Grade 1 Unit 3: Ordering and Expressing Length Measurements as Numbers (3 weeks) Stage 1 – Desired Results Established Goals Unit Description: Students will learn to express length measurement as numbers which will provide a few weeks to practice and internalize “making a 10” during daily fluency activities. Introducing measurement early also has the added bonus of opening up the variety and types of word problems that can be asked throughout the year. The Mathematical Practices should be evident throughout instruction and connected to the content addressed in this unit. Students should engage in mathematical tasks that provide an opportunity to connect content and practices. Common Core Learning Standards Measure length indirectly by iterating length units 1.MD.1: Order three objects by length; compare the lengths of two objects indirectly by using a third object. 1.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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Represent and Interpret Data 1.MD. 4: Organize, represent & interpret data with up to three categories: ask & answer questions about the total number. Common Core Standards of Mathematical Practice 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. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ESL Language Standards 1.9 Convey information, using some organizational patterns and structures. Such patterns and structures include chronological order, rhyming patterns, and similarities and differences. (S, W) 1.10 Demonstrate a basic understanding of facts. (S, W) 3.7 Engage in collaborative activities through a variety of student groupings to discuss and share experiences, ideas, information, and opinions. (L, S, R, W) 3.8 Apply self-monitoring and self-correcting strategies to adjust language production to effectively express ideas and opinions. Such strategies include asking questions, starting over, rephrasing, and exploring
12
Embed
Grade 1 Unit 3: Ordering and Expressing Length Measurements as Numbers ... · PDF fileGrade 1 Unit 3: Ordering and Expressing Length Measurements as Numbers (3 weeks) Stage 1 – Desired
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Grade 1 Unit 3: Ordering and Expressing Length Measurements as Numbers (3 weeks)
Stage 1 – Desired Results
Established Goals Unit Description: Students will learn to express length measurement as numbers which will provide a few weeks to practice and internalize “making a 10” during daily fluency activities. Introducing measurement early also has the added bonus of opening up the variety and types of word problems that can be asked throughout the year. The Mathematical Practices should be evident throughout instruction and connected to the content addressed in this unit. Students should engage in mathematical tasks that provide an opportunity to connect content and practices. Common Core Learning Standards Measure length indirectly by iterating length units 1.MD.1: Order three objects by length; compare the lengths of two objects indirectly by using a third object.
1.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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Represent and Interpret Data 1.MD. 4: Organize, represent & interpret data with up to three categories: ask & answer questions about the total number. Common Core Standards of Mathematical Practice
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. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.
ESL Language Standards 1.9 Convey information, using some organizational patterns and structures. Such patterns and structures include chronological order, rhyming patterns, and similarities and differences. (S, W) 1.10 Demonstrate a basic understanding of facts. (S, W) 3.7 Engage in collaborative activities through a variety of student groupings to discuss and share experiences, ideas, information, and opinions. (L, S, R, W) 3.8 Apply self-monitoring and self-correcting strategies to adjust language production to effectively express ideas and opinions. Such strategies include asking questions, starting over, rephrasing, and exploring
alternative ways of saying things. (L, S, R, W) 4.6 Understand and use some basic oral communication strategies in American English. Such strategies include indicating lack of understanding, restating or asking for restatement, requesting clarification, and asking how to say something new. (L, S) 4.7 Follow oral and written directions to participate in classroom and social activities. (L, R)
Big Ideas 1. Measurement: Some attributes of objects are
measureable and can be quantified using unit amounts
2. Data Collection: Some questions can be answered
by collecting and analyzing data and the questions to be answered determines the data that needs to be collected and how best to collect it.
Essential Questions 1. How can we use one object to compare different
lengths? 1. How can we order and compare objects by
length? 1. What can we use to measure objects? 1. How are non-standard units used to measure
objects? 1. How can we measure the length of an object using
multiple copies of a shorter object? 2. Why do people collect data? 2. What can we learn from data? 2. How does the way we organize and represent data change the way we interpret the data?
Content (Students will know….)
A. Any object can be used to compare other measures (1.MD.1)
B. Non-standard units of measure (1.MD.2)
C. Organizing data can help with interpreting and answering questions posed (1.MD.4)
Skills (Students will be able to…) A1. Measure two objects indirectly by using the length of a third object A2. Order and compare three objects by length through indirect measurement B1. Measure a longer object using a shorter object by laying it end to end multiple times with no gaps or overlaps (whole number length units) C1. Collect data with up to 3 categories to answer a question posed C2. Interpret and answer questions about data collected such as how many? How many more/less? questions and noticing similarities and differences C3. Organize collected data in a table or chart
Terms/ Vocabulary measure, order, length, height, more, less, longer than, shorter than, first, second, third, gap, overlap, about, a little less than, a little more than, data, more, most, less, least, same, different, category, question, collect
Stage 2 – Assessment Evidence
Initial Task: Measurement & Data Final Performance Task: Classroom Measurement Hunt
Other Evidence Teacher observation, conferencing, teacher designed assessment pieces, student work, exit slips, journal entries
Stage 3 – Learning Plan
Everyday Mathematics /Impact Mathematic Lessons – The following lessons will support some of the CCLS & essential questions outlined in this unit map:
Right Side of the Page - Click on Grade 1 – Unit 4 Various Activities for 1.MD.1, 1.MD.2 & 1.MD.4 http://www.k-5mathteachingresources.com/1st-grade-measurement-and-data.html Online Activity for 1.MD.2: http://www.mrmaffesoli.com/1stGrade/1stGradeCCS.html
The green pencil is longer than the blue pencil. Can you help Mike put his pencils in order from shortest to longest? Show your mathematical thinking using pictures, numbers or words. 2. Mary measures the length of the line using paper clips. She says it is 8 paperclips long. Do you
think Mary is correct? Show your thinking with pictures, numbers or words.
3. Mark is using paper clips to measure the books below. Use standard paper clips to measure the length of each book.
a)
b)
How many paper clips is the
length of the book? _________
How many paperclips is the
length of the book? __________
?
?
4. Which student, Sara or John, walked the longest distance to their desk? Use the string or another
object to help you decide.
Sara
John
5. All of the students from Ms. D’s class put their favorite shapes on the poster below.
Students’ Favorite Shape
a) How many students are in Ms. D’s class? How do you know? Show your thinking using pictures, numbers or words.
b) What is the class’ favorite shape? How do you know? Show your thinking using pictures, numbers or words.
c) How many students like triangles or circles? Show your thinking using pictures, numbers or words.