Identify Geometric Figures Made From Cutting Apart Two ...



Week 1 March 4 - 8Major Concepts:Review coins, time, and temperatureLearning Standards:(5) Number and Operations. The student applies mathematical process standards to determine the value of coins in order to solve monetary transactions. The student is expected to: (A) determine the value of a collection of coins up to one dollar; and (B) use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins. (9) Geometry and Measurement. The student applies mathematical process standards to select and use units to describe length, area, and time. The student is expected to (G) read and write time to the nearest five- and one-minute increments using analog and digital clocks and distinguish between a.m. and p.m.Processes(1) Mathematical Process Standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:(A) apply mathematics to problems arising in everyday life, society, and the workplace;(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;(C) select tools, including real objects, manipulatives, paper/pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;(E) create and use representations to organize, record, and communicate mathematical ideas;(F) analyze mathematical relationships to connect and communicate mathematical ideas; and(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.InstructionResourcesInterventionsExtensions and StationsAssessmentKey Vocabulary - minute hand, minute, hour hand, hour, half hour, half past, quarter past, quarter to, second, day, digital, analog, temperature, degrees, Fahrenheit, thermometer, penny, nickel, dime, quarter, half dollar, dollar, cent, decimalThis week students will review the concepts of money, time, and temperature.Provide real life setting for students to improve these skills in real life situations. Students will rotate through stations completing role play activities. These activities are designed to improve their addition and subtraction as well as money skills. They will also be a scientist and practice reading temperatures and recognize the differences between hot and cold and what occurs at each temperature. Students will record the start and end time for each activity then compute the total time for the activity.Class store – students will take turns being the consumer and the cashier. Provide students with a shopping list. Students have to buy everything on their list. Pay for it (with play money) and count their change to make sure it is correct.Class restaurant – students will take turns being the customer and the waiter/waitress (cashier). Students will order from a menu (download from the Internet or get from a restaurant). Students will then pay for their meal and make sure they receive the correct change back.Science lab – students will explore the temperatures of ice cubes, room temperature water. Set up ice cubes in a container with thermometers. Students will record the temperature at 15 minute intervals to see how the temperature change as the ice melts. If it is a warm sunny day you can do this outside and the changes will be quicker from the heat.enVision Math Topics 5 and 19enVision Math Tools math gamesIntervention/ExtensionsThe teacher will work with students to practice time, temperature, and money skills in a small group setting using problem solving. Informal based on teacher observationProducts/ProjectStudents will write a letter to their friend using vocabulary words for time, money, and temperature to describe their day.Week 2 and 3March 18 – 22March 25 - 29Major Concepts:Geometry – two and three dimensional figuresLearning Standards:(8) Geometry and Measurement. The student applies mathematical process standards to analyze attributes of two- and three-dimensional geometric figures to develop generalizations about their properties. The student is expected to: (A) create two-dimensional shapes based on given attributes, including number of sides and vertices; (B) identify attributes of a quadrilateral, a pentagon, and an octagon; (C) identify three-dimensional solids including spheres, cones, cylinders, rectangular prisms including cubes, and triangular prisms, and describe their attributes using formal language such as vertex, edge, and face; (D) classify polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices (E) compose two-dimensional shapes and three-dimensional solids with given properties or attributes such as build a rectangle out of unit squares; build a rectangular prism out of unit cubes; and (F) decompose two-dimensional shapes such as cutting out a square from this rectangle, dividing this shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts.Processes(1) Mathematical Process Standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:(A) apply mathematics to problems arising in everyday life, society, and the workplace;(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;(C) select tools, including real objects, manipulatives, paper/pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;(E) create and use representations to organize, record, and communicate mathematical ideas;(F) analyze mathematical relationships to connect and communicate mathematical ideas; and(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.InstructionResourcesInterventionsExtensions and StationsAssessmentKey Vocabulary – sphere, pyramid, cylinder, cone, cube, rectangular prism, solid figure, flat surface, edge, vertex, plane shapes, circle, square, polygon, triangle, rectangle, face trapezoid, parallelogram, hexagon, side, vertices, vertex, attribute, quadrilateral, pentagon, octagon, triangular prismMath background for teacher:Geometry is the study of shapes in space and spatial relationships.Geometry connects to the students’ world around them.Although there is a hierarchy of instruction that progresses through 5 levels of instruction known as the van Hiele Levels (0 – 4). Levels 3 and 4 are typically taught at the high school level.Level 0 – Visualization – classes of shapesLevel 1 – Analysis – Properties of shapes Level 2 – Informal Deduction - relationships among propertiesLevel 3 – Deduction – deductive systems of propertiesLevel 4 – Rigor – analysis of deductive systemsStudents should recognize the difference between 1, 2, and 3 dimensional shapes.One dimensional shapes are lines – they only have lengthTwo dimensional shapes have length and width (they are flat)Three dimensional shapes have length, width, and depth (they are solids)Some shapes can be combined to make new shapes.Shapes can be decomposed into other shapes.Activity: Shape sorts- (use geometric shapes file in the curriculum docs 2nd semester file)Students will randomly select a shape and tell their partner 3 interesting things they notice about it.Students will randomly select 2 shapes and tell their partner how they are alike and how they are different.Randomly assign each group a shape. The task is s for students to select all the other shapes that follow the same sorting rule as their assigned shape – based on a rule that students decide for example curved lines or straight lines, etc. . Students share their sorting rule with the class. Students then race to draw another shape that follows the same rule.What’s my shape? - Give one person in each group a shape in a folder or envelop. Other members of the group will ask them questions to guess the shape. The holder of the folder can only answer yes or no to attribute questions. Students asking the questions should put the shapes into piles based on the yes and no answers to narrow possibilities.Activity: Students use geoboards to make 2 dimensional shapes.enVision Math Topic 15enVision Math Toolsgeometric figurespattern blockstangramsGeoboards shapes to classify and sort based on their attributesDraw or create 2 and 3D shapes based on certain criteriaCompose and decompose shapesInteractive math storyInterventions/ExtensionsStudents will work in small group with the teacher to identify shapes and their properties with the teacher. Students will find examples of each within the classroom.Formal enVision Topic 15 AssessmentProduct/ProjectStudents will make a foldable for 2D and 3D shapes that shows the shape, the faces, verticesDescribe Attributes Of Two-and Three-Dimensional Geometric FiguresDescribe attributes of two-dimensional geometric figures.Use concrete models to identify two-dimensional geometric figures.Example: Ask the students, “How can we identify this two-dimensional geometric figure?”Answer: The two-dimensional geometric figure is a square.Example:Ask the students, “How can we identify this two-dimensional geometric figure?”Answer: The two-dimensional geometric figure is a hexagon.Use concrete models to identify attributes of two-dimensional geometric figures.Example: Prompt the students to describe the attributes of the two-dimensional geometric figure.Possible Answers: 4 sides, 4 vertices, fewer sides than a pentagonExample:Prompt the students to describe the attributes of the two-dimensional geometric figure.Possible Answers: 3 sides, 3 verticesDescribe attributes of three-dimensional geometric figures.Use concrete models to identify three-dimensional geometric figures.Example:Ask the students, “How can we identify this three-dimensional geometric figure?”Answer: The three-dimensional geometric figure is a rectangular prism.Example:Ask the student, “How can we identify this three-dimensional geometric figure?”Answer: The three-dimensional geometric figure is a sphere.Use concrete models to identify attributes of three-dimensional geometric figures.Example:Prompt students to describe the attributes of the three-dimensional geometric figure.Possible Answers: 5 vertices, 5 faces, 8 edges Example:Prompt the students to describe the attributes of the three-dimensional geometric figure.Possible Answer: 2 circular bases, no vertices, no edgesUse Attributes to Compare Two- and Three-Dimensional Geometric FiguresUse attributes to describe how two- and three-dimensional geometric figures are alike or different.Use concrete models to represent two 2-dimensional geometric figures. Prompt the students to describe how the two 2-dimensional geometric figures are alike or different.Example:Ask the students, “How are these 2-dimensional geometric figures alike?”Possible Answer: “Both 2-dimensional geometric figures have 4 sides and 4 vertices.”Example:Ask the students, “How are these 2-dimensional geometric figures different?”Possible Answer: “One 2-dimensional geometric figure has four equal sides; the other 2-dimensional geometric figure has four sides that are not equal.”Use concrete models to represent 3-dimensional geometric figures. Prompt the students to describe how the 3-dimensional geometric figures are alike or different.Example:Ask the students, “How are these 3-dimensional geometric figures alike?”Possible Answer: “Both 3-dimensional geometric figures have vertices and at least one square face.”Example:Ask the students, “How are these 3-dimensional geometric figures different?”Possible Answer: “One 3-dimensional geometric figure has a circular base and a vertex. The other 3-dimensional geometric figure has a curved surface and no vertices or edges.”Identify Geometric Figures Made From Cutting Apart Two-Dimensional Geometric FiguresIdentify new geometric figures made from cutting two-dimensional geometric figures apart.Example:Prompt the students to cut two-dimensional geometric figures, such as a rectangle, apart and describe the geometric figures created.Ask the students, “When the rectangle is cut along the line, what new geometric figures are created?”Answer: 2 triangles Example:Ask the students, “When the pentagon is cut along the line, what new geometric figures are created?”Answer: A triangle and a squareWeek 4 April 1 - 5Major Concepts:CapacityLearning Standards:Students will learn about capacity including how to measure using standard and nonstandard units.Processes(1) Mathematical Process Standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:(A) apply mathematics to problems arising in everyday life, society, and the workplace;(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;(C) select tools, including real objects, manipulatives, paper/pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;(E) create and use representations to organize, record, and communicate mathematical ideas;(F) analyze mathematical relationships to connect and communicate mathematical ideas; and(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.InstructionResourcesInterventionsExtensions and StationsAssessmentVocabulary – capacity, cup, pint, quart, literMath Background for the teacher:Capacity measures the amount of liquid a container can hold.Students confuse capacity concept when comparing the capacity of containers. They tend to think that because a container is taller that it holds more, which is not always true.Provide multiple opportunities for students to develop the concept of capacity. Throughout their explorations, help them make connections and understandings through discussions.Activity: Capacity EstimationStudents will visualize the concept of capacity by estimating the capacity of various containers. The teacher shows students empty containers with the capacities of pint, quart, half-gallon and gallon. The teacher also shows students a large bowl holding one pint of cereal. Have students estimate how much cereal is in the bowl. Then, pour the pint of cereal into the different containers one at a time to eventually show the kids what a pint looks like. Then, the teacher will do the same for the other containers. This is a way for students to see what the different amounts look like with real objects.Activity: Contain yourself – students bring in different containers from home. Then students will use standard units of measurement (cups, pints, quarts, and gallon) to find out how much their containers hold. Make a chart to display the data.Activity: Scavenger Hunt – students will explore the grocery store, their homes, and school to find things that come in cups, quarts, or gallons. Make a class chart to display the data.enVision Math Topic 18enVision Math Toolsmeasuring cups and utensilsbowls and containers of different sizesboxes and cans of different sizesitems like sand, water, rice, beans that students can manipulatefunnels (for pouring)Measurement stations equipped with measurement tools to include cups, spoons, milk cartons and other containers of different sizes and items to measure capacity such as water, sand, rice, beans – items that can be used to measure the capacity of containers using standard and nonstandard unitsInterventions/ExtensionStudents will practice estimating which containers hold 1 cup, l quart, l gallonenVision Math Topic 18 AssessmentProduct/ProjectStudents will make a foldable with the standard units and draw an example of items from the grocery store that are sold in that unit.Use Non-standard Units to Determine CapacitySelect non-standard units of measure to determine the capacity of a given container.Example:Prompt the students to use a milk carton from the school lunch to estimate how many cups it would take to equal the capacity of a fish bowl. Prompt the students to repeatedly fill the milk carton with water andpour the water into the fish bowl until the capacity of the fish bowlcan be determined.Ask the students, “How many milk cartons did it take to equal thecapacity of the fish bowl?”Possible Answer: “It took 8 milk cartons to fill the fish bowl.”Example:Prompt the students to estimate how many soda bottles it would take to equal the capacity of a bucket. Prompt the students to repeatedly fill the soda bottles with water and pour the water into the bucket until the capacity of the bucket can be determined.Ask the students, “How many soda bottles did it take to equal the capacity of the bucket?”Possible Answer: “It took about 8 soda bottles to fill the bucket.”Week 5 and 6April 8 – 12April 15 - 19Major Concepts:Weight/MassLearning Standards:Students will learn about capacity including how to measure using standard and nonstandard units.Processes(1) Mathematical Process Standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:(A) apply mathematics to problems arising in everyday life, society, and the workplace;(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;(C) select tools, including real objects, manipulatives, paper/pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;(E) create and use representations to organize, record, and communicate mathematical ideas;(F) analyze mathematical relationships to connect and communicate mathematical ideas; and(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.InstructionResourcesInterventionsExtensions and StationsAssessmentKey Vocabulary – weight, mass, heavier, lighter, pound, ounce, gram, kilogramMath background for the teacher:The weight of an object is a measure of how heavy it is. The mass of an object is how much matter is in it.Mass is measured by using a balance comparing a known amount of matter to an unknown amount of matter. Weight is measured on a scale.Students begin to grasp the concept of weight by holding objects and stating which is heavier or lighter.Teach students how to read a scale and a balance.Teach students the difference between a scale and a balance and when it is appropriate to use each.enVision Math Topic 18enVision Math ToolsScalesBalancesGram weightsitems like sand, water, rice, beans that students can manipulatefunnels (for pouring)Measurement stations equipped with scales and balancesItems students can weight to find the mass and weight. Intervention/ExtensionStudents will work with the teacher to weigh and record the weight of items. Students will work with the teacher to find the mass of items using a balance. Curriculum Assessment # 7Product/ProjectStudents will make a chart and collect data comparing the weight and mass of objects found in the classroom.Use Non-standard Units to Determine Weight/MassNote: Weight is the measure of the force (due to gravity) that is acting on an object. Mass is the measure of the amount of matter in an object. Example:27622533591500Prompt the students to estimate how many linking cubes it will take to equal the mass of a glue stick. To determine the mass of the glue stick, prompt the students to place the glue stick on one end of a balance. Prompt the students to place linking cubes on the balance until the collection of linking cubes equal the mass of the glue stick. Prompt the students to count the number of linking cubes it took to equal the mass of the glue stick.Ask the students, “How many linking cubes did it take to equal the mass of the glue stick?”Possible Answer:“It took linking cubes to equal the mass of the glue stick.”Example:Prompt the students to estimate how many oranges it would take to equal the weight of the barbell. Prompt the students to place the barbell on a scale to determine its weight. Prompt the students to place oranges on the scale until the weight of the oranges equals the weight of the barbell. Prompt the students to count the number of oranges it took to equal the weight of the barbell.Ask the students, “How many oranges did it take to equal the weight of the barbell?”Possible Answer: “It took 15 oranges to equal the weight of the barbell.”Week 7 April 22 – 26(STAAR Testing)Major Concepts:Review addition and subtraction with and without regrouping.Learning Standards:(4) Number and Operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to: (A) solve one-step and multistep problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction with fluency; Processes(1) Mathematical Process Standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:(A) apply mathematics to problems arising in everyday life, society, and the workplace;(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;(C) select tools, including real objects, manipulatives, paper/pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;(E) create and use representations to organize, record, and communicate mathematical ideas;(F) analyze mathematical relationships to connect and communicate mathematical ideas; and(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.InstructionResourcesInterventionsExtensions and StationsAssessmentThis week students will continue to practice their problem solving skills in addition and subtraction with and without regrouping.Below are sample word problems or problems from enVision Math. Students must use the problem solving model. All answers must be written in a complete sentence and include a sentence stating why their answer is reasonable.A book has two chapters. The first chapter is 48 pages long. The second chapter is 46 pages long. How many pages does the book have altogether?Ted and Fred measured their height. Their total height is 98 inches. Ted is 39 inches tall. How tall is Fred?Wendy bought 84 inches of ribbon. She used 46 inches to wrap presents. How much ribbon did Wendy have left?The grasshopper and the frog had a jumping contest. The grasshopper jumped 25 inches. The frog jumped 15 inches farther than the grasshopper. How far did the frog jump?Marco and his dad went strawberry picking. Together their strawberries weighed 23 pounds. Marco's strawberries weighed 14 pounds. How much did his dad's strawberries weigh?Our family drove to Galveston to the beach. We drove 179 miles and then stopped for lunch. Then we drove 142 miles and stopped for gas. We had 59 more miles to go. What is the distance from home to the beach?Teri and Anna are building a giant tower out of blocks. Teri used 237 building blocks. Anna used 325 building blocks. How many more pieces did Anna use? How many blocks did they use altogether?862 people ran in the marathon this year. 591 people crossed the finish line. How many people did not finish the marathon?enVision MathenVision Math ToolsBase 10 BlocksCountersInformal based on teacher observation ................
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