Mathematics Common Core State Standards Curriculum Map
Mathematics Common Core State Standards Curriculum Map
George County School District…2013-2014
| |Unit 16: Measuring lengths with non-standard units. | |
|Grade Level: 1st grade |Essential Questions: Why does "what" we measure influence "how" we measure? Why display data in |Suggested Days: 10 |
| |different ways? | |
|Vocabulary: | |
|nonstandard, standard, unit, measure, length |Mathematical Practices: Highlighted practices to be assessed. |
| |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. |
| | |
| Content Standard |Resources |Assessments |
|1.MD.2…Express the length of an object as a whole number of length units, by |My Math by McGraw Hill..Chapter 8, Lessons 3 and 4 |Pre-test |
|laying multiple copies of a shorter object (the length unit) end to end; | |Formative assessments: |
|understand that the length measurement of an object is the number of |EnVision Math…12-3, 12-4,12-5, 12-6 |Observations, anecdotal notes, admit/exit slips, |
|same-size length units that span it with no gaps or overlaps. Limit to | |math journals, peer/self assessments, |
|contexts where the object being measured is spanned by a whole number of |2012-13 Singapore Math Toolkit…complied |think-pair-share, quizzes |
|length units with no gaps or overlaps. |by Mrs. Cowart |Post test (summative) |
| | |I Can Statements: |
| | |θ I can tell the length of an object using whole |
| | (measurement centers) |numbers. 1.MD.2 |
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|NOTE: Websites: |
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| (covers all 1st grade standards) |
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| (lesson plan idea) |
| (pages 1-11) |
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