We are deep into our Measurement unit now and the kids are loving it!
So far, we have covered length, height, weight, capacity, and now we are getting into graphing data. During Dr. Seuss week, we read The Cat in the Hat and the children were asked if they would like the Cat in the Cat to come to their house. We graphed students answers "yes" or "no". We then tied this into our opinion writing pieces and the students gave their reasons why or why not. ( I was surprised to hear that most of the kiddos would NOT want the Cat in the Hat to make a mess in their house ;-) ) At home, have students discuss measurable attributes of household objects. For example, which shoe is longer? Their's or Dad's? Who is taller? Brother or sister? What is heavier? The couch or a fork? What has a larger capacity? The bathtub or a cereal bowl? You can also have students survey family members by asking different yes and no questions and then graph their findings. Were there more "yes" or "no"?
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We have completed our shapes unit and pre-assessing for our next unit: Measurement!
Here are the standards for this unit: Describe and compare measurable attributes. MGSEK.MD.1 Describe several measurable attributes of an object, such as length or weight. For example, a student may describe a shoe as, “This shoe is heavy! It is also really long!” MGSEK.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Measure lengths indirectly and by iterating length units. MGSE1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. MGSE1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. (Iteration) Classify objects and count the number of objects in each category. MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Represent and interpret data. MGSE1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. MGSE1.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 numeral. ** **Assess writing and representing up to 100 This week, we will be continuing our work in our Shapes unit. We will be reviewing 2D shapes, or "flat" shapes and their attributes, before we move on to 3D shapes and comparing the two.
Please see below for the standards for this unit. This week we are beginning our shape unit. Here are the standards for this unit:
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). MGSEK.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. MGSEK.G.2 Correctly name shapes regardless of their orientations or overall size. MGSEK.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Analyze, compare, create, and compose shapes. MGSEK.G. 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). MGSEK.G. 5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Reason with shapes and their attributes. MGSE1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. MGSEK.G. 6 Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” Classify objects and count the number of objects in each category. MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.[1] MGSE1.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 numeral. ** This week in math we will continue working with pennies and dimes and understand that ten pennies are equal to one dime.
See below for current math unit standards. I will also be working with students individually on the pre-assessment for our next math unit dealing with shapes this week. We will continue our second math unit working with decomposing teen numbers, comparing numbers, and pennies and dimes. This week, we are working on our Thanksgiving Meals. Students will get to design their dreams Thanksgiving meal and use the menu to calculate how much their plate is worth. Each item on the menu is work either 1 penny or 1 dime. We are having so much fun with this!
What you can do at home: Let your child identify pennies and dimes and count groups of ten (dimes) and add on the extra ones (pennies). This will in math we will continue our second math unit working with decomposing teen numbers. For example, teen numbers have a group of ten and some extra ones. We will practice representing teen numbers in multiple different ways: ten frames, tally marks, and number sentences (10+___=12)
Have your students show teen numbers this way at home as well! Here is a great video to reinforce what we are learning: https://www.youtube.com/watch?v=MmLMU8BqyKw Work with numbers 11–19 to gain foundations for place value. MGSEK.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones to understand that these numbers are composed of ten ones and one, two, three, four, five, six , seven, eight, or nine ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8) Know number names and the count sequence. MGSEK.CC.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). Count to tell the number of objects. MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) Compare numbers. MGSEK.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.[1] MGSEK.CC.7 Compare two numbers between 1 and 10 presented as written numerals. Classify objects and count the number of objects in each category. MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. MGSE1.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 numeral. Writing numbers to 50. In math I will finish up pre-assessing students on our 2nd unit in math-comparing numbers and post assess on unit 1-counting. Please see the new standards below. We will begin decomposing and comparing numbers next week. This next unit we will also continue counting to 120 and writing numbers to 50.
Work with numbers 11–19 to gain foundations for place value. MGSEK.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones to understand that these numbers are composed of ten ones and one, two, three, four, five, six , seven, eight, or nine ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8) Know number names and the count sequence. MGSEK.CC.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). Count to tell the number of objects. MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) Compare numbers. MGSEK.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.[1] MGSEK.CC.7 Compare two numbers between 1 and 10 presented as written numerals. Classify objects and count the number of objects in each category. MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. MGSE1.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 numeral. Writing numbers to 50. What you can do at home: Practice counting to 120 every night and practice writing numbers to 50. Discuss that a penny equals 1 cent and practice counting pennies with one to one correspondence. Discuss that a dime equals ten cents and that we can trade ten pennies for a dime. Practice counting dimes by 10’s. For a challenge, put dimes and pennies together and have students count. Find objects around the house and compare groups-which group has the greatest amount? Least amount? Do any groups have an equal amount? Practice decomposing numbers into tens and ones. In math I will be pre-assessing students on our 2nd unit in math-comparing numbers. Please see the new standards below. Next week I will post assess students on our current math unit-counting. I have listed new activities for our 2nd math unit that you can work on at home too. Please see below.
Work with numbers 11–19 to gain foundations for place value. MGSEK.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones to understand that these numbers are composed of ten ones and one, two, three, four, five, six , seven, eight, or nine ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8) Know number names and the count sequence. MGSEK.CC.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). Count to tell the number of objects. MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) Compare numbers. MGSEK.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.[1] MGSEK.CC.7 Compare two numbers between 1 and 10 presented as written numerals. Classify objects and count the number of objects in each category. MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. MGSE1.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 numeral. Writing numbers to 50. What you can do at home: Practice counting to 120 every night and practice writing numbers to 50. Discuss that a penny equals 1 cent and practice counting pennies with one to one correspondence. Discuss that a dime equals ten cents and that we can trade ten pennies for a dime. Practice counting dimes by 10’s. For a challenge, put dimes and pennies together and have students count. Find objects around the house and compare groups-which group has the greatest amount? Least amount? Do any groups have an equal amount? Practice decomposing numbers into tens and ones. -In math we will continue our counting and numbers math unit and will begin working on the second formative assessment. We will continue practicing identifying numbers that come before and after a numeral. Example- For the number 30, 29 comes before and 31 comes after as well as knowing that the last number said stands for the number of objects counted. We will count objects, mix them up without adding or taking any away, and say how many are still there. Students will also review identifying numbers on ten frames by playing ten frame bingo. We will relate this to counting on. Since we know one ten frame filled in represents 10, we can count on to identify the numeral.
We will also discuss base 10 and look at tens rods and ones cubes and discuss how they are similar and different to ten frames. A tens rod is similar to a ten frame because they both represent ten and they are different because a tens rod is one row of 10 and a ten frame is two rows of 5. Here is a tens rod and ones cubes. Next week, we will begin to work on sorting, counting and ordering. The ordering part of this standard can be difficult which is why this standard appears in all of our math units. To practice, students can sort items at home by color, shape, or size, count how many items are in each group, and put the groups in order from least to greatest or greatest to least. Here is a great game for this: http://www.abcya.com/counting_sorting_comparing.htm At home, please make sure students are practicing counting to 100 by 1’s and 10’s every night, to 120 when they have mastered counting to 100, and practicing writing their numbers 0-20. (Fun ways of writing numbers can be with chalk outside, in sand or shaving cream, on a whiteboard, etc.) When students have mastered this, you can practice skip counting by 2, 3, 4, etc. and discuss odd and even numbers. Here are our math standards for this unit: MGSEK.CC.1. Count to 100 by ones and by tens. MGSE1.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 numeral. MGSEK.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). MGSEK.CC.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). MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. (one-to-one correspondence) b. Understand that the last number name said tells the number of objects counted (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger. MGSEK.MD.3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. |
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