Objects and their indirect relationships can be described using measurement
Why are numbers important?
What are units and what do they represent?
1.MD.2 - Measure length
Numbers show how long or far away objects can be.
When and how do we measure length?
1.NBT.1 - Count to 120, read, write and represent with objects & numeralsXXXX
(Advanced - Count within 1000 by 5s, 10s, and 100s (2.NBT.2)
xxxxxx
Numbers are used to show how many objects are in a group.
There is an order for saying and writing numbers.
How can comparisons of numbers be modeled?
Supporting Standards
1st Grade Skills/Concepts
Understandings
1.MD.4 (Organize, represent and interpret data with 3 categories, answer questions about data)
(Advanced -Draw picture graphs and bar graphs to represent data sets and solve put together, take apart and compare problems about the graphs (2.MD.10)
Graphs use numbers to organize and compare information
Skill Development
Prerequisite Skills and Concepts
Unit Skills and Concepts
Advanced Skills and Concepts
Transfer/Apply
*
Mathematical Practices
(Practices to be explicitly emphasized are indicated with an *.)
Practice
Students will:
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 express regularity in repeated reasoning.
Mathematical Practices
2. Reason abstractly and quantitatively.
6. Attend to precision.
7. Look for and make use of structure.
1. Make sense of problems and persevere in solving them. Students demonstrate their ability to persevere by selecting a modality to begin representing their understanding (i.e. manipulatives, pictures). They can work collaboratively to represent their measurements or quantities and discuss their representations.
2. Reason abstractly and quantitatively. Students will demonstrate their abstract and quantitative reasoning by estimating lengths and then refining their estimates based upon new information. They also demonstrate reasoning by explaining indirect measurements. They need to use measurement units correctly—understanding that the smaller the unit, the more units you need to measure a given object.
3. Construct viable arguments and critique the reasoning of others. Students will explain why they chose to represent a quantity or measurement in a particular way. They will also listen to each other and explain what their peers have said.
4. Model with mathematics. In this unit, students are asked to transfer between manipulative, number line, drawings and other visual representations. They are asked to explain in words how their visuals are representing measurements or quantities.
5. Use appropriate tools strategically. Students demonstrate their ability to use non-standard measurement units to measure lengths of objects. They need to select the correct tools and know when a number line is an appropriate representation.
6. Attend to precision. Students demonstrate precision by using comparison language appropriately to describe their measurements and quantities. They count precisely to measure accurately.
7. Look for and make use of structure. Students demonstrate the ability to use structure in their graphs, ten frames and on the 120 chart. Students can use these structures to explain the patterns and answer questions about measurements and quantities.
8. Look for express regularity in repeated reasoning. When students note p
Unit 1 Plan
Major Standards
1st Grade Skills/Concepts
Understandings
Essential Questions
1.MD.1 - Order objects by length
Objects and their indirect relationships can be described using measurement
Why are numbers important?
What are units and what do they represent?
1.MD.2 - Measure length
Numbers show how long or far away objects can be.
When and how do we measure length?
1.NBT.1 - Count to 120, read, write and represent with objects & numeralsXXXX
(Advanced - Count within 1000 by 5s, 10s, and 100s (2.NBT.2)
xxxxxx
Numbers are used to show how many objects are in a group.
There is an order for saying and writing numbers.
How can comparisons of numbers be modeled?
Supporting Standards
1st Grade Skills/Concepts
Understandings
1.MD.4 (Organize, represent and interpret data with 3 categories, answer questions about data)
(Advanced -Draw picture graphs and bar graphs to represent data sets and solve put together, take apart and compare problems about the graphs (2.MD.10)
Graphs use numbers to organize and compare information
Skill Development
Prerequisite Skills and Concepts
Unit Skills and Concepts
Advanced Skills and Concepts
Transfer/Apply
Mathematical Practices
(Practices to be explicitly emphasized are indicated with an *.)
Practice
Students will:
2. Reason abstractly and quantitatively.
6. Attend to precision.
7. Look for and make use of structure.
1. Make sense of problems and persevere in solving them. Students demonstrate their ability to persevere by selecting a modality to begin representing their understanding (i.e. manipulatives, pictures). They can work collaboratively to represent their measurements or quantities and discuss their representations.
2. Reason abstractly and quantitatively. Students will demonstrate their abstract and quantitative reasoning by estimating lengths and then refining their estimates based upon new information. They also demonstrate reasoning by explaining indirect measurements. They need to use measurement units correctly—understanding that the smaller the unit, the more units you need to measure a given object.
3. Construct viable arguments and critique the reasoning of others. Students will explain why they chose to represent a quantity or measurement in a particular way. They will also listen to each other and explain what their peers have said.
4. Model with mathematics. In this unit, students are asked to transfer between manipulative, number line, drawings and other visual representations. They are asked to explain in words how their visuals are representing measurements or quantities.
5. Use appropriate tools strategically. Students demonstrate their ability to use non-standard measurement units to measure lengths of objects. They need to select the correct tools and know when a number line is an appropriate representation.
6. Attend to precision. Students demonstrate precision by using comparison language appropriately to describe their measurements and quantities. They count precisely to measure accurately.
7. Look for and make use of structure. Students demonstrate the ability to use structure in their graphs, ten frames and on the 120 chart. Students can use these structures to explain the patterns and answer questions about measurements and quantities.
8. Look for express regularity in repeated reasoning. When students note p
Vocabulary
Critical Terms xxxx
Supplemental Terms
Model
Units
Measure
Order
Compare
Data
Longer
Shorter
Fewer
Greater
Equal
Count
Number
Numeral