2014 Geometry Professor Harms Minnesota State University Moorhead Feb. 24 th, 2014 Engaging those Calvins in your class The van Hiele model of thinking in Geometry The student recognizes, names, compares and

More information

Represent and solve problems involving addition and subtraction

Represent and solve problems involving addition and subtraction Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction AR.Math.Content.1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations

More information

Go to Grade 5 Everyday Mathematics Sample Lesson

Go to Grade 5 Everyday Mathematics Sample Lesson McGraw-Hill makes no representations or warranties as to the accuracy of any information contained in this McGraw-Hill Material, including any warranties of merchantability or fitness for a particular

More information

Common Core Standards for Mathematics. Grade 1. Operations and Algebraic Thinking Date Taught

Common Core Standards for Mathematics. Grade 1. Operations and Algebraic Thinking Date Taught Common Core Standards for Mathematics Operations and Algebraic Thinking Taught Retaught Reviewed Assessed Represent and solve problems involving addition and subtraction. 1.OA.1. Use addition and subtraction

More information

Reason with shapes and their attributes.

Reason with shapes and their attributes. Grade 3 Geometry and Perimeter SDadfa;sdklfjas;Unit Overview Reason with shapes and their attributes. 1. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share

More information

Year-at-a-Glance (YAG) --- Kindergarten --- Mathematics

Year-at-a-Glance (YAG) --- Kindergarten --- Mathematics Kindergarten Year at a Glance: & Minnesota 1 Year-at-a-Glance (YAG) --- Kindergarten --- Mathematics The Year at a Glance (YAG) lays out all of the long term learning targets a student is expected master

More information

Objective: Combine shapes to create a composite shape; create a new shape from composite shapes.

Objective: Combine shapes to create a composite shape; create a new shape from composite shapes. NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 2 8 Lesson 6 Objective: Combine shapes to create a composite shape; create a new shape Suggested Lesson Structure Fluency Practice Application Problem Concept

More information

Lesson 9. Three-Dimensional Geometry

Lesson 9. Three-Dimensional Geometry Lesson 9 Three-Dimensional Geometry 1 Planes A plane is a flat surface (think tabletop) that extends forever in all directions. It is a two-dimensional figure. Three non-collinear points determine a plane.

More information

1 st Grade Math 2007 Standards, Benchmarks, Examples & Vocabulary

1 st Grade Math 2007 Standards, Benchmarks, Examples & Vocabulary 1 st Grade Math 2007 Standards, Benchmarks, s & Strand Standard No. Benchmark (1 st Grade) 1.1.1.1 Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. Group of Tens

More information

Geometry. Students at Dommerich Elementary helped design and construct a mosaic to show parts of their community and local plants and animals.

Geometry. Students at Dommerich Elementary helped design and construct a mosaic to show parts of their community and local plants and animals. Geometry Describing and analyzing two-dimensional shapes Students at Dommerich Elementary helped design and construct a mosaic to show parts of their community and local plants and animals. 479 Make a

More information

Three-Dimensional Shapes

Three-Dimensional Shapes Lesson 11.1 Three-Dimensional Shapes Three-dimensional objects come in different shapes. sphere cone cylinder rectangular prism cube Circle the objects that match the shape name. 1. rectangular prism 2.

More information

READ ME FIRST. Investigations 2012 for the Common Core State Standards A focused, comprehensive, and cohesive program for grades K-5

READ ME FIRST. Investigations 2012 for the Common Core State Standards A focused, comprehensive, and cohesive program for grades K-5 READ ME FIRST Investigations 2012 for the Common Core State Standards A focused, comprehensive, and cohesive program for grades K-5 In updating Investigations 2 nd edition to encompass the Common Core

More information

Russell County Schools Grade 2 Math Pacing

Russell County Schools Grade 2 Math Pacing Operations and Algebraic Thinking [OA] Represent and solve problems involving addition and subtraction. Add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication.

More information

Objective: Use attributes to draw different polygons including triangles,

Objective: Use attributes to draw different polygons including triangles, NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 2 8 Lesson 3 Objective: Use attributes to draw different polygons including triangles, Suggested Lesson Structure Fluency Practice Application Problem Concept

More information

NCTM Strands. NCTM Strands. NCTM Strands. Geometry. Number and Operations Algebra Geometry Measurement Data Analysis & Probability

NCTM Strands. NCTM Strands. NCTM Strands. Geometry. Number and Operations Algebra Geometry Measurement Data Analysis & Probability NCTM Strands NCTM Strands Number and Operations Algebra Measurement Data Analysis & Probability NCTM Strands Number and Operations Algebra Measurement Data Analysis & Probability Strand 3 and properties

More information

Mathematics CMP3, Grade 7 Stretching and Shrinking Month: Nov-Dec, Weeks 11-14

Mathematics CMP3, Grade 7 Stretching and Shrinking Month: Nov-Dec, Weeks 11-14 Standards for Mathematical Practice Critical Areas: Ratios and Proportions, Number System, Expressions and Equations Content Emphases for Grade 7 Major Cluster 70% of time Supporting Cluster 20% of Time

More information

K.CC.3 Write numbers from 1 to 20. Represent a number of objects with a written numeral (1-20). Write numbers to 20.

K.CC.3 Write numbers from 1 to 20. Represent a number of objects with a written numeral (1-20). Write numbers to 20. COUNTING & CARDINALITY NAME: K.CC.1 Count to 100 by ones and by tens. See individual assessment. K.CC.2 Count forward beginning from a given number within the known sequence. See individual assessment.

More information

Instructional Alignment Chart

Instructional Alignment Chart CLUSTER HEADING: STANDARD: N/A CLUSTER HEADING: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). STANDARD: K.G.3 Identify shapes as

More information

GRADE 5 UNIT 5 SHAPE AND COORDINATE GEOMETRY Established Goals: Standards

GRADE 5 UNIT 5 SHAPE AND COORDINATE GEOMETRY Established Goals: Standards GRADE 5 UNIT 5 SHAPE AND COORDINATE GEOMETRY Established Goals: Standards 5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place

More information

COUNTING AND CARDINALITY OPERATIONS AND ALGEBRAIC THINKING NUMBER AND OPERATIONS IN BASE TEN MEASUREMENT AND DATA

COUNTING AND CARDINALITY OPERATIONS AND ALGEBRAIC THINKING NUMBER AND OPERATIONS IN BASE TEN MEASUREMENT AND DATA COUNTING AND CARDINALITY 006-248 KNOW NUMBER NAMES AND COUNT SEQUENCE COUNT TO TELL THE NUMBER OF OBJECTS COMPARE NUMBERS OPERATIONS AND ALGEBRAIC THINKING 249-335 UNDERSTANDING ADDITION AS PUTTING TOGETHER

More information

North Carolina Standard Course of Study Kindergarten Mathematics

North Carolina Standard Course of Study Kindergarten Mathematics North Carolina Standard Course of Study Kindergarten Mathematics Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3.

More information

SECOND GRADE Mathematic Standards for the Archdiocese of Detroit

SECOND GRADE Mathematic Standards for the Archdiocese of Detroit SECOND GRADE Mathematic Standards for the Archdiocese of Detroit Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. 2.OA. A. 1 Use addition and subtraction

More information

Grade 1 Mathematics Curriculum Map

Grade 1 Mathematics Curriculum Map 1 st Unit 1A: Extend the Counting Underst Place Value *1.NBT.1 is repeated in Units 2, 4, 5, each time extending the skill. The skill focused on in this unit is bolded in the Scope S.L.O. 1.NBT.1 Count

More information

Alignments to SuccessMaker. Providing rigorous intervention for K-8 learners with unparalleled precision

Alignments to SuccessMaker. Providing rigorous intervention for K-8 learners with unparalleled precision Alignments to SuccessMaker Providing rigorous intervention for K-8 learners with unparalleled precision 1.OA 1.OA.A 1.OA.A.1 1.OA.A.2 Tennessee Standards 2016, Operations and Algebraic Thinking Represent

More information

Casey County Schools- 2 nd Grade Math Curriculum Map

Casey County Schools- 2 nd Grade Math Curriculum Map Week(s) Concept (Big Ideas) Weeks 1 Topic 1 Understanding Addition and Subtraction Standards I can statement Critical Vocabulary 2.OA.1 Use addition and subtraction within 100 to solve oneand two-step

More information

Common Core State Standards Alignments for Mathematics. Providing rigorous mathematics intervention for K-8 learners with unparalleled precision

Common Core State Standards Alignments for Mathematics. Providing rigorous mathematics intervention for K-8 learners with unparalleled precision Common Core State Standards Alignments for Mathematics Providing rigorous mathematics intervention for K-8 learners with unparalleled precision K.CC.A.1 K.CC.A.2 K.CC.B.4c Count to 100 by ones and by tens.

More information

Objective: Use multiplication to calculate volume.

Objective: Use multiplication to calculate volume. Lesson 4 Objective: Use multiplication to calculate volume. Suggested Lesson Structure Fluency Practice Application Problem Concept Development Student Debrief Total Time (12 minutes) (5 minutes) (33 minutes)

More information

7 th Grade CCGPS Math LFS Unit 5: Geometry

7 th Grade CCGPS Math LFS Unit 5: Geometry 7 th Grade CCGPS Math LFS Unit 5: Geometry Standards: Cluster: Draw, construct, and describe geometrical figures and describe the relationships between them. MCC7.G.2 (DOK2) Draw (freehand, with ruler

More information

Common Core Math Curriculum Map

Common Core Math Curriculum Map Module 1 - Math Test: 12/13/2013 Reason with shapes and their attributes 1.G.1 1.G.2 * 1.G.3 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus nondefining attributes

More information

SECTION SIX Teaching/ Learning Geometry. General Overview

SECTION SIX Teaching/ Learning Geometry. General Overview SECTION SIX Teaching/ Learning Geometry General Overview The learning outcomes for Geometry focus on the development of an understanding of the properties of three-dimensional and plane shapes and how

More information

Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. (5.MD.

Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. (5.MD. General Information Lesson Parts & Duration otal Duration: 1 hour Volume of Geometric Solids: Introduction to geometric vocabulary and the formula for finding the volume of right rectangular prisms Subject(s)

More information

Standards for Mathematics: Grade 1

Standards for Mathematics: Grade 1 Standards for Mathematics: Grade 1 In Grade 1, instructional time should focus on four critical areas: 1. developing understanding of addition, subtraction, and strategies for addition and subtraction

More information

Common Core State Standards Crosswalk to Missouri GLEs/CLEs for Mathematics Kindergarten - DRAFT

Common Core State Standards Crosswalk to Missouri GLEs/CLEs for Mathematics Kindergarten - DRAFT Common Core State Standards Crosswalk to Missouri s/cles for Mathematics Kindergarten - Domain CCSS Clusters of Standards Missouri v2.0 /CLE Counting and Cardinality (CC) Know number names and the count

More information

CORE BODY OF KNOWLEDGE MATH GRADE 6

CORE BODY OF KNOWLEDGE MATH GRADE 6 CORE BODY OF KNOWLEDGE MATH GRADE 6 For each of the sections that follow, students may be required to understand, apply, analyze, evaluate or create the particular concepts being taught. Course Description

More information

Curriculum at a Glance Kindergarten- Grade 5

Curriculum at a Glance Kindergarten- Grade 5 Curriculum at a Glance Kindergarten- Grade 5 Students learn to reason and communicate, be problem-solvers, value mathematics and feel confident in their ability to apply concepts and skills. Creating such

More information

Mathematical Reasoning. Lesson 49: Composite Solids. LESSON 49: Composite Solids. D. Legault, Minnesota Literacy Council,

Mathematical Reasoning. Lesson 49: Composite Solids. LESSON 49: Composite Solids. D. Legault, Minnesota Literacy Council, LESSON 49: Composite Solids Weekly Focus: composite solids Weekly Skill: find dimensions, applications Lesson Summary: For the warm-up, students will solve a problem about the earth and sun. In Activity

More information

Kindergarten Progress Report Rubric - Mathematics. Counting and Cardinality

Kindergarten Progress Report Rubric - Mathematics. Counting and Cardinality Kindergarten Progress Report Rubric - Mathematics Counting and Cardinality Know number names and the count sequence (K.CC.- K.CC.3) Not yet able to: *Count to 0 by ones; *Count and write numerals 0 0.

More information

KINDERGARTEN MATH STANDARDS BASED RUBRIC NUMBER SENSE Essential Standard: 1.0 STUDENTS UNDERSTAND THE RELATIONSHIP BETWEEN NUMBERS AND QUANTITIES.

KINDERGARTEN MATH STANDARDS BASED RUBRIC NUMBER SENSE Essential Standard: 1.0 STUDENTS UNDERSTAND THE RELATIONSHIP BETWEEN NUMBERS AND QUANTITIES. KINDERGARTEN MATH STANDARDS BASED RUBRIC NUMBER SENSE 1.0 STUDENTS UNDERSTAND THE RELATIONSHIP BETWEEN NUMBERS AND QUANTITIES. Unable to compare 2 or more In consistently compare 2 or Compare 2 or more

More information

Monroe County School District Elementary Pacing Guide

Monroe County School District Elementary Pacing Guide Date Taught: First Grade Unit 1: Operations and Algebraic Thinking Timeline: CMA: M.OA.1.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from,

More information

Visualising Solid Shapes

Visualising Solid Shapes VISUALISING SOLID SHAPES 2 7 7 Visualising Solid Shapes Chapter 15 15.1 INTRODUCTION: PLANE FIGURES AND SOLID SHAPES In this chapter, you will classify figures you have seen in terms of what is known as

More information

The Grade 3 Common Core State Standards for Geometry specify that students should

The Grade 3 Common Core State Standards for Geometry specify that students should Students in third grade describe, analyze, and compare properties of two-dimensional shapes. They compare and classify shapes by their sides and angles, and they use these classifications to define shapes.

More information

MCC5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that categories.

MCC5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that categories. Fifth Grade Mathematics Unit 6 CONSTRUCTING TASK: Property Lists of Quadrilaterals Adapted from Van De Walle, Teaching Student-Centered Math pg. 207 The purpose of this task is for students to become familiar

More information

In the first part of the lesson, students plot. Abridged

In the first part of the lesson, students plot. Abridged NATIONAL MATH + SCIENCE INITIATIVE Mathematics Using Linear Equations to Define Geometric Solids LEVEL Geometry within a unit on volume applications MODULE/CONNECTION TO AP* Area and Volume *Advanced Placement

More information

Geometry. Plane Shapes. Talk About It. More Ideas. Formative Assessment. Have students try the following problem. Which shape has parallel lines?

Geometry. Plane Shapes. Talk About It. More Ideas. Formative Assessment. Have students try the following problem. Which shape has parallel lines? 2 Objective Plane s The reasoning skills that students develop at this age allow them to explore more complex geometric problems and properties. They should develop more precise ways to describe and classify

More information