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K Georgia Math Teacher Guide

Kindergarten Teacher Guide

STEMscopes.com ISBN: 979-8-88826-716-5

ISBN: 979-8-88826-659-5

GEORGIA

MATH K

GEORGIA

Teacher Guide: Kindergarten ISBN: 979-8-88826-659-5 Published by Accelerate Learning Inc., 5177 Richmond Ave, Suite 800, Houston, TX 77056. Copyright © 2023, by Accelerate Learning Inc. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without prior written consent of Accelerate Learning Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. To learn more, visit us at www. www.stemscopes stemscopes.com.

USING THE TEACHER GUIDE

Using the Teacher Guide Plan and Strategize In the Teacher Guide,, you’ll ﬁnd details about each element in our curriculum. Use these summaries to guide what you’ll integrate into your lessons based on the needs of your students and your teaching style. Throughout each scope, facilitation focuses primarily on understanding Vertical Alignment along with core Engage and Explore elements. Please note that all other elements are still available online.

Discover and Facilitate As you move through each scope, find STEMscopes Tips that explain how to use and where to find many of the aligned resources that are included throughout the curriculum. In each Explore lesson, you’ll also find Facilitation Tips to assist you in this critical part of the learning process.

Journal and Record The Teacher Guide includes areas throughout its pages for you to write notes about lessons, your students, and more. There are also areas to sketch out long-range plans, make observations, and coordinate smallgroup sessions.

Reﬂect and Enhance Trying to remember what you did last year when teaching a lesson? Use the notes and plans you write here to remind you. Find out what works, what doesn’t, and how to do it better from year to year with our product to help you along the way. When it’s time for a new year, it’s also time for a new Teacher Guide. Guide. Keep them to reference or share them with a colleague.

Using STEMscopes ............................................................................................... 4

SCOPE 1

Count Objects..................................................................................................... 20

SCOPE 2

Compose and Decompose Numbers to 10 ............................................................ 40

SCOPE 3

Money................................................................................................................ 64

SCOPE 4

Compare Numbers to 10 ..................................................................................... 80

SCOPE 5

Join and Separate ............................................................................................... 96

SCOPE 6

Represent Numbers to at Least 20 ..................................................................... 116

SCOPE 7

Two-Dimensional Shapes.................................................................................. 138

SCOPE 8

Three-Dimensional Solids ................................................................................. 158

SCOPE 9

Create and Compose 2-D Shapes and 3-D Solids................................................ 182

TABLE OF CONTENTS

Table of Contents

SCOPE 10 Measurement ................................................................................................... 204

SCOPE 11 Data Analysis ................................................................................................... 238

SCOPE 12 Patterns ........................................................................................................... 258

YEAR AT A GLANCE 2

Year at a Glance JULY

AUGUST

SEPTEMBER

OCTOBER

NOVEMBER

DECEMBER

JANUARY

FEBRUARY

MARCH

APRIL

MAY

JUNE

YEAR AT A GLANCE

Year at a Glance

USING STEMSCOPES

Using STEMscopes Utilizing the Home Section In the Home section, build your own content knowledge, analyze the standards, and gain an understanding of everything the scope has to offer. This is where you will ﬁnd all your lesson-planning materials so you can facilitate fun, purposeful experiences for your students. CONTENT SUPPORT • The standard(s) being addressed in the scope • The mathematical thinking and reasoning standards addressed in the scope • An overview of related concepts students have learned in pre-kindergarten • Student misconceptions and obstacles teachers may face • Detailed description of the content • Extensive list of terms and deﬁnitions students should know • Sample student responses to example questions • An overview of related concepts students will learn in future grades

Use Content Support to gain background knowledge to fully support the students’ understanding. • Includes the reasons a concept is being taught a certain way, examples that can be used to help teach the concepts, and sample student questions and answers • Explains what the students have already learned and gives insight to the concepts students will learn next • Provides known misconceptions students have about the content and obstacles teachers may face when teaching the content • Includes vocabulary and deﬁnitions students should learn throughout the scope Ideas for using this element: • Use it as a resource to understand why math concepts are taught a certain way and how the concepts should be taught. • Use it to understand what students should know before you teach the content, what they should learn, and what they will need to know to be successful in future grades.

STANDARDS EXPLAINED • The standard(s) being addressed in the scope • The verbs used in the standard that highlight what students should be doing • Concrete words and deﬁnitions students should know • A brief summary of the implications for instruction, including what students should understand by the end of the scope

Use the Standards Explained to fully understand the standard(s) that are being addressed in the scope. • Includes what students should be doing and what words they should know • Explains what the students must know to meet the standard • Shows the vertical alignment of relevant standards throughout the grade levels Ideas for using this element: • Use it to become familiar with the standard(s) being addressed and fully understand the concepts students need to know.

• A vertical alignment of related standards 4

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

MATERIALS LIST • The ability to generate the total quantity of materials needed based on your class • A list of all the supplies that are needed for the Engage, Explore, Explain, Elaborate, Evaluate, Intervention, and Acceleration sections • A breakdown of each material, including the quantity per use; the item; whether the item is used per student, per pair, per group, or per class; whether the item is printed, reusable, or consumable; and the total quantity needed

Use the Materials List to plan for the materials that will be needed throughout the scope.

USING STEMSCOPES

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• Includes the ability to individualize the number of materials needed based on the total number of students, number of groups and stations, maximum class size, and total number of classes • Lists the materials needed for all the activities throughout the scope Ideas for using this element: • Use it to plan the materials you will need throughout the scope.

SCOPE OVERVIEW Use the Scope Overview to see every component of the scope. • Provides an easy-to-read, color-coded graphic showing the activities included in each element • Shows the sequential path students will take as they move throughout the scope • Includes the standard(s) and suggestions of how to use certain elements Ideas for using this element:

• The standard(s) addressed in the scope • Each element in the scope • The title of each part of an element • The order in which the scope should be taught

• Use it to quickly see the parts of the scope and how they interconnect. • Use it to plan how you will move through the scope.

PARENT LETTER • A description of the content of the Parent Letter • Procedure and facilitation points that provide a time frame for distributing the Parent Letter and suggestions for encouraging parent participation in the at-home activity

Use the Parent Letter to explain math concepts to parents. • Has a brief overview of the concepts being taught • Includes vocabulary terms and deﬁnitions students need to know • Provides resources and activities students and parents can do together to practice the concepts Ideas for using this element: • Use it to keep parents informed about what their children are studying in math. • Send home a copy of the Parent Letter the week before to notify parents of upcoming concepts and ways to help at home. • Be prepared to explain activities as questions arise from parents.

USING STEMSCOPES

Using STEMscopes Introducing Content with the Engage Section The Engage section is all about laying the foundation for learning. You begin this section by pre-assessing students using the APK (Accessing Prior Knowledge) and ﬁlling knowledge gaps using the Foundation Builder. The Hook then lays out a storyline narrative to establish a purpose for learning and captures students’ attention with real-world connections. ACCESSING PRIOR KNOWLEDGE • A general description of the activity and how it relates to what is being taught in the scope • Materials and preparation needed to complete the activity • Procedure and facilitation points that take you step by step through the activity • Sample student responses to embedded discussion prompts • A handout students use to complete the activity, if needed

Use the APK activity to help determine what students already know about the content as well as any misconceptions they have before beginning the scope. • Activates students’ thinking about the concept and how it’s been presented to them previously • Gives students opportunities to display what they know • Identifies the need to use the Foundation Builder to fill any knowledge gaps • Reveals possible misconceptions Ideas for using this element: • Due to the nature of this element, it is suggested that you complete this activity before the Hook activity. • Students typically complete and discuss the activities in small groups. • Student misconceptions identified here can be addressed and corrected as students progress through the scope.

FOUNDATION BUILDER • A general description of the activity • Materials and preparation needed to complete the activity • Procedure and facilitation points that take you step by step through the activity • Sample student responses to embedded discussion prompts • Handouts, Slideshows, and any other printed materials students will use to complete the activity

Use the Foundation Builder to help ﬁll learning gaps and review and reinforce previously taught content before beginning the scope. • Reteaches content previously taught • Uses concrete materials students can manipulate to explore mathematical concepts and develop proﬁciency • Addresses vocabulary with multiple meanings to eliminate confusion Ideas for using this element: • This activity is intended to be a short teacher-guided intervention for use in small groups. • Student preconceptions are addressed and corrected during this activity. Notes

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

HOOK • A general description of the activity • Materials and preparation needed to complete the activity • Procedure and facilitation points that take you step by step through the activity • Pre- and Post-Explore sections • A video showing a real-world situation • Sample student responses to embedded discussion prompts • Handouts, videos, and any other printed materials students will use to complete the activity

Use the Hook to engage students using real-world contexts where speciﬁc math skills are needed. Here, students have their ﬁrst experience with the new content.

USING STEMSCOPES

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• Introduces a real-world problem that requires use of the skills that will be taught in the scope • Uses media to show the real-world situation in action • Gives students the opportunity to see how math is used in a real-world situation • Is revisited and the problem is solved after students complete the Explore activities from the next section Ideas for using this element: • Explain the real-world situation while showing the video. • Facilitate a discussion about how the scope’s math concepts are used in the situation. • Return to the Post-Explore section to solve the problem after completing the Explore activities. • Students typically complete and discuss the Post-Explore activities in pairs or small groups.

USING STEMSCOPES

Using STEMscopes Student Learning Using the Explore Section This is where students dig into the meat of the content. The Explore section provides scaffolded hands-on activities that build toward mastery of the standards. Each Explore supplies prompts for rich discussion and student reasoning, a Student Journal, and an Exit Ticket. The Explore section also gives students access to Virtual Manipulatives and teachers access to Skill Basics lessons designed to reinforce basic concepts before introducing the Explores. EXPLORES • A suggestion of which Skill Basics to use before completing the Explore, if applicable • A general description of the activity • The Mathematical Thinking and Reasoning Standards addressed in the Explores • A brief setup video showing the materials and preparation needed and explaining the activity • Materials and preparation needed to complete the Explores • Procedure and facilitation points that take you step by step through the activity • A scenario involving a realworld situation students need to solve • Sample student responses to embedded discussion prompts • Math Chat questions at the end of each Explore

Use the Explores to focus on developing students’ conceptual understanding of speciﬁc math skills using relevant situations and manipulatives. As students work through the activities, they will develop more abstract thinking and better number sense. • Provides real-world problems to motivate students to ﬁnd solutions using the math skills covered in the scope • Involves hands-on learning, rich discussions, and collaboration that encourage students to use thinking and reasoning skills • Reduces dependence on manipulatives as students progress through the activities • Helps students acquire new mathematical vocabulary through academic language embedded in the activities Ideas for using this element: • Read and discuss the real-world situations. • Provide an opportunity for students to work through the activities with partners or in small groups. • As students collaborate, monitor and assess their understanding by asking guiding questions. • Guide and correct students through any misconceptions noted during discussions or on their Student Journals. • Provide a Math Chat time at the end of the activity for students to share their observations and learning. • Have students complete the Exit Ticket to formatively assess their understanding of the concepts. • Use students’ responses from the discussions, Student Journals, and Exit Tickets to guide future instruction. Notes

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

VIRTUAL MANIPULATIVES • The Virtual Manipulatives include components such as these: • Place Value Disks • Base Ten Blocks • Number Lines • Pattern Blocks • Fraction Circles • Fraction Tiles • Two-Color Counters • Color Tiles • Linking Cubes • Geoboard • Clock • XY Coordinate Board

Use the Virtual Manipulatives to provide each student with a limitless supply of manipulatives.

USING STEMSCOPES

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• Helps students explore mathematical concepts • Makes learning engaging and meaningful • Leads to more complex understanding of math concepts • Allows students to make visual connections between math concepts and the virtual manipulatives • Helps students develop mental models and abstract thinking Ideas for using this element: • Use the Virtual Manipulatives in the classroom or remotely in place of concrete objects. • Encourage students to use the Virtual Manipulatives to develop proﬁciency in math concepts. • Differentiate instruction by using the Virtual Manipulatives for Englishlanguage learners and for students who are struggling with the concepts. Students can also beneﬁt from visual models when learning new concepts. • Use the Virtual Manipulatives to help address and clarify student misconceptions.

SKILL BASICS Use Skill Basics to pre-teach simple skills needed to complete the Explore activities. • Is designed to reinforce basic concepts before introducing the Explores • Uses manipulatives to make learning engaging and meaningful Ideas for using this element: • Teach a Skill Basics lesson before completing an Explore so students can apply the skill in the Explore. • Use the Skill Basics lesson to help students build a solid foundation of the skills they will use. • Use the Skill Basics lesson to help address and clarify student misconceptions. • Differentiate instruction by using Skill Basics lessons for students who are struggling with math concepts.

• A general description of the activity • Materials and preparation needed to complete the activity • Procedure and facilitation points that take you step by step through the activity • Sample student responses to embedded discussion prompts • Handouts and any other printed materials students will use to complete the activity • Instructions for the Explore to use after completing the lesson

USING STEMSCOPES

Using STEMscopes Guiding Students Using the Explain Section The Explain section offers a variety of resources that help connect the experiences of the Explore activities to the academic content students need to know. These resources include Anchor Charts, Picture Vocabulary, My Math Thoughts, Show What You Know, and, in some scopes, an Interactive Notebook that can be used to support the Explore activities and solidify student learning. ANCHOR CHARTS • A general description of each activity • An Anchor Chart for each Explore • Sample student responses to embedded discussion prompts • A printable sample Anchor Chart

Use the Anchor Charts during or after the Explore activities as a tool to anchor student learning of the concepts addressed in the scopes. • Provides large, poster-sized visuals of the most important content strategies • Helps students achieve mastery of skills and reinforce concepts throughout the year • Gives students access to the charts to use as resources when needed Ideas for using this element: • Create Anchor Charts during instruction or after the Explore activities. • Ask students guiding questions while interacting with the Anchor Chart to help reinforce students’ understanding of concepts. • Display Anchor Charts during instruction or throughout the year to review learning.

PICTURE VOCABULARY • A slideshow of each relevant vocabulary word • Starting in Grade 2, a ﬂash card option with either the picture and word or the picture and deﬁnition for each word • A printable copy

The Picture Vocabulary presents new vocabulary with pictures and studentfriendly definitions. • Includes a slideshow with a picture and written or visual definition for each vocabulary word • Clarifies the meaning of words used throughout the scopes • Gives students access to the vocabulary words to use as a resource when needed Ideas for using this element: • Directly teach math vocabulary using the Picture Vocabulary. • Refer to the Picture Vocabulary throughout the scope to reinforce students’ understanding of vocabulary terms. • If available, encourage students to use the flash card feature to learn relevant math vocabulary. Notes

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

MY MATH THOUGHTS • A general description of the activity • Preparation needed to complete the activity • Procedure and facilitation points that take you step by step through the activity • A printable Student Handout and Answer Key

Use My Math Thoughts to allow students to write out their mathematical thoughts and ideas using several different avenues to ensure that a balanced approach to writing in mathematics is attained.

USING STEMSCOPES

Home

• Focuses students’ writing on problem solving, strategies, and procedures • Allows students to identify how they feel they are progressing in attaining targeted math skills Ideas for using this element: • Allow students to discuss their thinking with their neighbors before writing their thoughts on paper. • Encourage students to persevere through their thinking and to use mathematical tools and models as necessary.

SHOW WHAT YOU KNOW Use the Show What You Know to allow students to independently demonstrate their understanding and practice new skills after exploring concepts.

• A different Show What You Know activity to correspond with each Explore

• Allows students to apply the knowledge and skills they learned in the Explore activities to new situations

• A general description of the activity

• Correlates each activity piece with the same-number Explore. For example, Show What You Know – Part 1 allows students to practice the skills they developed in Explore 1.

• Materials and preparation needed to complete the activity

Ideas for using this element: • Assign the activity for students to complete independently after ﬁnishing the corresponding Explore. • Provide reading assistance if needed.

• Procedure and facilitation points that identify how to use the activity • A printable Student Handout and Answer Key

• Provide manipulatives, especially those used in the Explore, as needed. • Identify whether instruction needs to be adjusted based on student misconceptions before proceeding to the next Explore.

INTERACTIVE NOTEBOOK • A general description of the Interactive Notebook • Materials and preparation needed to complete the activity • Procedure and facilitation points that identify how to use the activity • A printable Student Handout

Use the Interactive Notebook to allow students to take notes, express ideas, and/ or process the information presented in class. • Provides students with the opportunity to solidify their learning Ideas for using this element: • Prepare an Interactive Notebook using a spiral or composition notebook for each student. • Precut or allow students to cut the pieces for each Student Handout according to the instructions. • Allow time for students to complete the activity and then glue the pieces in their Interactive Notebook.

USING STEMSCOPES

Using STEMscopes Extending Learning with the Elaborate Section Workstations are a go! The Elaborate section makes differentiation a cinch with readymade activities—digital and paper-based games, Spiraled Review, Life Connections, and more—that are perfect for rotations! These activities allow students to continue learning while you make time for small-group interventions, reteaching, and independent projects to help both struggling and advanced learners. FLUENCY BUILDER • A description of the activity • Materials and preparation needed to complete the activity • Procedure and facilitation points that take you step by step through the activity • Printable Instruction Sheets and game materials

Use the Fluency Builder games to give students the opportunity to practice the skills they learned during the Explore activities. • Involves games designed to be motivating and entertaining • Increases focus and collaboration skills as students play with partners or in small groups • Allows students to continue to practice skills throughout the year using the games • Develops ﬂuency as students become more eﬃcient and accurate when using their math skills during game play Ideas for using this element: • Place students with partners or in small groups. • Read the game directions, and model the game if needed. • While students are playing the game, pull students for small-group intervention, for reteaching, or for supporting their work on independent projects.

SPIRALED REVIEW • A general description of a Spiraled Review • Preparation needed to complete the activity • Procedure and facilitation points that take you step by step through the activity • Multiple real-world questions that cover previously taught math concepts • Printable Student Handout and Answer Key

Use the Spiraled Review to allow students to continue to practice skills throughout the year. • Motivates students to use the math skills to find solutions for real-world problems • Allows students to review previous or current grade-level content based on the focal points set for each grade • Gives students the flexibility to use different processes and strategies to reach solutions • Develops fluency as the students become more efficient and accurate in solving problems Ideas for using this element: • Read the story to engage student interest before moving on to the questions. • Use the Spiraled Review as a warm-up in class or send it home for homework, but be sure to discuss answers and strategies with the class as a whole group. • Refer to the standard in the lower right-hand corner of each question box to assess the students’ content knowledge or need for further intervention.

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

MATH STORY • A Lexile reading level for each passage, starting in Grade 2

Use the Math Story to give students an opportunity to practice ﬁnding the information they need to solve a problem while performing a new skill.

• A real-world story students can relate to

• Uses real-world engaging stories to support real-world application of math skills and concepts

• Multiple real-world questions that cover not only math concepts taught in the scope but also reading comprehension

• Offers questions covering both math concepts and reading comprehension

• Printable story in Kindergarten and Grade 1; Student Handout and Answer Key starting in Grade 2

USING STEMSCOPES

Home

• Develops ﬂuency as the students become more eﬃcient and accurate in solving problems • Allows students to improve reading comprehension skills and use reading strategies to answer questions Ideas for using this element: • Use the Math Story as a workstation activity, or assign it as homework. • While students are working on the activity, pull students for small-group intervention, for reteaching, or for supporting their work on independent projects. Notes

USING STEMSCOPES

Using STEMscopes Extending Learning with the Elaborate Section PROBLEM-BASED TASK • A general description of a Problem-Based Task • Procedure and facilitation points that provide details on how to use the activity • Multiple real-world problems with multiple solutions or responses • Printable Student Handout and Rubric

Use the Problem-Based Task to provide a more rigorous opportunity for students to practice within a real-world context. • Allows students to work collaboratively to apply the knowledge and skills they have learned to an open-ended, real-world challenge • Engages students throughout the learning process in relevant situations where the math skill is needed • Enables students to use different processes and strategies to reach a solution • Allows students to communicate their understanding and evaluate others’ reasoning • Develops ﬂuency as the students become more eﬃcient and accurate in solving problems Ideas for using this element: • Allow students to work in groups. • Encourage students to look back at their Student Journals from the Explore activities if they need to review the skills they have learned. • If students are stuck, use guiding questions to help them think through the issue without telling them what steps to take next. • Allow each group to share its solution with the class. • Discuss how different groups tackled the challenge in different ways. • While students are working on the activity, pull students for small-group intervention, for reteaching, or for supporting their work on independent projects.

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

LIFE CONNECTIONS • A short description of the focus of the Life Connections • Materials and preparation needed to complete the activity • Procedure and facilitation points that provide details on how to use the activity • Video about the topic • Additional topic-related activities that students can complete • Printable Student Handout

Use the Life Connections to introduce students to careers and everyday life experiences that highlight the mathematical concepts being learned in the classroom.

USING STEMSCOPES

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• Includes creativity and innovation, critical thinking, problem solving, and technology skills • Gives students the opportunity to learn about life events and careers that highlight where math is used Ideas for using this element: • Group the students for rich collaboration and discourse. • Play the video, and use the provided in-depth guiding questions to help students think about the topic from multiple angles. • Ask guiding questions as students complete the activity.

INTERACTIVE PRACTICE Use the Interactive Practice to engage students in practice using technology. • Increases student participation and focus through graphics, sound, point accumulation, and engaging content • Develops ﬂuency as the students become more eﬃcient and accurate in solving problems

• An interactive online game • A “Show Answer” button • A feature that reads the questions • Sound and music that can be muted

Ideas for using this element: • Use the Interactive Practice as a workstation activity, or assign it as homework. • While students are working on the activity, pull students for small-group intervention, for reteaching, or for supporting their work on independent projects.

USING STEMSCOPES

Using STEMscopes Assessing Using the Evaluate Section Get the data you need from the assessment tools provided in the Evaluate section. From performance-based assessments to Skills Quizzes and Observation Checklists, there are multiple evaluations to ensure students have mastered the standards. SHOW-AND-TELL • A general description of a Show-and-Tell • Preparation needed to complete the assessment

Use the Show-and-Tell performance-based assessment to evaluate students’ ability to use mathematical skills. • Assesses students in small-group situations using manipulatives

• Procedure and facilitation points that provide details on how to use the activity

• Provides teachers with prompts to read aloud that focus on each standard in the scope

• Printable Teacher Prompt cards for each standard

• Identiﬁes speciﬁc standards that students have mastered and those that will require reteaching

• Printable Student Prompt cards from which students perform each task when prompted by the teacher

• Allows for questions, which often require strategic thinking

• Printable Interview Rubric that includes the standard, a checklist of skills in the standard, and a notes and scoring area

• Allows students to complete math tasks when prompted by the teacher

Ideas for using this element: • Meet with each student or group of students at a table separate from the class. • Read each Teacher Prompt card, and observe each student as he or she follows the directions. • Ask students to record their thinking on the Student Prompt cards if applicable. • Evaluate each student’s performance of the task using the rubric. • Use students’ responses to determine whether students would beneﬁt from Intervention or Acceleration activities. Notes

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

SKILLS QUIZ • Multiple skills-based questions • Printable Student Handout and Answer Key

Use the Skills Quiz to identify which skills addressed throughout the scope students have mastered.

USING STEMSCOPES

Home

• Focuses on facts, details, deﬁnitions, and procedures with one correct answer Ideas for using this element: • Review students’ responses to determine student mastery of math skills. • Use students’ responses to determine whether students would beneﬁt from Intervention or Acceleration activities.

OBSERVATION CHECKLIST Use the Observation Checklist to identify which concepts and skills presented throughout the scope students have mastered. • Provides the teacher with a breakdown of the scope to use as a formative assessment for each student • Focuses on facts, details, deﬁnitions, and procedures with one correct answer Ideas for using this element: • Use throughout the scope as you observe students and check the skills and concepts they have mastered.

• A brief description of an Observation Checklist • Preparation needed for the activity • Procedure and facilitation points that provide details on how to use the activity • Printable Observation Checklist

• Record accommodations and modiﬁcations used during the Explores to provide documentation for standards-based report cards. • Use students’ responses to determine whether students would beneﬁt from Intervention or Acceleration activities. Notes __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________

USING STEMSCOPES

Using STEMscopes Using the Intervention and Acceleration Sections Useful during Elaborate or as an after-school support, Intervention contains a small handson activity designed to target students’ conceptual misunderstanding while building their math skills. The Intervention activities can also be used as a reteach or test-prep tool. In addition, the Intervention section includes information about how Supplemental Aids like base ten grids and number lines can be used during instruction. SMALL-GROUP INTERVENTION • A general description of the activity • Materials and preparation needed to complete the activity

Use the Small-Group Intervention to revisit concepts to build student understanding. • Allows small groups of students to meet for 20–30 minutes to complete activities focused on the concepts and skills addressed in the scopes

• Procedure and facilitation points that take you step by step through the activity

• Provides more hands-on experience with concrete objects

• Sample student responses to embedded discussion prompts

• Reinforces mathematical vocabulary through academic language embedded in the activities

• Teacher Checklist to monitor students’ mastery • Depending on the scope, a Checkup and Answer Key, Student Handout, and other printed materials students will use to complete the activity

• Gives students the opportunity to use thinking and reasoning skills during rich discussions and collaboration

• Provides an opportunity to take notes about each student’s progress during the activity Ideas for using this element: • Select small groups of students who need more support to develop mastery of math skills and concepts. • Provide ample opportunities for students to use manipulatives to explore mathematical concepts. • Ask guiding questions throughout the activity to assess students’ understanding and address misconceptions. • Take notes on the Teacher Checklist for each student to monitor his or her progress toward mastery of the skills. • If provided, have students complete the Checkup to formatively assess their mastery of math skills and concepts. • Use students’ responses from the discussions, notes on the Teacher Checklist, and the Checkup to guide future instruction.

SUPPLEMENTAL AIDS • A general description of the activity • Grade levels where the Supplemental Aids would typically be used • Materials needed to complete the activity • Procedure and facilitation points that take you step by step through the activity • Printable Supplemental Aids 18

Use the Supplemental Aids to help students become familiar with the tools they can use during classroom instruction and assessments. • Provides paper resources to help students, particularly those with disabilities, comprehend content Ideas for using this element: • Provide Supplemental Aids to students who meet eligibility criteria for their use during assessments. • Model how to use the Supplemental Aids. • Consistently incorporate the use of Supplemental Aids into your instruction and student activities. © Accelerate Learning Inc. - All Rights Reserved

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Are your students ready to go above and beyond what they’ve just learned? In the Acceleration section, students connect the mathematical concepts to either science or engineering or relate what they’re learning to current events around the world. These activities prompt them to think more deeply about the content and its applications.

USING STEMSCOPES

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MATH TODAY • A general description of Math Today

Use Math Today to connect mathematical content to real-world events.

• Media provided by the Associated Press

• Allows students to explore connections and applications of math and other cross-curricular content through interactions with authentic, real-world media

• Procedure and facilitation points that take you step by step through the activity

• Focuses on real-world applications in new situations where complex reasoning is necessary

• Sample student responses to embedded discussion prompts

• Uses media to engage students and motivate them to understand how math is involved in various events around the world Ideas for using this element:

• Problems that connect the media with math concepts

• Provide opportunities for students who have mastered the content to complete the Math Today activity.

• Printable Student Handout and Answer Key

• Encourage students to discuss how mathematical concepts are used in the real world.

CONNECTION STATION Use Connection Station as a cross-curricular connection between science and math. • Provides a way for students to connect the math concepts they learned with science and engineering • Gives students an opportunity to communicate their ideas with their peers and teachers using academic language • Is designed so that students can work independently with low teacher involvement Ideas for using this element: • Provide opportunities for students who have mastered the content to complete the Connection Station.

• A general description of the Connection Station • The science standard aligned with the activity • Materials and preparation needed to complete the activity • General procedure and facilitation points • Printable Student Handout and Answer Key

• Allow students to complete the activities in pairs or groups. • While students are working on the activity, pull students for small-group intervention, for reteaching, or for supporting their work on independent projects.

SCOPE 1

Count Objects Scope Introduction SCOPE SUMMARY

Student Expectations

K.NR.1.1 Count up to 20 objects in a variety of structured arrangements and up to 10 objects in a scattered arrangement. K.NR.1.2 When counting objects, explain that the last number counted represents the total quantity in a set (cardinality), regardless of the arrangement and order. K.NR.2.1 Count forward to 100 by tens and ones and backward from 20 by ones.

This scope is ﬁrst because it begins the important work of counting for kindergarten students throughout the year. This scope is written to stay within 20 (when working on the Explores and other elements) but also includes the standards for counting within 100. Please refer to Daily Numeracy activities to meet these standards and build on the skills from this scope as students begin to count beyond 20. Students begin by using one-to-one correspondence to count up to 10 objects both in a structured arrangement and in a scattered arrangement. They count forward by tens and ones to 100 and backward from 20 by ones. Students also count forward beginning with any number to 100 and backward from any number within 20. Through repeated practice, students develop eﬃcient strategies to keep track of counted objects that are placed in varying formations and recognize that the amount of objects is the same, even if the counting begins at a different spot within the set.

VERTICAL ALIGNMENT Background Knowledge

Future Expectations

By the end of prekindergarten, students can count aloud to 20 in sequence and count objects using both concrete models and pictorial models using one-to-one correspondence. They can quickly recognize and name how many items are in a set of up to four items.

In ﬁrst grade, students count within 120, forward and backward, and read and write numbers up to 120. They organize and count items using a written numeral to represent the total amount. Students develop and discuss eﬃcient strategies for counting by bundling 10 ones to form a set of ten and explain that the two digits of a 2-digit number represent the amounts of tens and ones. They skip count by 2s, 5s, and 10s.

K.NR.2.2 Count forward beginning from any number within 100 and count backward from any number within 20.

Before beginning the lesson, students’ prior knowledge is assessed. The teacher assesses students’ ability to: •

Hook

Accessing Prior Knowledge

ENGAGE ACTIVITIES

count at least 10 objects using one-to-one correspondence.

Students who are successful will be ready to proceed to the Hook activity. Any students who need to build on prior knowledge can utilize the Foundation Builder within this scope.

At the beginning of the scope, students are introduced to the Hook. Through completing the Hook, students will demonstrate their ability to: •

count up to 20 objects in a variety of structured arrangements.

•

count up to 10 objects in a scattered arrangement.

Students move on to the Explore activities and come back at the end of the explorations to repeat the activity and discuss what they found.

If your students are struggling with previously taught concepts, use the Foundation Builder activity in this scope to reinforce ideas presented in the APK. Notes

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

In this exploration, students will count various collections of objects up to 10. Students will:

Explore 3

•

Explore 2

Counting Objects within 10

count the number of manipulatives needed for different bags based on the card provided.

Counting Objects and Organizing Counts In this exploration, students will count various collections of objects up to 10. Students will: •

organize their counts using different methods such as ten frames, counting strips, or circling groups.

After students have had time to explore and solve the scenario, they will discuss their learning and complete an Exit Ticket for assessment.

After students have solved the scenario, the teacher guides students as they share and discuss their ﬁndings; then the activity ends with students discussing their learning and then completing an Exit Ticket.

Counting Forward and Backward within 10

Counting Forward and Backward within 20

In this exploration, students will count forward and backward within 10 by ones. Students will: •

Explore 4

Explore 1

EXPLORE ACTIVITIES

count forward and backward to the number while moving their counter as they playa game.

In this exploration, students will count forward and backward within 20 by ones. Students will: •

Once students have solved the scenario, they discuss their learning and ﬁnish by completing an Exit Ticket.

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count forward and then backward using a number path.

After completion of the activity, students share their learning, complete an Exit Ticket, then revisit the Hook to solve.

COUNT OBJECTS

Count Objects Lesson Calendar and Accessing Prior Knowledge PLAN YOUR LESSONS Monday

Tuesday

Wednesday

Thursday

Friday

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ACCESSING PRIOR KNOWLEDGE

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Students count objects using one-to-one correspondence. This activity is intended to assess mastery of the following standard(s): CD-MA2.4b Counts at least 10 objects using one-to-one correspondence.

Materials

Preparation

Printed •

• •

1 Student Handout (per student)

Reusable •

Print a Student Handout for each student. Fill bags with 1–10 pieces of small candy, one color per bag (3 bags per group).

3 Resealable bags (per group)

Consumable •

1 Bag of small candy (per class)

Procedure and Facilitation Points 1. 2.

3. 4.

Give a Student Handout to each student. Read the following scenario to the class: Tina’s teacher gave her 3 bags of candy. Count the pieces of candy Tina’s teacher gave her, and model your counting for your partner. Instruct students to take turns counting the candy aloud for their partners and recording the total number of pieces of candy on their Student Handouts. Facilitate a class discussion about their counting strategies. This provides an opportunity to gather an understanding of prior student knowledge before beginning the lessons. Encourage students to support their answers, and check for understanding and misconceptions. Ask the following questions: a.

How did you count each bag of candy? I touched each piece of candy and said the number.

How many pieces of candy are in this set? How do you know? Answers will vary. I counted each one.

Show me how to write the number ______. Students will write the number on their Student Handouts.

If students are struggling to complete this task, do the Foundation Builder to ﬁll the gap in prior knowledge before moving on to other parts of the scope.

FACILITATION TIP Before distributing the bags of candy, model for students how you would like them to count. Provide some guidelines about opening the bags, touching the candies, and when the candies (or other candy) can be eaten. FACILITATION TIP Reasssure students that there are a variety of successful counting strategies. As you discuss the different strategies, consider listing them on the board or having students model them. Some students may count by 2s, use only visual contact rather than touch, or need to take the candies out of the bag and line them up.

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Count Objects Hook – Piggy Banks ACTIVITY PREPARATION Students count up to 20 objects in a variety of structured arrangements and up to 10 objects in a scattered arrangement.

Materials

Preparation

Reusable • • • •

• •

1 Phenomena Video (per teacher) 20 Coins (per student) 1 Resealable bag (per student) 1 Projector (per teacher)

Plan to show the Phenomena Video. Prepare a resealable bag of 20 coins for each student.

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Part I: Pre-Explore

Be aware that the The Phenomena Video shows a small child with several large bills vs. the coins mentioned in the scenario.

FACILITATION TIP

Consider asking students some questions about how they use or see coins used in their lives. How are coins collected at home? Where do you use coins in real life? (laundry, candy machines, tokens for games, etc.). What do you know about different-shaped and colored coins?

FACILITATION TIP Depending on your students, you could have different numbers of coins in each bag to create a challenge. FACILITATION TIP

Before distributing the bags, clarify your expectations about putting the coins back in the bag. Some students may want to keep the coins or trade them.

The Standards list is located along the menu bar. Here, a keyword can be entered to locate each standard. The search will result in a list of standards and direct links to the scopes where those standards appear. The standards are organized by grade level as well. Clicking on a standard within a grade level will also provide direct links to the scopes.

3. 4. 5.

DOK-1 What can we do to ﬁnd out how many coins are in the bag? We can count them.

DOK-2 How will we make sure we count them all and don’t count them more than once? Answers will vary. We will line them up or slide them to the side as we count.

Give each student a bag of coins. Let them explore and try to determine the answer. After allowing a couple of minutes for students to count the coins, have students put the coins back into the bags. Move on to complete the Explore activities.

Part II: Post-Explore 1.

STEMscopes Tip

After students have completed the Explore activities for this topic, show the Phenomena Video again and repeat the situation. Discuss the following questions with the class: a.

DOK-1 What can we do to ﬁnd out how many coins are in the bag? We can count them.

DOK-2 How will we make sure we count them all and don’t count them more than once? Answers will vary. We will line them up or slide them to the side as we count.

Give each student a bag of coins. Instruct students to ﬁnd out how many coins Hayden and Braelyn have saved so far this year. Encourage students to use math tools (hundreds chart, counting strips, or ten frames) and strategies (count and slide, draw a picture, use a tool) to help them count the coins. © Accelerate Learning Inc. - All Rights Reserved

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Discuss the following questions with the class: a.

DOK-1 How many coins are in the bag? 20 coins

DOK-2 How do you know? Answers will vary. I counted them then my partner counted them.

DOK-3 Explain how you organized the coins when counting. Answers will vary. I used a hundreds chart. I put one coin in each box until I ran out of coins.

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COUNT OBJECTS

Count Objects Explore 1 – Counting Objects within 10 ACTIVITY PREPARATION Students count various collections of objects up to 10. They demonstrate that the last number said is the number of objects in the set.

Standards for Mathematical Practice • • • •

MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically.

Materials

Preparation

Printed • • •

•

1 Student Journal (per student) 1 Set of Number Cards (per pair) 1 Exit Ticket (per student)

•

Reusable • • • • • •

1 Container of bear counters (per class) 1 Container of pattern blocks (per class) 1 Container of linking cubes (per class) 1 Container of two-colored counters (per class) 1 Container of color tiles (per class) 10 Resealable bags (per pair)

Plan to have students work in partners to complete this activity. Print one set of Number Cards, and place one card in a resealable bag for each pair of students. Partners should receive 10 bags with one card in each bag. Prepare a container of each of the following manipulatives (manipulatives can change depending on what is available in the classroom): • • • • •

• • •

•

Bear counters Pattern blocks Linking cubes Two-colored counters Color tiles

Print a Student Journal and an Exit Ticket for each student. Save all of the bags students create during this activity for Explore 2. For students who need more support in recalling information, please see our 1–10 Number Chart Supplemental Aids elements in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Pattern Blocks, Linking Cubes, Two-Colored Counters, Color Tiles)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP Consider writing or taping the number on the bags rather than having a loose Number Card in each bag to prevent confusion. FACILITATION TIP If time is limited, assign the bags to each individual partner using color-coded numbers, evens/odds, or just distribute one by one. 26

2. 3. 4.

Read the following scenario to the class: Mrs. K is preparing counting bags for her students. Each bag has a card in it with the number of manipulatives needed for that bag. Can you help her make sure she has the correct number of manipulatives in each bag? Give each pair of students a set of 10 bags with one Number Card in each bag. Direct students’ attention to the bags, and point out that each bag has a number card in the bag. Instruct each student to choose 5 bags and ﬁll each bag with a different manipulative from the containers provided. © Accelerate Learning Inc. - All Rights Reserved

6. 7.

8. 9.

Engage

Explore

Explain

Elaborate

Evaluate

Once students have had time to ﬁll their bags, ask students to return to their tables to trade bags with their partners to recount the manipulatives to make sure the bag has the correct number. When partners agree that all bags have the correct number of manipulatives, instruct students to choose 4 bags to draw on their Student Journals. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 How did you count your objects? Answers will vary. I pointed to each object and counted from one to ten.

DOK-1 What can you draw to represent your objects? Answers will vary. Circles for bears, squares for linking cubes, etc.

DOK-1 Does your drawing match the number of objects in the bag? Answers will vary. Yes. I counted nine erasers, and then I drew nine circles.

DOK-1 What numeral did you write to represent how much you counted? Answers will vary. I wrote the numeral 9 because I counted 9 erasers.

After students have completed all 10 bags and their Student Journals, bring the class together as a whole group. After the Explore activity, invite the students to a Math Chat to share their observations and learning.

Intervention

Acceleration

FACILITATION TIP To limit time spent at crowded bins ﬁlling bags, consider placing closed manipulative tubs on student tables within their reach.

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FACILITATION TIP Before instructing students to draw the bags, clarify your expectations for the drawings. Perhaps have a student sample or model how to create a quick sketch that represents the objects.

FACILITATION TIP Before the Math Chat, provide clear instructions for how to return/sort the objects or how the bags will be collected.

Math Chat • • •

• •

• • •

•

DOK-1 Can you count from one to ten? 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 DOK-1 Can you count to ten starting at the number 3 instead of 1? 3, 4, 5, 6, 7, 8, 9, 10 DOK-3 Was this more diﬃcult for you? Why? Yes, it was more diﬃcult because I memorized counting from 1, and I can do that really fast. I have to stop and think and go a little slower when I start from 3. DOK-3 Can you explain how you counted the items in one of your bags? I pointed to each object and said a number as I counted. DOK-1 When your partner took a turn counting the items, did they start at the same object and end at the same object? No, I counted from the top down, and my partner counted from the bottom up. DOK-1 Did that mean your partner counted a different number of items? No, my partner counted the same number of items as I did. DOK-3 Why? It does not matter which items you start with or what order you count the items. The total number of items is the same. DOK-3 What would happen to the number of items if you put them back in the bag, moved them to a different place, and laid them out in a different arrangement? The number of items would stay the same. It does not matter how or where they are put, the number of items does not change. DOK-3 How could you check to see if you wrote the correct number of items for your answer? I could see if my partner got the same number when they counted the objects; I could count the objects I drew on my paper and recount the objects on my desk to make sure they match. DOK-4 How can knowing how to count to 10 help you at home? When I am setting the table for a large family dinner, I need to set out 8 forks, knives, and spoons, so I need to count them all. When I work out with my mom, I have to do 10 jumping jacks, 10 sit-ups, and 10 push-ups, so I need to count to do the right number.

FACILITATION TIP In addition to these ﬁrst two yes or no questions, ask students to show you how they count. Have the whole group count, half the class count, kids with names that start with “A” count, then ask for individuals to model their count. STEMscopes Tip Each scope includes a Home section accessed along the scope’s menu bar. Here you will see student expectations as well as key concepts and fundamental questions. Each Home tab includes drop-down options to access the Scope Overview, Content Support, Content Unwrapped, Materials List, and Parent Letter pages.

FACILITATION TIP A follow-up question might be, “How does knowing how to count to 10 help some of the grown-ups in your life?” (cafeteria worker, bus driver, grocery store clerk). “How does knowing how to count help the bigger kids or teenagers?” (game scores, money for odd jobs, number of pages needed to read for homework). Ask students to look for examples of people counting in the real world and report back what they observed.

COUNT OBJECTS

Count Objects Explore 1 – Counting Objects within 10 Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

Notes __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Notes __________________________________________________________________________________________________________________________________________________

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COUNT OBJECTS

Count Objects Explore 2 – Counting Objects and Organizing Counts ACTIVITY PREPARATION Students count various collections of objects up to 10. They organize their counts using different methods such as ten frames, counting strips, or circling groups.

Standards for Mathematical Practice • • • •

MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically.

Materials

Preparation

Printed • • •

• •

1 Student Journal (per student) 1 Set of Counting Mats (per group) 1 Exit Ticket (per student)

•

Reusable • • • •

6 Sets of manipulatives (per group) 3 Sheet protectors (per group) 1 Dry-erase marker (per group) 6 Resealable bags (per group)

• •

•

Plan to divide the class into groups of 3 to 4 students to complete this activity. Print a set of Counting Mats per group. Place them in sheet protectors for use with a dry-erase marker. (If desired, you can laminate for long-term use.) Use bags from Explore 1 or make new bags with math manipulatives with 1–10 objects per bag. Label 6 of the resealable bags of manipulatives with the word “Collection” and a numeral for each group (for example, “Collection 1,” “Collection 2,” etc., for group 1, then another set of 6 collections for group 2, etc.). Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1–10 Number Chart and Ten Frame Supplemental Aids elements in the Intervention section. Go Digital! Have students explore or present their solutions by using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Two-Color Counters and Linking Cubes)

PROCEDURE AND FACILITATION 1.

FACILITATION TIP On the Student Journal, ﬁnd a way to label the collections with images, colors, or words to clarify Collection 1, 2, 3 and so on. FACILITATION TIP To simplify bag distribution, consider using groups of two students and assigning the 3 collection bags to one partner in each group. 30

2. 3. 4. 5. 6.

Read the following scenario to the class: You did such a great job making bags for Mrs. K. that Mr. Ramirez is now asking for help organizing his math cabinet. He needs your help to count different collections of objects. Once he knows how many objects are in the bag, he can refill them to replace any objects that might have gotten lost during the activity to make them all have an equal amount. Mr. Ramirez wants you to find the most efficient way to count each object. Can you help him count each collection? Give each student a Student Journal. Divide the class into groups of 3 or 4, and give each group 6 collection bags, a set of Counting Mats, and a dry-erase marker. Instruct students to use one of the Counting Mats to count each bag and write the number counted on the mat with the dry-erase marker. Once the group agrees on the number, ask students to record their information on their Student Journals. Repeat steps 4–5 with the other collection bags. © Accelerate Learning Inc. - All Rights Reserved

8. 9.

Engage

Explore

Explain

Elaborate

Evaluate

Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 What mat did you choose to use to count this collection? Answers will vary. We chose the counting strip.

DOK-2 Why did you choose that mat? Answers will vary. We chose the counting strip because we could place one object in each space to help us count.

DOK-2 How did you count your objects? Answers will vary. We counted from left to right and pointed with our ﬁngers so we did not skip any objects.

•

• •

2. 3.

FACILITATION TIP Post simpliﬁed versions of these guiding questions for students to see as they collaborate, and read them with students prior to their work time. Let students know they should be thinking about these answers so they are prepared to share during the Math Chat.

FACILITATION TIP

DOK-2 How did you choose which counting mat to use with each collection? We chose the ten frame when we had a larger collection and the empty space when we had a smaller collection and could remember the numbers. DOK-2 How did you use the counting mats to help organize your collection? The counting strip helped me count the collection by spacing out my objects and counting one number per object. It gave each object a spot, and when everything had a place to go, it did not seem so hard to count. DOK-3 Can you explain your strategy for counting one of your collections? Answers will vary depending on the collection and the group of students. For Collection 4, since there were more than ﬁve, we used a ten frame to organize the cubes and to make sure we did not count any of them more than once. DOK-1 How do you say this number? One, two, three, four, ﬁve, six, seven, eight, nine, ten DOK-4 How can using counting mats and knowing how to organize and count collections of items help you with tasks at home? It can help when counting and rolling coins for the bank when there needs to be a certain number of coins in each roll. It can help sorting out and counting different colors of buttons in a sewing kit. It can help sorting and counting plasticware for a big family reunion picnic.

Post-Explore 1.

Acceleration

After students have completed all collections and the Student Journal, bring the class together as a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning.

Math Chat •

Intervention

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Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

Select critical Math Chat questions and project them for students to see as you they share. Consider recording responses about which counting mat students preferred by taking a quick vote.

FACILITATION TIP Have student volunteers recite the numbers in pairs, small groups, or individually. Use this time to spot check students’ skills. FACILITATION TIP If time allows, ﬁnd some more real-world examples of people using counting tools. Videos of toy factories or workshops may show people sorting and counting for packaging.

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Count Objects Explore 3 – Counting Forward and Backward within 10 ACTIVITY PREPARATION Students count forward and backward within 10 by ones.

Standards for Mathematical Practice • • • • •

MP.1 Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.5 Use appropriate tools strategically. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.

Materials

Preparation

Printed • • •

• • • • •

1 Student Journal (per student) 1 Set of Elevator Buttons (per group) 1 Exit Ticket (per student)

Reusable • •

1 Counter (per group) 1 10-sided die (per group)

•

Plan to divide the class into groups of 2 or 3 to complete this activity. Print the Elevator Buttons for each group. Gather a counter and a 10-sided die for each group. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1–10 Number Chart Supplemental Aids elements in the Intervention section. Go Digital! Have students explore or present their solutions by using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Hundred Board)

PROCEDURE AND FACILITATION FACILITATION TIP Engage students by asking whether they have ridden in an elevator, seen elevators in videos, or have been allowed to push the buttons themselves before. Consider projecting a large simple image of an elevator showing the ﬂoors and also a copy of the Elevator Buttons . FACILITATION TIP Before having students work in small groups, demonstrate rolling and reading the ten sided die, using the counter, and coloring in the buttons. Do a few examples for guided practice.

2. 3. 4. 5. 6.

FACILITATION TIP Note that the Elevator Buttons are shown side by side. Students may wonder why they don’t just go up to 10 (like a thermometer or ruler).

7. 8.

Read the following scenario to the class: The Watsons are on summer vacation. The children decide to play the elevator game in the hotel. They enter the elevator at the lobby on the first floor and push a button. They count all the way up to that floor. Then, they ride the elevator back down to the lobby and count all the way down. Would you like to play the elevator game with them? Divide the class into groups of 2 or 3, and give each group a copy of the Elevator Buttons, a counter, and a 10-sided die. Instruct students to place the counter on 1 and then roll the die to decide what floor they will visit first. If students roll a 1, then they need to roll again. Depending on what number is rolled, ask students to count forward from 1 to the number while moving their counter on the Elevator Buttons. After students reach that floor, instruct them to count backward to 1 while moving their counter on the Elevator Buttons. Give each student a Student Journal, and instruct them to fill in the buttons to record how they counted forward and backward. Students will color the starting number green and ending number red. Repeat these steps several times to practice counting forward and backward from 1. Students do not record while practicing. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 What number did you roll? 8

DOK-2 How do you count to this number? 1, 2, 3, 4, 5, 6, 7, 8

9. 10. 11. 12.

13. 14.

15. 16.

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

DOK-3 Explain how you used the Elevator Buttons to help you. Answers will vary. We used the Elevator Buttons and our counter to help us count to the number we rolled and back to 1. It helped us keep track of our counting.

Instruct students to place the counter on 3 and then roll the die to decide what floor they will visit next. If students roll a 1, 2, or 3, then they need to roll again. Depending on what number is rolled, ask students to count forward from 3 to the number while moving their counter on the Elevator Buttons. After students reach that floor, instruct them to count backward to 3 while moving their counter on the Elevator Buttons. Instruct students to fill in the buttons to record how they counted forward and backward on their Student Journals. Students will color the starting number green and ending number red. Repeat these steps several times to practice counting forward and backward from 3. Students do not record while practicing. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-3 How was starting at 3 different from starting at 1? Answers will vary. We had to use the Elevator Buttons to remember what number came next. The numbers were similar, except we started and stopped at a different number.

DOK-1 What number did you roll? 8

DOK-2 How do you count to this number? 3, 4, 5, 6, 7, 8

DOK-2 How would you count from this number back to 3? 8, 7, 6, 5, 4, 3

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FACILITATION TIP Some students may benefit from a physical response for counting up or forward. Consider using hands, fingers, and fists. As students count forward from 3, they hit one fist in one palm (saying “3”) and then count up (4, 5, 6, 7...)with fingers to 8 or whichever number was rolled. FACILITATION TIP Think about using voice and hand cues to demonstrate going up and down. For example, start with a low voice and end with a high voice to help students hear the differences.

After students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning.

Math Chat DOK-2 How do you count forward from 1 to 10? 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 DOK-2 How do you count backward from 10 to 1? 10, 9, 8, 7, 6, 5, 4, 3, 2, 1 DOK-3 How could you check to see if you counted correctly? We could use the Elevator Buttons and counter to help us count. • DOK-3 What are some other strategies or tools we could have used? We could have used a number path or a number chart. • DOK-4 How can knowing how to count forward and backward to 10 help you at home? Counting down with the microwave till my food is ready • • •

FACILITATION TIP Have students count with a partner, in small groups, with half the class, and individually to spot check for understanding. Consider allowing struggling students to choose a partner to join them while they count aloud. Some students may also clap, tap, or use their ﬁngers as needed.

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

FACILITATION TIP Before printing this Exit Ticket check to see if the size of the boxes will accommodate student numeral writing.

COUNT OBJECTS

Count Objects Explore 4 – Counting Forward and Backward within 20 ACTIVITY PREPARATION Students count forward and backward within 20 by ones.

Standards for Mathematical Practice • • • • •

Materials Printed • • • •

1 Student Journal (per student) 1 Exit Ticket (per student) 1 Number Path (per group) 1 Set of Task Cards (per group)

Preparation • • • • •

Plan to divide the class into groups of 2 or 3 students to complete this activity. Print a set of Task Cards and a Number Path for each group. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1–20 Number Chart Supplemental Aids element in the Intervention section. Go Digital! Have students explore or present their solutions by using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Hundred Board)

PROCEDURE AND FACILITATION FACILITATION TIP

Consider student background knowledge for this scenario; Be prepared with some images of New York City or a more familiar city destination to support student comprehension. Students unfamiliar with train or subway travel may beneﬁt from videos or images.

FACILITATION TIP Be aware that the digital versions of Task Cards have some color details that may not translate well in a black and white copied version.

4. 5.

FACILITATION TIP

DOK-1 What is the starting station number? 1

Before distributing the Number Path assess students’ prior experience with this tool. Show a copy on the projector and help students note how the numbers are organized. Ask, “What do you notice?” “How is this Number Path same/ different than the Elevator Buttons?”. “

DOK-1 What is the number you are counting to? 18

DOK-2 How do you count to this number? 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18

DOK-2 How would you count backward from this number? 18, 17, 16, 15, 14, 13, 12, 11, 10, 9, 8, 7, 6, 5, 4, 3, 2, 1

e. DOK-3 What strategies or tools did you use? Answers will vary. We used the Number Path to help us count to the station number and back. 6. 7.

Read the following scenario to the class: The Watsons ﬂew to New York City for winter vacation. To get around the city without a car, they will need to ride the subway. These underground trains do not turn around; they just go forward and backward. Can you help the family get to their destinations and back safely? Divide the class into groups of 2 or 3 students, and give each group a set of Task Cards and a Number Path. Instruct students to pull a Task Card and count forward to the station and then backward to return. Encourage students to use the Number Path to assist in counting forward and backward. Give each student a Student Journal. Ask students to ﬁll in the missing numbers for each Task Card. Monitor and talk with students as needed to check for understanding by using the following guiding questions:

After students have completed all of the Task Cards and their Student Journals, bring the class together as a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning. © Accelerate Learning Inc. - All Rights Reserved

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Math Chat • • • •

• •

DOK-2 How do you count forward from 1 to 20? 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20 DOK-2 How do you count backward from 20 to 1? 20, 19, 18, 17, 16, 15, 14, 13, 12, 11, 10, 9, 8, 7, 6, 5, 4, 3, 2, 1 DOK-3 How could you check to see if you counted correctly? We could use the Number Path to help us count to the number and back. DOK-3 How was starting at a number other than 1 different from starting at 1? We had to use the Number Path to remember what number came next. The numbers were similar, except we started and stopped at a different number. DOK-3 What are some other strategies or tools we could have used? We could have used a number path or number chart. DOK-4 How can knowing how to count forward and backward to 20 help you at home? Counting down with the microwave till my food is ready

Post-Explore 1. 2. 3. 4.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook. Return to the Hook and instruct students to use their newly acquired skills to successfully complete the activity.

FACILITATION TIP As an extension, if possible have the numbers 1-20 (or higher) printed on the classroom ﬂoor tiles or hallway for students to step or walk on as they line up or go to lunch. Have them count up and down aloud while stepping forward/ backward if time and space allows.

COUNT OBJECTS

Home

FACILITATION TIP Allow students to use hands, fists and fingers if needed to count up and down. Pounding fist to palm for the first number and using fingers as they count aloud may help some struggling students. FACILITATION TIP Take some time to share some more real world connections for when older students or adults need to be able to count backward and forward. (Lunch count, bus numbers for field trip, players on a soccer field). FACILITATION TIP As an extension, encourage early finishers to write on the back of the Exit Ticket. Ask: How many numbers can you write? Can you write them so that a child younger than you could read them? Can you write them with commas in between?

COUNT OBJECTS

Count Objects Additional Scope Resources EXPLAIN ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Picture Vocabulary

Can be done independently

Show What You Know, Part 1

A slide presentation of important vocabulary terms along with a picture and deﬁnition

Counting Objects within 10 Independent practice assignment that gives students an opportunity to demonstrate their learning

Anchor Chart

Show What You Know, Part 2

A guide to facilitating the creation of a chart with students for each scope

Counting Objects and Organizing Counts Independent practice assignment that gives students an opportunity to demonstrate their learning

My Math Thoughts

Show What You Know, Part 3

A collection of journal prompts designed to allow students to explain their thinking and reﬂect on their learning

Counting Forward and Backward within 10

Interactive Notebook

Show What You Know, Part 4

A cut-and-glue activity to process learning that can be added to a notebook for future reference

Counting Forward and Backward within 20

Independent practice assignment that gives students an opportunity to demonstrate their learning

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ELABORATE ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Spiraled Review

COUNT OBJECTS

Home

Can be done independently

Life Connections

The Playground A video and activity that introduce students to careers and everyday life experiences that highlight the mathematical concepts being learned in the classroom

A quick story to engage student interest along with four problems covering previously learned skills

Math Story

Fluency Builder

Easter at Grandma’s

Count Objects to 10

Reading passage that supports literacy and expands students’ ability to identify the information they need to solve problems

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

Problem-Based Task

Fluency Builder

Birthday Fun

Roll and Count within 10

Independent or collaborative task that allows students to solve a challenging, meaningful problem in a real-world context

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

COUNT OBJECTS

Count Objects Intervention and Assessment SMALL-GROUP PLANNER Depending on available time and your teaching style, use the resources provided in our Explain, Elaborate, Intervention, and Acceleration sections of this scope to move forward. Use the space below to organize next steps while keeping the needs of your students in mind. Some suggested resources have been listed. (Look online to see the full menu.)

Students who are still acquiring the concept and need remediation

Resources

Students

Notes

 Fluency Builder  Small-Group Intervention

Students who have mastered the concept and need extension

Students who are approaching mastery and need review

 Life Connections

 Interactive Practice

 Problem-Based Task  Math Today  Connection Station

Engage

Explore

Explain

Elaborate

Evaluate Evaluate

Intervention

Acceleration Acceleration

ASSESSMENT PLANNER

COUNT OBJECTS

Home

Use this template to decide how to assess your students for concept mastery. Depending on the format of the assessment, you can identify prompts and intended responses that would measure student mastery of the expectation. See the beginning of this scope to identify standards and grade-level expectations. Key Concepts

What prompts will be used?

What does mastery look like?

I can count up to 20 objects in a variety of structured arrangements.

I can count up to 10 objects in a scattered arrangement.

I can explain that the last number counted represents the total quantity in a set, regardless of the arrangement or order.

I can count forward to 100 by tens and ones.

I can count backward from 20 by ones.

I can count forward beginning from any number within 100.

I can count backward from any number within 20.

SCOPE 1

Compose and Decompose Numbers to 10 Scope Introduction SCOPE SUMMARY Students count, read, write, and represent numbers up to 10 with or without objects and pictures. They ﬁnd numbers that make 10, and represent 0–10 as the sum of two numbers.

VERTICAL ALIGNMENT

Student Expectations

K.NR.1.2 When counting objects, explain that the last number counted represents the total quantity in a set (cardinality), regardless of the arrangement and order. K.NR.4.1 Identify written numerals 0–20 and represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects).

Background Knowledge

Future Expectations

By the end of pre-kindergarten, students should know that objects can be counted and that the order in which they are counted does not matter. They should be able to count up to 10 objects, with one count per item (one-to-one correspondence), demonstrating that the last count indicates how many items were counted (cardinality). Students should know the order of the counting sequence. They should be able to identify numbers, and they should know that there is a difference between a number and a letter. Students should understand that a number shows value. They should be able to identify the numerals 0 through 9.

In ﬁrst grade, students will read numbers from 0 to 100 in standard, expanded, and word form. They will use concrete and pictorial models to compose and decompose twodigit numbers in multiple ways. Students will also recall addition facts with sums to 10 and related subtraction facts with automaticity.

K.NR.5.1 Compose (put together) and decompose (break apart) numbers up to 10 using objects and drawings.

Before beginning the lesson, students’ prior knowledge is assessed. The teacher assesses students’ ability to: •

recognize the names of how many items are in a set of up to four items.

•

respond with the last number counted to represent quantity.

Hook

Accessing Prior Knowledge

ENGAGE ACTIVITIES At the beginning of the scope, students are introduced to the Hook. Through completing the Hook, students will demonstrate their ability to: •

compose and decompose the number 8 by using objects and pictures.

Students move on to the Explore activities and come back at the end of the explorations to repeat the activity and discuss what they found.

Students who are successful will be ready to proceed to the Hook activity. Any students who need to build on prior knowledge can utilize the Foundation Builder within this scope. If your students are struggling with previously taught concepts, use the Foundation Builder activity in this scope to reinforce ideas presented in the APK. Notes

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

In this exploration, students will compose and decompose the number 6 with objects and pictures. Students will:

Explore 3

•

Explore 2

Compose and Decompose 6

count linking cubes that represent cupcakes using story mats to compose and decompose units of 6.

In this exploration, students will compose and decompose the number 7 by using objects and pictures. Students will: use manipulatives to ﬁnd the different ways to compose and decompose 7 in a story about ducks.

As students work, the teacher monitors and adjusts, leads a discussion about the students’ ﬁndings, and has students complete an Exit Ticket to assess learning.

After students have solved the scenario, the teacher guides students in color coding, sharing, and discussing their ﬁndings. Then the activity ends with students discussing their learning and completing an Exit Ticket.

Compose and Decompose 8

Compose and Decompose 9

In this exploration, students will compose and decompose the number 8 by using objects and pictures. Students will: •

use manipulatives to ﬁnd the different ways to compose and decompose 8 in a story about trains.

In this exploration, students will compose and decompose the number 9 with objects and pictures. Students will: •

As students solve the scenario, they discuss their learning with the class and conclude by completing an Exit Ticket for assessment.

Explore 5

Compose and Decompose 7

•

Explore 4

Explore 1

EXPLORE ACTIVITIES

COMPOSE AND DECOMPOSE NUMBERS TO 10

Home

use manipulatives to ﬁnd the different ways to compose and decompose 9 in a scenario about fruit snacks.

After students have solved the scenario, they share and discuss their ﬁndings, then complete an Exit Ticket to assess learning.

Compose and Decompose 10 In this exploration, students will compose and decompose the number 10 with objects and pictures. Students will: •

count the type of bugs using a ten frame mat.

•

complete a number sentence.

After solving the scenario, students discuss learning with the class, complete an exit ticket for assessment, and then revisit the Hook to solve.

COMPOSE AND DECOMPOSE NUMBERS TO 10

Compose and Decompose Numbers to 10 Lesson Calendar and Accessing Prior Knowledge PLAN YOUR LESSONS Monday

Tuesday

Wednesday

Thursday

Friday

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ACCESSING PRIOR KNOWLEDGE Students count groups of bear counters and report the number counted. This activity is intended to assess mastery of the following standard(s): CD-MA1.4e Quickly recognizes and names how many items are in a set of up to four items. CD-MA2.4e With adult guidance and when counting, understands and can respond with the last number counted to represent quantity (cardinality).

Materials

Preparation

Reusable •

•

10 Bear counters (per student)

•

Consumable •

Each student needs a resealable bag with 10 or fewer bear counters. Group students into pairs, and make sure that each partner has a different number of bear counters.

1 Resealable bag (per student)

COMPOSE AND DECOMPOSE NUMBERS TO 10

Home

Procedure and Facilitation Points 1. 2.

3. 4.

Give each student a resealable bag with bear counters. Read the following scenario to the class: Juan’s teacher gave him a baggie of bear counters. Count the number of bear counters Juan’s teacher gave him, and model your counting for your partner. Instruct students to take turns counting the bears aloud for their partners and reporting the total number of counters to their partners. Facilitate a class discussion about their counting. This provides an opportunity to gather an understanding of prior student knowledge before beginning the lessons. Encourage students to support their answers, and check for understanding and misconceptions. Ask the following questions: a.

What strategy did you use to count the bears? I pointed to each bear to count them, saying the number of each bear and counting one by one.

How did you know the total number of bears in the resealable bag? The last number I said when I was counting is the number of bears.

If students are struggling to complete this task, do the Foundation Builder to ﬁll the gap in prior knowledge before moving on to other parts of the scope.

FACILITATION TIP If possible, give each student partner in a group different-color bear counters.

FACILITATION TIP Reassure students that they may use different strategies for counting the bears. Encourage students to be open and support different methods. Some students may move the bears back into the bag as they count, some may tap the bears while still inside the clear bag, others may need to be encouraged to count aloud even though they believe they are certain of the total already.

COMPOSE AND DECOMPOSE NUMBERS TO 10

Compose and Decompose Numbers to 10 Hook – An Evening Treat ACTIVITY PREPARATION Students compose and decompose the number 8 by using objects and pictures.

Materials

Preparation

Printed •

• • •

1 Student Handout (per student)

Reusable • • • • • •

8 Yellow counters (per pair) 8 Green counters (per pair) 1 Yellow marker or crayon (per pair) 1 Green marker or crayon (per pair) 1 Phenomena Video (per teacher) 1 Projector (per teacher)

•

Plan to show the Phenomena Video. Divide the class into pairs for this activity. Prepare a small cup or bowl with 8 yellow counters and 8 green counters for each pair of students. For Part II, print the Student Handout for each student.

Consumable •

1 Small cup or bowl (per pair)

PROCEDURE AND FACILITATION POINTS Part I: Pre-Explore 1.

FACILITATION TIP Provide guidance by discussing examples of how math is being used in the video. FACILITATION TIP As the scenario is being read, provide a visual for students to comprehend the scenario.

STEMscopes Tip The Engage section, located along the scope menu, is designed to activate student interest in the learning topic. Within the Engage section, activities to access students’ prior knowledge about the topic, to build a strong foundation to bridge any gaps in understanding before diving into the new content, and to set the purpose for learning a new skill are included. 44

DOK-1 What information do we know? We know Cara can have 8 jelly beans after dinner. Cara likes yellow and green jelly beans.

DOK-1 What information do we need to ﬁnd out? What are all the ways Cara can choose her 8 jelly beans?

Give each pair of students a bowl with yellow and green counters inside. Tell students that the counters represent Cara’s favorite jelly beans. Let them explore and try to determine the answer. They may wonder why there are 16 counters in the bowl instead of 8. They are not expected to solve the problem just yet. Listen to their conversations about possible combinations. Move on to complete the Explore activities. © Accelerate Learning Inc. - All Rights Reserved

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Part II: Post-Explore 1. 2.

3. 4.

After students have completed the Explore activities for this topic, show the Phenomena Video again and repeat the situation. Discuss the following questions with the class: a.

DOK-1 What information do we know? We know Cara can have 8 jelly beans after dinner. Cara likes yellow and green jelly beans.

DOK-1 What information do we need to ﬁnd out? What are all the ways Cara can choose her 8 jelly beans?

Give each student a copy of the Student Handout, and give each pair of students a bowl with the 16 counters inside. Instruct students to compose the number 8 in as many possible ways as they can by using the counters to represent yellow and green jelly beans. When they ﬁnd a way to compose the number 8, they color a model of it on the Student Handout. They ﬁll in the blanks with how many yellow and green jelly beans equals 8 jelly beans. This is similar to what they did during the Explore activities. Discuss the following questions with the class: a.

DOK-3 What are all the ways Cara could compose her treat of 8 jelly beans by using only yellow and green? 0 and 8, 1 and 7, 2 and 6, 3 and 5, 4 and 4, 5 and 3, 6 and 2, 7 and 1, 8 and 0

DOK-3 What do you notice about 3 yellow and 5 green compared to 5 green and 3 yellow? Both sets of numbers are equal to 8 jelly beans. The numbers we add together are the same, but their order is different.

DOK-3 What can you say about the order of a pair of numbers added together to equal 8? The order does not matter.

FACILITATION TIP Compare the information students started the lesson with before and after the Explores activities.

FACILITATION TIP

COMPOSE AND DECOMPOSE NUMBERS TO 10

Home

As students complete the Explores activities, monitor students and intervene when necessary.

FACILITATION TIP At the conclusion of the Explores activities, students should be able to discuss with their classmates various combinations they can use to compose any numbers from 1-9.

COMPOSE AND DECOMPOSE NUMBERS TO 10

Compose and Decompose Numbers to 10 Explore 1 – Compose and Decompose 6 ACTIVITY PREPARATION Students compose and decompose the number 6 with objects and pictures.

Standards for Mathematical Practice • • •

MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically.

Materials

Preparation

Printed • • •

• •

1 Student Journal (per student) 1 Cupcake Story Mat (per pair) 1 Exit Ticket (per student)

•

Reusable • • • • • •

• •

6 Blue linking cubes (per pair) 6 Red linking cubes (per pair) 1 Resealable bag (per pair) 1 Document camera (per teacher) 1 Red marker or crayon (per student) 1 Blue marker or crayon (per student)

•

Plan to have students work with a partner to complete this activity. Place 6 blue and 6 red linking cubes in a resealable bag for each pair. If you do not have linking cubes, counters of 2 different colors will work. Print one Cupcake Story Mat for each pair. Laminate it or place it in a sheet protector. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our Sharing Mat and Ten Frame Supplemental Aids element in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Linking Cubes)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP Provide a visual to go with the scenario, and model counting with your hands to count the number of cupcakes.

FACILITATION TIP

Introduce the term addition and the symbol for addition while discussing the cupcakes for the party.

FACILITATION TIP

Use visuals such as blocks for students to understand how to develop different combinations. Model doing this for students until they can do this on their own.

FACILITATION TIP

Provide Number lines for student groups and monitor groups for understanding. 46

Read the following scenario to the class: Gabriella needs to buy 6 cupcakes for a party this week. When she got to the bakery, she noticed there were two choices of frosting color: blue and red. What are all the possible combinations of blue-and red-frosted cupcakes she could buy to equal a total of 6 cupcakes? Direct students’ attention to the two bags of linking cubes on the desks: one bag with six blue linking cubes and another bag with six red linking cubes. Allow the students a few moments to discover the manipulatives and experience how they work with their partners. Explain to students that they will pretend the linking cubes are the cupcakes with red or blue frosting. Instruct students to work with their partners to use the linking cubes and the Cupcake Story Mats to determine all the different combinations of 6. Once students have had time to use the manipulatives to ﬁnd the different ways to compose and decompose 6, give each student a Student Journal. Call on a student partnership to share one of their combinations. Project the Student Journal on the board. Model for students using 2 different colors of crayons to compose/decompose the number 6 on the Student Journal. Additionally, read and complete the sentence below the ﬁrst set of cubes. Instruct students to complete the rest of their Student Journals on their own while they continue to explore ways to compose and decompose 6 with the linking cubes. Demonstrate how to lay the cubes above the line to help students visually check that they are composing numbers that equal 6. © Accelerate Learning Inc. - All Rights Reserved

Engage

Explore

Explain

Elaborate

Evaluate

Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 How are you representing the number of blue cupcakes in the box? We are using blue linking cubes.

DOK-1 How are you representing the number of red cupcakes in the box? We are using red linking cubes.

DOK-1 How many blue cupcakes are in the box? Answers will vary. There are 2 blue cupcakes in the box.

DOK-1 How many red cupcakes are in the box? Answers will vary. There are 4 red cupcakes in the box.

e. DOK-1 What is the total number of cupcakes in the box? There is a total of 6 cupcakes in the box. f.

9. 10.

DOK-2 How is your box of cupcakes similar to/different from your neighbor’s box? Answers will vary. We have the same number of cupcakes, but we have 2 blue and 4 red cupcakes; they have 4 blue and 2 red cupcakes.

After students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning.

Math Chat • • • •

•

DOK-1 What are all the different ways to compose and decompose the number 6? 6 and 0, 5 and 1, 4 and 2, 3 and 3, 2 and 4, 1 and 5, 0 and 6 DOK-4 How is this information useful to you in your everyday life? This information can help me know what to do when I have to share with a friend. DOK-2 What did you notice about the numbers that equal 6? I noticed some of the combinations used the same numbers. DOK-3 Were any of the numbers the same? If so, give an example. Yes, 2, 4 and 4, 2 This is a perfect opportunity to explain that the order of the numbers does not matter and that the same combination of numbers will always equal 6. DOK-3 What was different when the numbers were the same? They were in a different order; we used the same number, but the cubes’ colors were different.

Intervention

Acceleration

FACILITATION TIP Guiding questions should be used to check for the class’s and individuals’ understanding. Intervene as needed. FACILITATION TIP Review with students their previous knowledge of composing and remind them that the opposite of composing is decomposing. Addition is the opposite of subtraction. FACILITATION TIP Have students demonstrate their understanding by counting out loud, using their ﬁngers, or even manipulatives. FACILITATION TIP Have students from different groups compare their solutions. Each group can check other groups, work by counting their combinations.

COMPOSE AND DECOMPOSE NUMBERS TO 10

Home

FACILITATION TIP Provide the whole class with other items to count and to compose different combinations. FACILITATION TIP Check understanding with each group by having them explain their answers to each Task Card. Address misconceptions as needed.

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

COMPOSE AND DECOMPOSE NUMBERS TO 10

Compose and Decompose Numbers to 10 Explore 2 – Compose and Decompose 7 ACTIVITY PREPARATION Students compose and decompose the number 7 by using objects and pictures.

Standards for Mathematical Practice • • •

MP.1 Make sense of problems and persevere in solving them. MP.4 Model with mathematics. MP.6 Attend to precision.

Materials

Preparation

Printed • • •

• •

1 Student Journal (per student) 1 Ducks in the Pond Story Mat (per pair) 1 Exit Ticket (per student)

•

Reusable • • • • • •

7 Pom-poms of the same color (per pair) 1 Resealable bag (per pair) 1 Dry-erase marker (per pair) 1 Document camera (per teacher) 1 Blue marker or crayon (per student) 1 Green marker or crayon (per student)

• •

•

Plan to have students work with partners to complete this activity. Prepare bags of 7 pom-poms of the same color for each pair. Yellow is recommended to represent the ducks in the scenario. Print the Ducks in the Pond Story Mat for each pair. Laminate or place it in a sheet protector. Each pair will need a dry-erase marker to write on the mat. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our Sharing Mat and Ten Frame Supplemental Aids element in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Color Tiles)

PROCEDURE AND FACILITATION FACILITATION TIP

Have students be the ducks in the scenario after they have demonstrated how many ducks are represented. The teacher can have the students count using their ﬁngers. 2.

FACILITATION TIP Have students ﬁrst count their number of pom-poms and then write the number on the Story Mat. Monitor individuals for their understanding of this process.

Read the following scenario to the class: Shiloh went for a walk in a local park and saw a pond with ducks. The ducks were swimming around the pond and waddling around in the grass. She counted 7 ducks but had trouble because the ducks kept moving around into different groups. Some were on land and some were in the pond. What are all the possible combinations of ducks in the pond and on land that would equal the 7 ducks Shiloh might have seen? Direct students’ attention to the bag of 7 pom-poms of the same color, a Ducks in the Pond Story Mat, and a dry-erase marker. Students will be using the pompoms to represent the ducks Shiloh saw. Explain that the large circle area on the story mat represents the pond. The area below it represents the land surrounding the pond. Some ducks were in the pond and some ducks were on land. Allow the students a few moments to discover the manipulatives and experience how they work with their partners. Working with a partner, students will utilize the Ducks in the Pond Story Mat to demonstrate their understanding of how the number 7 is composed and decomposed. Encourage students to practice writing the numbers on the Ducks in the Pond Story Mat by using a dry-erase marker to describe the pom-pom placement. Once students have had time to use the manipulatives to ﬁnd the different ways to compose and decompose 7, give each student a Student Journal. © Accelerate Learning Inc. - All Rights Reserved

Engage

Explore

Explain

Elaborate

Evaluate

Call on a student pair to share one of their combinations. Project the Student Journal on the board, and model how to count and color the ducks to match the stories they are creating on the story mats. They will color ducks in the pond blue and will color ducks on the land green. Instruct students to complete the rest of their Student Journals on their own while they continue to explore ways to compose and decompose 7 with the pompoms. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 How are you representing the ducks in the pond? We are placing pom-poms inside the circle that represents the pond.

DOK-1 How are you representing the ducks on the land? We are placing pom-poms below the circle that represents the land.

DOK-1 How many ducks are in the pond? Answers will vary. There are 3 ducks in the pond.

DOK-1 How many ducks are on the land? Answers will vary. There are 4 ducks on the land.

e. DOK-1 What is the total number of ducks? There are a total of 7 ducks. f.

8. 9.

DOK-2 How is your group of ducks similar to/different from your neighbor’s group? Answers will vary. The total number of ducks and the numbers are the same, but we have 3 ducks in the pond and 4 ducks on the land; they have 4 ducks in the pond and 3 ducks on the land.

•

• •

DOK-1 What are all the different ways to compose and decompose 7? (7, 0), (6, 1), (5, 2), (4, 3), (3, 4), (2, 5), (1, 6), (0, 7) DOK-2 When you worked with your pom-poms and story mats, how did you compose and decompose the number 7? 2 and 5 equal/same as number 7; the number 7 can break down into 2 and 5. I started with 3 ducks in the pond. I knew I needed to add 4 more ducks to equal 7, so I put those ducks in the grass. DOK-3 Were any of the combinations that equal 7 similar? If so, give an example. Yes, 2, 5 and 5, 2. DOK-3 What was different when the combinations used similar numbers? The numbers were the same, but the number of ducks in the pond or on land were different.

Post-Explore 1. 2. 3.

Acceleration

FACILITATION TIP Students can count up by using their fingers. Challenge students to count down by using their fingers and without using their fingers.

STEMscopes Tip Located along the scope menu is the Explore section. One to ﬁve inquirybased Explore activities are designed to be hands-on, teacher-facilitated lessons in which students collaborate to build conceptual understanding and reason mathematically. This section also contains Skill Basics lessons in Kindergarten through Grade 2 and Virtual Manipulatives.

After students have completed their Student Journals, bring the class together as a whole group. After the Explore, invite the students to a Math Chat to share their observations and learning.

Math Chat •

Intervention

COMPOSE AND DECOMPOSE NUMBERS TO 10

Home

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

FACILITATION TIP Use the Math Chat Print Files to project your questions and to guide students’ responses. FACILITATION TIP If time allows, select a group of 7 students and have them model composing and decomposing 7. Try to include as many students as possible. FACILITATION TIP To help students successfully use the vocabulary, provide some sentence frames for responses. For example, “Two combinations that equal 7 that were similar are _________ and ________”. Encourage students to speak the sentence.

COMPOSE AND DECOMPOSE NUMBERS TO 10

Compose and Decompose Numbers to 10 Explore 3 – Compose and Decompose 8 ACTIVITY PREPARATION Students compose and decompose the number 8 by using objects and pictures.

Standards for Mathematical Practice • • •

MP.3 Construct viable arguments and critique the reasoning of others. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.

Materials

Preparation

Printed • • • •

• •

1 Student Journal (per student) 1 Set of Train Pictures (per teacher) 1 Train Story Mat (per pair) 1 Exit Ticket (per student)

• • •

Reusable • • • •

8 Linking cubes (per pair) 1 Different-colored linking cube (per pair) 1 Resealable bag (per pair) 1 Document camera (per teacher)

•

Consumable • •

• •

1 Roll of tape (per teacher) 1 Chenille stem (per pair)

Plan to have students work with partners to complete this activity. Prepare bags of 8 linking cubes for each pair. Each bag should contain only 1 color of cubes. Put one chenille stem into each bag. Print the Train Pictures, and cut them apart. Use a small piece of tape to attach one picture to a different-colored linking cube, and place it in a bag for each pair. Print one Train Story Mat for each pair. Laminate or place it in a sheet protector. Have a picture of a train with cars to show or project for the whole class if students do not have prior knowledge. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our Sharing Mat and Ten Frame Supplemental Aids element in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Linking Cubes)

PROCEDURE AND FACILITATION FACILITATION TIP

Practice with students counting to 8 using various objects in the room and with their ﬁngers. 2.

Read the following scenario to the class: Marcy loves to visit the railyard by her house. She notices how strong the train engines are. They can push some train cars while pulling others at the same time. One day, while visiting the trains, she noticed the same engine was pushing and pulling a total of 8 train cars at once. What are all of the possible combinations for the 8 train cars the train engine was moving? Direct students’ attention to the bag of 8 same-colored linking cubes, 1 differentcolored linking cube with a train engine picture attached, and 1 chenille stem. Allow the students a few moments to discover the manipulatives and experience how they work with their partners. Ask the following questions: a.

FACILITATION TIP Have students count out loud as they link each cube on their train. Practicing and repeating the process is an intervention for students. 50

DOK-1 What does a train look like? How does it move? Consider projecting a picture of a train with train cars if students do not have prior knowledge. The train engine usually looks different than the train cars it pushes or pulls. Answers may vary. The train has pieces. It goes on tracks. It can be long. It has an engine and a caboose.

Invite the students to create a train with the linking cubes. Discuss how the cubes are connected together like a train and how a conductor in the engine is in charge of the train. Explain to students that the linking cubes represent the train cars, and the cube with the picture on it represents the train engine.

5. 6.

Engage

Explore

Explain

Elaborate

Evaluate

Encourage students to explore the actions of pushing and pulling a train by creating a train engine with train cars using the linking cubes and chenille stems and threading the chenille stem through the hole in the linking cubes. Support students as they place their linking cubes on their chenille stems in different ways to compose and decompose a total of 8 train cars. They can put as many cars in front of or behind that they want. They will place their chenille stems on the tracks on the Train Story Mat. Once students have had time to use the manipulatives to find the different ways to compose and decompose 8, give each student a Student Journal. Project the Student Journal on the board, and use the picture of the train engine and train cars provided at the top of the page to model how to count the train cars and fill in the first sentence stem to describe the model. a.

There are 0 train cars to the left of the engine and 8 train cars to the right of the engine, so the description should read 0 and 8 = 8. The students should record their ﬁndings on their Student Journals. Remind students that they are not counting the train engine as one of the 8 train cars. When drawing their models on their Student Journals, they can represent the train cars with squares and the train engine with a triangle. An example of a model using the manipulatives and how it can be drawn on the Student Journal is shown below:

Intervention

Acceleration

FACILITATION TIP As students compose and decompose the train cars, check for their understanding by asking students to explain what they are doing.

COMPOSE AND DECOMPOSE NUMBERS TO 10

Home

FACILITATION TIP Modeling for students is helpful for students with a variety of learning styles.

(Concrete model)

(Pictorial model) 7.

Instruct students to complete the rest of their Student Journals on their own while they continue to explore ways to compose and decompose 8 with the linking cubes and chenille stems. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 How are you representing train cars that are being pushed by the train engine? I put them to the left/in front of the train engine.

DOK-1 How are you representing train cars that are being pulled by the train engine? I put them to the right/in back of the train engine.

DOK-1 How many cars are being pulled by the train? Answers will vary. 8

DOK-1 How many are in front being pushed by the train? Answers will vary. 0

FACILITATION TIP Students can share their train models with other groups, checking that the number of train cars equals 8.

e. DOK-1 What is the total number of cars on the train? 8 f.

9. 10.

DOK-2 How is your train similar to/different from your neighbor’s train? They both have only 8 train cars, but my neighbor’s had 2 in front and 6 behind.

After students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning.

FACILITATION TIP Check all students’ understanding and address misconceptions and misunderstandings.

COMPOSE AND DECOMPOSE NUMBERS TO 10

Compose and Decompose Numbers to 10 Explore 3 – Compose and Decompose 8 Math Chat • STEMscopes Tip The Explain section, located along the scope menu, has a variety of elements designed to solidify students’ understanding of the content presented in the Explore section. Each scope’s Explain section includes a Picture Vocabulary, independent practice assignments, anchor charts, journal prompts, and interactive notebook activities.

• • •

•

DOK-1 What sets of numbers did you use to compose and decompose 8? 8 and 0; 7 and 1; 6 and 2; 5 and 3; 4 and 4; 3 and 5; 2 and 6; 1 and 7; 0 and 8 DOK-2 What did you notice about the numbers that equal 8? I noticed that some of the combinations of the numbers were the same. DOK-3 Were any of the combinations of numbers that were equal to 8 similar? Give an example. Yes, 2, 6 and 6, 2 DOK-3 What was different about the similar combinations that were equal to 8? They were in a different order. We used the same number, but this amount changed on either side of the train engine. DOK-3 If we had 2 trains in the front of the train, how many would we ﬁnd in the back of the train? How do you know? 6 because 2 and 6 is the same as/equal to 8

Post-Explore FACILITATION TIP

As students complete the Exit Ticket, be sure to review with them the image of the engine vs train cars before assessing understanding.

2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

COMPOSE AND DECOMPOSE NUMBERS TO 10

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COMPOSE AND DECOMPOSE NUMBERS TO 10

Compose and Decompose Numbers to 10 Explore 4 – Compose and Decompose 9 ACTIVITY PREPARATION Students compose and decompose the number 9 with objects and pictures.

Standards for Mathematical Practice • • •

MP.1 Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics.

Materials

Preparation

Printed • • •

• • •

1 Student Journal (per student) 1 Fruit Snack Story Mat (per pair) 1 Exit Ticket (per student)

• •

Reusable • • • • •

9 Two-color counters, red and yellow (per pair) 1 Resealable bag (per pair) 1 Document camera (per teacher) 1 Red marker or crayon (per student) 1 Yellow marker or crayon (per student)

•

Plan to have students work with partners to complete this activity. Prepare a bag with 9 two-color (red and yellow) counters for each pair. Print a Fruit Snack Story Mat for each pair. Laminate or place it in a sheet protector. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our Sharing Mat and Ten Frame Supplemental Aids element in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Two-Color Counters)

PROCEDURE AND FACILITATION 1.

2. FACILITATION TIP At this point in the lesson cycle, students should be able to compose and decompose numbers 1-9.

Read the following scenario to the class: Finley loves fruit snacks! Her favorite snacks have two ﬂavors in one package. Each package has 9 fruit snacks in it. Finley spies a new box of strawberry-banana fruit snacks in her pantry. She asks her mom if she can open the box and have a bag of fruit snacks for a treat. What are all of the combinations of red strawberry and yellow banana fruit snacks that could be in a bag she chooses? Direct students’ attention to the bag with 9 two-color counters in it. These represent the strawberry and banana fruit snacks that could be in one of the bags Finley chooses. Instruct students to take out the counters and lay them ﬂat on the desk. Allow the students a few moments to discover the manipulatives and experience how they work with their partners. Ask the following questions: a.

DOK-1 What do you notice? There are some counters in a bag. They are only red and yellow. I see a different amount of red and yellow. I see more red than yellow. I see more yellow than red.

DOK-1 How many red counters do you see? Answers will vary. I see 4 red counters.

DOK-1 How many yellow counters do you see? Answers will vary. I see 5 yellow counters.

DOK-2 What is the total when you combine the red and yellow counters? How does this relate to the scenario? I have 9 counters. Each package of fruit snacks has 9 inside.

FACILITATION TIP As students answer the questions, encourage them to explain by using the vocabulary terms.

e. DOK-3 How can we ﬁnd out the different combinations that equal 9? Answers will vary. Put the red and yellow counters together to equal the 9 total counters. 54

Engage

Explore

Explain

Elaborate

Evaluate

DOK-1 How are you representing the number of red fruit snacks? We are turning over the counter to show red.

DOK-1 How are you representing the number of yellow fruit snacks? We are turning over the counter to show yellow.

DOK-1 How many red fruit snacks are in your package? Answers will vary. There are 5 red fruit snacks in the package.

DOK-1 How many yellow fruit snacks are in your package? Answers will vary. There are 4 yellow fruit snacks in the package.

e. DOK-1 What is the total number of fruit snacks in your package? There are a total of 9 fruit snacks.

8. 9.

Acceleration

DOK-3 How can we represent putting the red and yellow counters together to equal 9 in number sentence form? ____ red + ____ yellow = 9 fruit snacks

Instruct students to work with their partners to use the two-color counters and the Fruit Snack Story Mat to determine all the different combinations of 9 fruit snacks. Once students have had time to use the manipulatives to ﬁnd the different ways to compose and decompose 9, give each student a Student Journal and a red and yellow crayon or marker. Call on a student partnership to share one of their combinations. Project the Student Journal on the board, and model how to create a pictorial model by coloring the circles red or yellow to match the two-color counters on the story mat. Show students how to count the red circles they shaded, count the yellow circles they shaded, and add them together to equal 9 fruit snacks. Remind students about the addition symbol and what it means (combining two numbers to determine a total). Instruct students to complete the rest of their Student Journals on their own while they continue to explore ways to compose and decompose 9 with the twocolor counters. Monitor and talk with students as needed to check for understanding by using the following guiding questions:

Intervention

DOK-2 How is your package of fruit snacks similar to/different from your neighbor’s package? Answers will vary. The total number of fruit snacks is the same, but we have 5 red and 4 yellow, and they have 4 red and 5 yellow fruit snacks.

After students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning.

Math Chat DOK-1 How many ways can you compose and decompose the number 9? 10 DOK-2 What are all the possible strawberry and banana combinations that could be in the fruit snacks bag? 9 red, 0 yellow; 8 red, 1 yellow; 7 red, 2 yellow; 6 red, 3 yellow; 5 red, 4 yellow; 4 red, 5 yellow; 3 red, 6 yellow; 2 red, 7 yellow; 1 red, 8 yellow; 0 red, 9 yellow • DOK-2 If Finley counted 4 yellow banana fruit snacks in her bag, how many red strawberry fruit snacks must be in the bag? How do you know? 5. I know this because there are 9 fruit snacks in each bag, and 4 + 5 = 9. • DOK-3 What did you notice about the different combinations of numbers that are equal to 9? Some of the combinations had the same 2 numbers, but the order was different. As the number of red fruit snacks decreased, the number of yellow fruit snacks increased. • •

FACILITATION TIP Students will know a variety of combinations that total 9. Intervene with students that are struggling with this concept. FACILITATION TIP Model with students the plus symbol and what it represents.

STEMscopes Tip The Evaluate section, found along the scope menu, contains assessment tools designed to help teachers gather the data they need to determine whether intervention or acceleration is warranted. From standards-based assessments to an open-ended reasoning prompt, there is an evaluation for every student’s learning style.

COMPOSE AND DECOMPOSE NUMBERS TO 10

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FACILITATION TIP As students demonstrate their understanding, pose more in-depth questions using different numbers, such as: What combination can be used for 7 fruit snacks? FACILITATION TIP Providing time for students to share their work and understanding builds conﬁdence. STEMscopes Tip Located along the scope menu is the Elaborate section, where engaging activities that extend student learning and solidify their understanding of math concepts are found. Included are hands-on and virtual games; a math review and math story; a problembased task; proﬁles of careers and everyday life situations where math is used, and in the primary grades, a discussion of a data set.

COMPOSE AND DECOMPOSE NUMBERS TO 10

Compose and Decompose Numbers to 10 Explore 4 – Compose and Decompose 9 • •

DOK-3 Does the order of the numbers you added matter? Explain. No, because they will still equal 9. DOK-1 What symbol is used in your number sentence to show a way of composing 9? Addition symbol, plus sign, plus

Post-Explore FACILITATION TIP For this Exit Ticket, some students who are struggling may need to visually separate the lines of circles as they count and record answers. The answers are to be written under the circles. Consider having students use a paper strip to cover the circles below the answer line to help them focus on each sample separately. Another idea would be to cut the ticket into strips so they can count and record each item without being distracted.

1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

COMPOSE AND DECOMPOSE NUMBERS TO 10

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COMPOSE AND DECOMPOSE NUMBERS TO 10

Compose and Decompose Numbers to 10 Explore 5 – Compose and Decompose 10 ACTIVITY PREPARATION Students compose and decompose the number 10 with objects and pictures.

Standards for Mathematical Practice • • •

MP.2 Reason abstractly and quantitatively. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.

Materials Printed • • • •

1 Student Journal (per student) 1 Set of Ten Frame Mats (per teacher) 1 Set of Bug Cutouts (per teacher) 1 Exit Ticket (per student)

Preparation • • •

• • • • • • •

Reusable • • • • •

11 Medium baby food jars (per teacher) 11 Dry-erase markers (per teacher) 11 Red crayons (per teacher) 11 Yellow crayons (per teacher) 1 Document camera (per teacher)

Consumable •

1 Roll of masking tape (per teacher)

Plan to have students work in groups of 2 or 3 to complete the activity. Label the jars 1–11 by using a piece of masking tape. Print and cut out the Bug Cutouts. Once the images are cut out, place the cutouts in the correct labeled jar:

• • • • •

Jar 1 – 10 dragonﬂies Jar 2 – 1 worm, 9 beetles Jar 3 – 2 termites, 8 ladybugs Jar 4 – 3 ants, 7 bees Jar 5 – 4 caterpillars, 6 spiders Jar 6 – 5 moths, 5 snails Jar 7 – 6 crickets, 4 centipedes

• • • •

Jar 8 – 7 grasshoppers, 3 mosquitoes Jar 9 – 8 praying mantises, 2 ﬁreﬂies Jar 10 – 9 slugs, 1 cicada Jar 11 – 10 stick insects

Print one set of Ten Frame Mats. Laminate them or place them in a sheet protector. Set up 11 stations around the room. Each station will need a jar, the corresponding Ten Frame Mat, a dry-erase marker, a red crayon, and a yellow crayon. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our Sharing Mat and Ten Frame Supplemental Aids element in the Intervention section. Go Digital! Have students explore or present their solution using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Two-Color Counters with Ten Frames)

PROCEDURE AND FACILITATION FACILITATION TIP

In this Explore activities, students should show mastery of composing and decomposing in a variety of examples. 2.

Read the following scenario to the class: Rhea and Charles are neighbors who love to collect bugs during the summer. They love to take old jars and their bug net out on their hunts. They like to only search for two types of bugs at a time for a total of 10 bugs in each jar. So far, they have collected enough bugs to ﬁll 11 jars. Your job is to ﬁgure out the different combinations of bugs they found on their hunt. Divide students into groups of 2 or 3. Each small group will begin at one of the 11 jars that have been set up at a station. Tell students to open the jar and dump out the bug images. Ask the following questions: a.

DOK-1 How many bugs are in your jar? 10

DOK-1 How many types of bugs are in your jar? 2 (There are 2 jars that will only have 1 type of bug.)

5. 6.

7. 8.

Engage

Explore

Explain

Elaborate

Evaluate

Project a Ten Frame Mat, and model how to place bug cutouts on the ten frame. Students will count how many of each type of bug there are and complete the number sentence at the bottom of the Ten Frame Mat using a dry-erase marker. Once they have created their concrete models, students can complete a pictorial model on their Student Journals. Explain how to find the section on the Student Journal that corresponds to the jar number at their stations. Be sure students understand that they will be coloring the circles either red or yellow based on which bug they are counting. For example, in Jar 1 there are 0 butterflies and 10 dragonflies. Therefore, they will color 0 circles red and 10 circles yellow. Give students about 3–5 minutes at each station before rotating. They will repeat the steps until their Student Journals are complete. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-3 How did you decide how many of each bug was in your jar? I ﬁlled my ten frame with the pictures and then counted how many bugs of each type there were.

DOK-3 What are you noticing about the number sentences you are creating? They are all equal to 10. They are all addition. Some of the pairs of numbers are similar.

After students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning.

Math Chat • • •

•

• •

•

DOK-3 What did you notice about the combinations you created? They were all equal to 10. DOK-1 How many ways are there to compose the number 10? 11 DOK-2 How did the ten frame help you find all the ways to compose the number 10? I know the ten frame has 10 squares with 5 on top and 5 on bottom; I placed the bugs in the ten frame, and it was full. DOK-1 What are all of the combinations for composing the number 10? 0 and 10, 1 and 9, 2 and 8, 3 and 7, 4 and 6, 5 and 5, 6 and 4, 7 and 3, 8 and 2, 9 and 1, 10 and 0 DOK-2 Look at Jar 1. If Rhea and Charles had found 9 dragonflies, how many butterflies would probably be in their jar? 1 DOK-2 What if they had found 9 butterflies? How many dragonflies would probably be in their jar? 1 (You want the students to notice how the numbers are the same but represent different things.) DOK-3 What can you say about the order of a pair of numbers that are the same as/equal to 10? The order does not matter when they are added together.

Intervention

Acceleration

FACILITATION TIP Model for students how to use the Ten Frame Mat until they can use it on their own. FACILITATION TIP Model your own “thinking out loud” for students to demonstrate how they should begin thinking. FACILITATION TIP Monitor groups while they are completing their journals, assisting them as needed.

COMPOSE AND DECOMPOSE NUMBERS TO 10

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STEMscopes Tip STEMcoach in Action, located under the Scopes tab, provides teachers with professional development on these and many other STEM-centered classroom topics. Here you will find a variety of resources on the topics of Creating an Environment for Learning, Building Scientific and Mathematical Understanding, Engaging Students in Scientific and Engineering Practices, Designing the Learning Experience, and Developing Leadership Skills. Within each of these topics are 3–6 subtopics. Each subtopic includes an overview describing teacher, classroom, and student expectations; FAQs and resources; and/or a video library.

Post-Explore 1. 2. 3. 4.

FACILITATION TIP For this Exit Ticket, some students may prefer to write their own number sentences rather than draw lines to matching ten frames. Other students may need to have the number sentences cut so they can be moved and manipulated to pair with ten frames.

COMPOSE AND DECOMPOSE NUMBERS TO 10

Compose and Decompose Numbers to 10 Additional Scope Resources EXPLAIN ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Picture Vocabulary

Can be done independently

Show What You Know, Part 1

A slide presentation of important vocabulary terms along with a picture and deﬁnition

Compose and Decompose 6 Independent practice assignment that gives students an opportunity to demonstrate their learning

Anchor Chart

Show What You Know, Part 2

A guide to facilitating the creation of a chart with students for each scope

Compose and Decompose 7 Independent practice assignment that gives students an opportunity to demonstrate their learning

My Math Thoughts

Show What You Know, Part 3

A collection of journal prompts designed to allow students to explain their thinking and reﬂect on their learning

Compose and Decompose 8

Interactive Notebook

Show What You Know, Part 4

A cut-and-glue activity to process learning that can be added to a notebook for future reference

Compose and Decompose 9

Independent practice assignment that gives students an opportunity to demonstrate their learning

Show What You Know, Part 5 Compose and Decompose 10 Independent practice assignment that gives students an opportunity to demonstrate their learning

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ELABORATE ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Spiraled Review

Can be done independently

Life Connections

The Birthday Party A video and activity that introduce students to careers and everyday life experiences that highlight the mathematical concepts being learned in the classroom

A quick story to engage student interest along with four problems covering previously learned skills

Math Story

Fluency Builder

Saturday at the Panadería with Papá

Compose and Decompose Numbers to 10 with Ten Frames and Linking Cubes

Reading passage that supports literacy and expands students’ ability to identify the information they need to solve problems

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

Problem-Based Task

Fluency Builder

House Designers

Compose and Decompose Numbers to 10 with Fish Ten Frames

Independent or collaborative task that allows students to solve a challenging, meaningful problem in a real-world context

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

COMPOSE AND DECOMPOSE NUMBERS TO 10

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Interactive Practice Feed the Fish A game to practice the skills established by the standards in the scope

Intervention and Assessment SMALL-GROUP PLANNER Depending on available time and your teaching style, use the resources provided in our Explain, Elaborate, Intervention, and Acceleration sections of this scope to move forward. Use the space below to organize next steps while keeping the needs of your students in mind. Some suggested resources have been listed. (Look online to see the full menu.) Resources

Students who are still acquiring the concept and need remediation

COMPOSE AND DECOMPOSE NUMBERS TO 10

Compose and Decompose Numbers to 10

Students

Notes

 Fluency Builder  Small-Group Intervention

Students who have mastered the concept and need extension

Students who are approaching mastery and need review

 Life Connections

 Interactive Practice

 Problem-Based Task  Math Today  Connection Station

Engage

Explore

Explain

Elaborate

Evaluate Evaluate

Intervention

Acceleration Acceleration

ASSESSMENT PLANNER Use this template to decide how to assess your students for concept mastery. Depending on the format of the assessment, you can identify prompts and intended responses that would measure student mastery of the expectation. See the beginning of this scope to identify standards and grade-level expectations. Key Concepts I can explain that the last number counted represents the total quantity in a set, regardless of the arrangement and order.

What prompts will be used?

What does mastery look like?

COMPOSE AND DECOMPOSE NUMBERS TO 10

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I can identify written numerals from 0 to 20.

I can represent a number of objects with a written numeral from 0 to 20.

I can compose and decompose numbers up to 10 using objects and drawings.

SCOPE 1

Money Scope Introduction SCOPE SUMMARY Students identify pennies, nickels, and dimes, including both the head and tail sides of the coins, and learn the values of these coins. They understand that coins are money and possess the power to purchase things. Students are not expected to ﬁnd the value of a collection of coins.

Student Expectations

VERTICAL ALIGNMENT

K.NR.1.4 Identify pennies, nickels, and dimes and know their name and value.

Background Knowledge

Future Expectations

Although students in prekindergarten do not formally learn about money, they should have been exposed to it and should be familiar with coins as money. They should be aware that money is used to buy things; students should have participated in activities using pretend money to “buy” items found in a pretend store in a classroom center. In addition, students should be able to separate different items into groups based on similarities, just like they are asked to recognize and differentiate among pennies, nickels, and dimes in kindergarten.

In ﬁrst grade, students extend their knowledge of pennies, nickels, and dimes to also identify quarters. They will compare the values of pennies, nickels, dimes, and quarters. Students learn to express values of coins with the combination of a numerical value and a cent symbol. Students also determine relationships between coins based on their values, such as the number of nickels that equals the value of one dime. They learn to count groups of one type of coin by using strategies, such as counting by ones, twos, ﬁves, and tens.

Before beginning the lesson, students’ prior knowledge is assessed. The teacher assesses students’ ability to: •

Hook

Accessing Prior Knowledge

ENGAGE ACTIVITIES

sort and classify objects using one or more attributes or relationships.

At the beginning of the scope, students are introduced to the Hook. Through completing the Hook, students will demonstrate their ability to: •

Any students who need to build on prior knowledge can utilize the Foundation Builder within this scope.

identify US coins by name and value.

Students move on to the Explore activities and come back at the end of the explorations to repeat the activity and discuss what they found.

If your students are struggling with previously taught concepts, use the Foundation Builder activity in this scope to reinforce ideas presented in the APK. Notes

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

MONEY

Home

Sorting Coins In this exploration, students will use a magnifying glass to identify the different characteristics (size, color, and type) of coins to sort them. Students will: •

sort coins into different groups.

•

create coin rubbings of the fronts and backs of real coins.

Explore 2

Explore 1

EXPLORE ACTIVITIES

After students have had time to explore and solve the scenario, they will discuss their learning and complete an Exit Ticket for assessment.

Identifying Coins and Value In this exploration, students will work as bankers to identify coins and their values. Students will: •

identify each coin and match it to the corresponding coin name.

•

graph the number of coins in a given coin purse or wallet.

After completing the activity, students share their learning, complete an Exit Ticket, then revisit the Hook

MONEY

Money Lesson Calendar and Accessing Prior Knowledge PLAN YOUR LESSONS Monday

Tuesday

Wednesday

Thursday

Friday

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

MONEY

Home

ACCESSING PRIOR KNOWLEDGE Students sort dimes, nickels, and pennies into different groups based on their physical properties. This activity is intended to assess mastery of the following standard(s): CD-MA4.4b Sorts and classiﬁes objects using one or more attributes or relationships.

Materials

Preparation

Reusable • • •

•

5 Plastic dimes (per group) 5 Plastic nickels (per group) 5 Plastic pennies (per group)

Prepare one resealable bag per group containing 5 dimes, 5 nickels, and 5 pennies.

Consumable • •

1 Resealable bag (per group) 1 Sheet of chart paper (per teacher)

Procedure and Facilitation Points 1. 2. 3.

Divide the class into groups of 3 or 4. Pass out the resealable bags, one to each group, and ask the students not to open them yet. Read the following scenario to the class: Maggie was helping her mom clean the sofa and found these items between the cushions. She collected them and put them in a bag for safekeeping. Let’s all look with our eyes at the items inside the bag. Ask the following questions: a.

Talk with your group members. Can you describe what you see? I see money. Some are brown and some are silver. Some of the coins are big. Some of the coins are little.

How do the objects in the bag look similar? They are all round.

How do they look different? The colors are different. The pictures on them are not the same.

As students are sharing with their group members, walk around and listen to their conversations. Note the vocabulary they are using to identify the coins and whether or not students seem familiar with coins. When it seems that most groups have talked about some of the physical attributes of the coins, call on a few students to share what they notice. Record their words on the chart paper. If a student uses the word coin to describe the items, be sure to reuse that vocabulary word. Ask students to open their bags and take out the coins inside. a.

Prompt the class to explore and discuss by saying to the class: Now, let’s use our hands to notice how these items are the same and how they are different. Talk to your group members about what you are noticing when you hold the items. There are pictures on them that are rough. Some of them are smooth on the side and some are scratchy.

After groups have a chance to discuss, call on some to share what they notice. Record their descriptive words on chart paper.

FACILITATION TIP If you can, consider using real coins rather than plastic coins.

FACILITATION TIP Create a quick two-column chart to record student observations in Step 6. Same vs Different.

FACILITATION TIP Some students may be ready to shout out the total value of the coins, while others may not have a lot of experience with coins at all.

FACILITATION TIP Throughout this scope, students will be using a variety of coins. Before students use the coin bags, clarify the expectations and process for returning the coins. Be prepared for some students to want to keep the coins.

MONEY

Money Lesson Calendar and Accessing Prior Knowledge 9.

STEMscopes Tip

Facilitate a class discussion about the coins. This provides an opportunity to gather an understanding of prior student knowledge before beginning the lessons. Encourage students to support their answers, and check for understanding and misconceptions. Ask the following questions: a. Can you sort your items into groups? Observe as groups work and discuss.

The Intervention section of each scope is found along the scope menu. If the assessments revealed that some students have not reached mastery of the content, the Intervention section has Small-Group Intervention and Supplemental Aid resources to help those students who need reteaching and additional support. 10.

Why did you sort that way? We sorted ours by color to make two groups.

How are your groups the same or different? We sorted our items by size to make two groups, and some were big and some were small.

Can you sort a different way? We sorted the items by whether or not their sides were smooth. We also sorted by type of coin. (Students may show the piles of dimes, nickels, and pennies here but may not have the vocabulary to name them.)

If students are struggling to complete this task, do the Foundation Builder to ﬁll the gap in prior knowledge before moving on to other parts of the scope. Notes

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Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

MONEY

Home

Notes __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________

MONEY

Money Hook – Rainy-Day Fund ACTIVITY PREPARATION Students identify US coins by name and value. These include pennies, nickels, and dimes.

Materials

Preparation

Reusable • • • •

• • •

6 Sets of play money coins (per class) 6 Glass jars (per class) 1 Phenomena Video (per teacher) 1 Projector (per teacher)

Plan to show the Phenomena Video. Label each sticky note “Rainy Day.” Stick one sticky note on each glass jar. Fill each glass jar with a variety of play money coins including pennies, nickels, and dimes.

Consumable •

6 Sticky notes (per class)

PROCEDURE AND FACILITATION POINTS Part I: Pre-Explore 1.

2. FACILITATION TIP

Students’ experiences with coins may be limited. Before showing the video or discussing the scenario, ask some questions to connect with their experiences. Ask students when they have seen or used coins.(Laundry, tokens at an arcade, ﬂipping coins at sporting events). Be prepared to explain what saving money for a “rainy day” means to students rather than spending time having them guess what it means.

FACILITATION TIP

If possible, consider using clear plastic containers rather than glass jars. FACILITATION TIP Clarify expectations for how you would like students to collaborate and share the coins as they touch and observe them. Be sure all students have an opportunity to see and touch each type of coin.

DOK-1 What information do we know? There is a jar full of objects.

DOK-1 What information do we need to ﬁnd out? What are the objects called?

Divide students into 6 groups. Give each group one of the glass jars ﬁlled with coins. Allow them to touch the coins and discuss their observations with their groups. Listen to their conversations. Students should return the coins to the jar and hand the jar back to you. Move on to complete the Explore activities.

Part II: Post-Explore 1. 2.

FACILITATION TIP Consider assigning one student as the counter/collector of the coins to streamline returning the jars.

Introduce this activity toward the beginning of the scope. The class will revisit the activity and solve the original problem after students have completed the corresponding Explore activities. Show the Phenomena Video. Ask students the following questions: What do you notice? Where can you see math in this scenario? Allow students to share all ideas. Read the following scenario to the class: You often wonder about this jar you see in your home. It says “Rainy Day” on it, and it is ﬁlled with objects. You have seen your mom and dad empty their pockets and add to the jar almost every day. What are those objects? Why do some of them look different? What are they called, and where do they come from? Your biggest question to ask yourself, though, is what in the world do they have to do with a rainy day? Discuss the following questions with the class:

After students have completed the Explore activities for this topic, show the Phenomena Video again and repeat the situation. Discuss the following questions with the class: a.

DOK-1 What information do we know? There is a jar full of objects.

DOK-1 What information do we need to ﬁnd out? What are the objects called?

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

MONEY

Home

Discuss the following questions with the class: a.

DOK-1 What are the objects called that were inside the glass jar? Coins

DOK-1 What are coins? Money

DOK-2 What can you use coins to do? Buy things

DOK-1 (Hold up a penny without saying its name.) What is this called? Penny (Have students ﬁnd one in their collection and hold it up.) What is its value? One cent

e. DOK-1 (Hold up a nickel without saying its name.) What is this called? Nickel (Have students ﬁnd one in their collection and hold it up.) What is its value? Five cents f.

DOK-1 (Hold up a dime without saying its name.) What is this called? Dime (Have students ﬁnd one in their collection and hold it up.) What is its value? Ten cents

DOK-3 Why do you think the jar was labeled “Rainy Day”? Answers will vary. The coins can be used to buy something, do something, or go somewhere on a rainy day.

h. DOK-4 What are some other things you might want to buy after saving up a collection of coins? Answers will vary. Examples include a new outﬁt, bike, baseball mitt, vacation, toy, etc. .

FACILITATION TIP Be sure to post the images, words, and values of coins in your classroom for students to see and refer to throughout the scope.

FACILITATION TIP Consider your students as you discuss what a “rainy day” is and things they may want to buy. Be sensitive to a variety of economic situations in your classroom. Some families may save up coins to use for daily needs/ expenses rather than special items.

MONEY

Money Explore 1 – Sorting Coins ACTIVITY PREPARATION Students use a magnifying glass to identify the different characteristics (size, color, and type) to sort coins.

Standards for Mathematical Practice • •

MP.5 Use appropriate tools strategically. MP.6 Attend to precision.

Materials

Preparation

Printed • • • •

•

1 Student Journal (per student) 1 Set of Coin Sorting Mats (per pair) 1 Set of Coin Pictures (per class) 1 Exit Ticket (per student)

•

Reusable • • • • • •

1 Brown crayon (per student) 1 Gray crayon (per student) 6 Real coins – 2 pennies, 2 nickels, and 2 dimes (per pair) 6 Coin manipulatives – 2 pennies, 2 nickels, and 2 dimes (per pair) 1 Magnifying glass (per student) 1 Resealable bag (per pair)

•

Plan to have students work with a partner to complete this activity. Print and cut out a set of Coin Pictures for each pair. Prepare a resealable bag with real, plastic, and paper nickels, dimes, and pennies for each pair. Print a set of Coin Sorting Mats for each pair. Laminate them or place them in a sheet protector. Print a Student Journal and an Exit Ticket for each student.

PROCEDURE AND FACILITATION POINTS 1.

FACILITATION TIP

Distribute coin sorting mats one at a time as needed, and consider printing them on different colors of paper so students can keep them straight visually.

FACILITATION TIP Consider allowing students to use the magnifying glasses to explore the coins prior to this sorting activity. Provide them with a speciﬁc amount of time to make observations and then collect the lenses so students can then focus on the sorting.

Read the following scenario to the class: Simon has collected coins over the years. Some are real, and some are fake coins. He doesn’t know much about coins, so he asked his dad to take him to a professional coin collector, called a numismatist. Coin collectors follow several steps when collecting coins. First, they sort the coins they are observing by type. Second, they sort their coins by real vs. fake. Finally, they observe the front and back of the coins they have sorted using a tool called a magnifying glass. This helps them look for special characteristics, such as the year the coin was made. Today, you will become a numismatist. Can you help sort Simon’s collection of coins? Direct students’ attention to the set of Coin Sorting Mats and bag of coins. Allow students a few moments to discover the manipulatives and experience how they work with their partners. Instruct students to place Coin Sorting Mat 1 in front of them and put the other two mats to the side. Ask students to empty the bag of coins and work together to sort Simon’s coins into different groups. Encourage students to use the magnifying glass as they are observing the coins. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-2 How are you sorting the coins? Answers will vary. I am sorting by color.

DOK-3 What do the coins in this group have in common? Answers will vary. The coins all have the same picture on them.

10. 11.

Engage

Explore

Explain

Elaborate

Evaluate

DOK-3 How are the coins in this group different from the coins in another group? Answers will vary. The coins in this group are all small in size, while the coins in the other groups are bigger.

DOK-1 What characteristics do you see on this coin? Answers will vary. The coin is silver and has a head on one side and a torch on the other.

Give each student a Student Journal. Students will complete the ﬁrst part of the Student Journal by putting a checkmark next to the different ways they sorted the coins under Coin Sorting Mat 1. Ask students to put Coin Sorting Mat 2 right beside Coin Sorting Mat 1. Students will sort each of their three groups of coins by determining which ones are real/ plastic/paper. They will transfer their groups of coins from Coin Sorting Mat 1 to the correct boxes on Coin Sorting Mat 2. After this sort is ﬁnished, instruct students to complete the sentences on the Student Journal under Coin Sorting Mat 2. They will circle the word that best completes each sentence. Students can circle more than one answer for sentences describing the backs of coins. Ask students to place Coin Sorting Mat 3 beside Coin Sorting Mat 2. They will transfer their coins to Coin Sorting Mat 3 by determining the front and back of each coin. Encourage students to complete this activity by creating coin rubbings of the fronts and backs of the real coins on the Student Journal under Coin Sorting Mat 3. They will carefully put their paper on top of the front of one of the real coins. Depending on the coin’s color, they will use either a brown or gray crayon to gently rub across the paper that is on top of the coin. They should start to see the image of the coin come through. They will repeat this process for the front and back of each coin type. After students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite the students to a Math Chat to share their observations and learning.

Intervention

Acceleration

MONEY

Home

FACILITATION TIP Before distributing the Student Journal and Coin Sorting Mat 2 and 3, read the words together with students.

FACILITATION TIP If time is limited, consider completing the coin rubbings at another time. In addition, students may struggle to align the coin to the small boxes in Coin Sorting Mat 3. The Student Journal has a larger space for rubbings. However, students may still need support getting the coins in the exact spot under the paper to create a rubbing.

Math Chat DOK-2 How did we sort the coins? We sorted the coins by color, size, or type. DOK-1 Hold up a dime. What are the characteristics of this coin? It is the smallest coin and silver. • DOK-1 1 Hold up a nickel. What are the characteristics of this coin? It is thicker than the other coins, and it is silver. • DOK-1 Hold up a penny. What are the characteristics of this coin? It is copper/brown. • DOK-3 What characteristic does the front of each coin have in common? All of the coins have a face on the front. • •

Post-Explore 1. 2. 3.

STEMscopes Tip The Acceleration section of each scope, located along the scope menu, provides resources for students who have mastered the concepts from the scope to extend their mathematical knowledge. The Acceleration section offers real-world activities to help students further explore concepts, reinforce their learning, and demonstrate math concepts creatively.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook. Notes

MONEY

Money Explore 2 – Identifying Coins and Value ACTIVITY PREPARATION Students work as bankers to identify coins and their values. They graph the number of coins in a given coin purse/wallet.

Standards for Mathematical Practice • •

MP.4 Model with mathematics. MP.5 Use appropriate tools strategically.

Materials

Preparation

Printed • • • •

• •

1 Student Journal (per student) 1 Set of Coin Purse Tags (per class) 1 Coin Graph Mat (per pair) 1 Exit Ticket (per student)

• •

Reusable • • • • •

Plan to have students work with a partner to complete this activity. Print and cut out a set of Coin Purse Tags. You will create “coin purses” for each pair by attaching the Coin Purse Tag to one side of the resealable bag using the glue stick. Put the following coins into each bag: 2 nickels, 1 dime, and 4 pennies. Print a Coin Graph Mat for each pair. Print a Student Journal and an Exit Ticket for each student.

1 Resealable bag (per pair) 2 Nickels (per pair) 1 Dime (per pair) 4 Pennies (per pair) 1 Pair of scissors (per student)

Consumable •

1 Glue stick (per student)

PROCEDURE AND FACILITATION 1.

FACILITATION TIP Consider saving the Coin Purse Tags for a later activity and provide resealable bags for students ﬁlled with coins.

STEMscopes Tip The STEMscopes Teacher Toolbox, located under the Scopes tab on the menu bar, features a variety of resources and tools to help teachers get the get most out of their STEMscopes experience, including essentials like lesson-planning documents, intervention strategies, monitoring tools, mathematical discourse strategies, and data resources. 74

Read the following scenario to the class: Cami takes her coin purse with her to her favorite restaurant. She wants to play games in the arcade after she ﬁnishes eating. Each game costs one nickel. When she’s ready to play, she dumps out her coin purse onto the table to sort her coins so she can see how many nickels she has. Help her ﬁnd out how many of each coin she has and how many games she can play in the arcade. Direct students’ attention to the coin purse and Coin Graph Mat. Allow students a few moments to discover the manipulatives and experience how they work with their partners. Instruct students to sort Cami’s coins and organize them by placing each coin on the Coin Graph Mat. Students will have to identify each coin and match it to the corresponding coin name on the graph. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-2 How did you sort Cami’s coins? Answers will vary. First, we sorted by color and then by size. Then, we grouped all of the pennies, nickels, and dimes together.

DOK-1 What do you notice about the front and back of this coin? Answers will vary. This coin has a person on the front and a building or object on the back.

d. 5.

6. 7.

Engage

Explore

Explain

Elaborate

Evaluate

• • • • •

Acceleration

DOK-2 Where will you place this coin on the graph? Answers will vary. I will put it in the column labeled “nickel.”

Give each student a pair of scissors, a glue stick, and a Student Journal. Ask students to cut out the same number of coins they had in their coin purse. Students will glue the coins onto the graph on their Student Journals and answer the questions. After students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning.

FACILITATION TIP If time is limited, have the coins pre-cut for students so they can focus on the counting and gluing rather than the cutting. Alternatively, use the Coin Graph Mat by having students draw circles in the spaces instead of cutting and gluing. FACILITATION TIP

Math Chat •

Intervention

MONEY

Home

DOK-1 How many of each coin type were in Cami’s coin purse? 4 pennies, 2 nickels, and 1 dime DOK-3 How are pennies and dimes different? I can tell that a penny and dime are different because of the color and the size. A dime is smaller than a penny. DOK-1 What coins had rough/ridged edges? I noticed the dimes had ridged edges, and the nickel and penny had smooth edges. DOK-2 What coin did you have the most of, and what is its value? The coin I had the most of was pennies. I had 4. A penny has a value of 1 cent. DOK-2 What coin did you have the least of, and what is its value? The coin I had the least of was dimes. I had one dime. A dime has a value of 10 cents. DOK-4 When would you need to know the names of coins and their values outside of school? When you want to buy something at the store.

In addition to these Math Chat questions, create a three-column chart to record the name, image, and value of each coin as you discuss it with students.

Post-Explore 1. 2. 3. 4.

FACILITATION TIP The digital version of this Exit Ticket includes color that may affect the clarity. Be sure students are clear about how and where to draw the lines so they don’t think the coin names listed match the images.

MONEY

Money Additional Scope Resources EXPLAIN ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Picture Vocabulary

Can be done independently

Show What You Know, Part 1

A slide presentation of important vocabulary terms along with a picture and deﬁnition

Sorting Coins Independent practice assignment that gives students an opportunity to demonstrate their learning

Anchor Chart

Show What You Know, Part 2

A guide to facilitating the creation of a chart with students for each scope

Identifying Coins and Value Independent practice assignment that gives students an opportunity to demonstrate their learning

My Math Thoughts

Interactive Notebook

A collection of journal prompts designed to allow students to explain their thinking and reﬂect on their learning

A cut-and-glue activity to process learning that can be added to a notebook for future reference

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

MONEY

Home

ELABORATE ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Spiraled Review

Can be done independently

Life Connections

Food Drive A video and activity that introduce students to careers and everyday life experiences that highlight the mathematical concepts being learned in the classroom

A quick story to engage student interest along with four problems covering previously learned skills

Math Story

Fluency Builder

A Special Night (A Tale of Coins)

Coins with Descriptions or Values

Reading passage that supports literacy and expands students’ ability to identify the information they need to solve problems

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

Problem-Based Task

Fluency Builder

Piggy Pickup

Match Coins with Names or Values

Independent or collaborative task that allows students to solve a challenging, meaningful problem in a real-world context

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

MONEY

Money Intervention and Assessment SMALL-GROUP PLANNER Depending on available time and your teaching style, use the resources provided in our Explain, Elaborate, Intervention, and Acceleration sections of this scope to move forward. Use the space below to organize next steps while keeping the needs of your students in mind. Some suggested resources have been listed. (Look online to see the full menu.)

Students who are still acquiring the concept and need remediation

Resources

Students

Notes

 Fluency Builder  Small-Group Intervention

Students who have mastered the concept and need extension

Students who are approaching mastery and need review

 Life Connections

 Interactive Practice

 Problem-Based Task  Math Today  Connection Station

Engage

Explore

Explain

Elaborate

Evaluate Evaluate

Intervention

Acceleration Acceleration

MONEY

Home

What prompts will be used?

What does mastery look like?

I can identify pennies, and I know their name and value.

I can identify nickels, and I know their name and value.

I can identify dimes, and I know their name and value.

SCOPE 1

Compare Numbers to 10 Scope Introduction SCOPE SUMMARY

Student Expectations

K.NR.1.3 Given a number from 1–20, identify the number that is one more or one less. (within 10) K.NR.4.2 Compare two sets of up to 10 objects and identify whether the number of objects in one group is more or less than the other group, using the words “greater than,” “less than,” or “the same as”.

Students count up to 10 objects in a scattered arrangement, line, rectangular array, or circle. Students gain proﬁciency in subitizing (identifying quantities without physically touching them). Students use visual models to form comparisons between sets. They look for similarities and differences in the representations of numbers and reason about the relationships between numbers. Students ﬁnd strategies for keeping track of counted objects. Students use matching strategies, counting strategies, observation, or equal shares to make comparisons between groups of objects to determine whether one group is greater than, less than, or equal to the number of objects in another group. Students demonstrate that they can utilize comparative language when comparing sets up to 10. In kindergarten, students are not expected to use the >, <, and = symbols. Finally, students identify a number that is one more or one less than a given number up to 10. They should be able to understand that each successive number name refers to a quantity that is one larger, and the previous number name is one less.

VERTICAL ALIGNMENT Background Knowledge

Future Expectations

By the end of prekindergarten, students may have experience with counting to 10 using concrete and pictorial models. Students should describe sets as having more, less, or the same as/equal. They should also be able to tell numbers that come before and after a given number to 10. Students also have experience matching two equal sets using one-to-one correspondence and understand that the two sets are the same. Students have been introduced to the terms less than, greater than, and equal amounts while making comparisons between different-sized groups of objects.

In ﬁrst grade, students develop an understanding that a unit called a ten is composed of ten ones. First-grade students compare and order two numbers up to 100 by examining the amounts of tens and ones in each number, recording the results of comparisons with the symbols >, =, and < . They will mentally ﬁnd 10 more or 10 less than a given two-digit number without having to count. The goal is automaticity built on a deep understanding of the patterns of tens within our base-ten system.

Before beginning the lesson, the student’s prior knowledge is assessed to address any missing needs and skills required for content mastery. Students are assessed to determine if they: •

can effectively use counting and matching strategies to ﬁnd which number or set is more than, less than, or equal to 10.

•

can determine whether a given set of objects has more than or fewer than another set of objects. Students work independently and then share their answers and reasoning with their classmates.

Students who are successful will be ready to proceed to the Hook activity. Any students who need to build on prior knowledge can utilize the Foundation Builder within this scope.

Hook

Accessing Prior Knowledge

ENGAGE ACTIVITIES For the hook, students begin the activity by discussing the scenario; however, they do not solve the scenario until completion of the explorations. Through the hook, students participate in an activity: •

to ﬁnd a number that is one more or less than another number up to 10 and use comparative language to compare and order objects and written numbers up to 10.

•

use manipulatives, such as black beans to represent the watermelon seeds, to aid in solving the scenario and count the number of seeds in slices of watermelon.

Students move on to the Explore activities and come back at the end of the explorations to repeat the activity and discuss what they found.

If your students are struggling with previously taught concepts, use the Foundation Builder activity in this scope to reinforce ideas presented in the APK.

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Generate a Number that Is One More or One Less Students learn through solving a real-world scenario using linking cube manipulatives, exploration resources, and group .For the scenario, students pretend they are helping their mom prepare s’mores. Students will: •

•

Explore 2

Explore 1

EXPLORE ACTIVITIES

count marshmallows on sticks already prepared, as well as prepare sticks with one less and one more marshmallow. generate a number that is one more or one less than another number or set of objects up to at least 10.

Compare Sets Students master how to compare numbers to 10 through solving a scenario in which they help count small and large boxes in crates at the local post oﬃce to: •

determine which crate has more boxes to be shipped.

•

manipulate cubes and blocks to solve the problem at different stations.

•

use comparative language when comparing objects.

COMPARE NUMBERS TO 10

Home

After students have solved the scenario, the teacher guides students in color coding, sharing, and discussing their ﬁndings. The activity ends with a discussion about the learning and students completing an Exit Ticket.

As students work, the teacher monitors, adjusts, and leads a discussion about the students’ ﬁndings. Then students complete an Exit Ticket to assess learning.

COMPARE NUMBERS TO 10

Compare Numbers to 10 Lesson Calendar and Accessing Prior Knowledge PLAN YOUR LESSONS Monday

Tuesday

Wednesday

Thursday

Friday

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ACCESSING PRIOR KNOWLEDGE Students determine whether a given set of objects has more than or fewer than another set of objects. This activity is intended to assess mastery of the following standard(s): CD-MA1.4d Describes sets as having more, less, same as/equal. CD-MA1.3d Identiﬁes quantity and comparisons of quantity. quantity

Materials

Preparation

Reusable •

COMPARE NUMBERS TO 10

Home

•

Print a Student Handout for each student.

1 Student Handout (per student)

Procedure and Facilitation Points 1. 2. 3.

Give a Student Handout to each student. Instruct students to circle the appropriate number of items for each scenario. Facilitate a class discussion about their choices. This provides an opportunity to gather an understanding of prior student knowledge before beginning the lessons. Encourage students to support their answers, and check for understanding and misconceptions. Ask the following questions: a.

What is a number more than 5? 6, 7, 8, 9, or 10

How do you know 7 is more than/greater than 5? Answers will vary. I know 7 is more than 5 because when I count, I say 5, and then I count two more to 7.

What is a number less than 4? 3, 2, 1, or 0

Are there any other numbers less than/fewer than 4? Yes—3, 2, 1, or 0

FACILITATION TIP Students that are not proﬁcient with reading text may beneﬁt from working on this activity with a partner. One student can read aloud the text before they both work out the answers. FACILITATION TIP Emphasize comparative language, such as: more than, greater, less than, fewer, and equal to. Record these terms and post them for students to reference throughout this scope.

e. What does it mean if two numbers are equal? If two numbers are equal, they have the same amount. f. 4.

What is a number that is more than 2? 3, 4, 5, 6, 7, 8, 9, or 10

If students are struggling to complete this task, do the Foundation Builder to ﬁll the gap in prior knowledge before moving on to other parts of the scope.

COMPARE NUMBERS TO 10

Compare Numbers to 10 Hook – Counting Watermelon Seeds ACTIVITY PREPARATION Students generate a number that is one more than or one less than another number up to at least 10. In addition, students compare a set of objects up to 10 by using comparative language.

Materials

Preparation

Printed •

• • •

1 Student Handout (per student)

Reusable • •

Plan to show the Phenomena Video. Prepare a resealable bag of 10 black beans for each student. For Part II, print the Student Handout for each student.

1 Phenomena Video (per teacher) 1 Projector (per teacher)

Consumable • •

1 Resealable bag (per student) 10 Black beans (per student)

PROCEDURE AND FACILITATION POINTS Part I: Pre-Explore 1.

FACILITATION TIP Before showing the video and reading the scenario, ask the class these questions: 1) Has anyone ever eaten watermelon? 2) What is inside a watermelon? 3) Do you like to eat watermelon on hot days or cold days? FACILITATION TIP

2. 3.

Discussion should be more in depth with students using the vocabulary terms greater than, less than, and compare.

Introduce this activity toward the beginning of the scope. The class will revisit the activity and solve the original problem after students have completed the corresponding Explore activities. Show the Phenomena Video. Ask students the following questions: What do you notice? Where can you see math in this scenario? Allow students to share all ideas. Read the following scenario to the class: Hayden, Anika, and Devon are each enjoying a juicy, cold slice of watermelon on a hot summer day. They notice the black seeds in their watermelon slices and want to see who has the most. Hayden counts 6 seeds in his slice of watermelon. Devon counts 1 more seed in his slice than Hayden has in his slice. Anika counts 1 fewer seed in her slice than Hayden has in his slice. How many seeds did Devon and Anika count in their slices? Discuss the following questions with the class: a.

DOK-1 What information do we know? We know that Hayden counted 6 seeds in his slice. We know that Devon has 1 more seed than Hayden, and Anika has 1 fewer seed than Hayden.

DOK-1 What information do we need to ﬁnd out? How many seeds Devon counted in his slice and how many seeds Anika counted in her slice

Move on to complete the Explore activities.

STEMscopes Tip A link to the list of standards is located on the menu bar. Here, standards can be accessed using two methods: click on the expandable list to see standards organized by grade level, or locate speciﬁc standards using the key word search. Either method will result in locating standards with direct links to the scopes in which they appear.

Part II: Post-Explore 1. 2.

After students have completed the Explore activities for this topic, show the Phenomena Video again and repeat the situation. Discuss the following questions with the class: a.

DOK-1 What information do we know? We know that Hayden counted 6 seeds in his slice. We know that Devon has 1 more seed than Hayden and that Anika has 1 fewer seed than Hayden.

3. 4.

Engage

Explore

Explain

Elaborate

Evaluate

Give each student a Student Handout and a bag of beans (watermelon seeds). Instruct students to represent Hayden’s seeds by using the black beans. Students will draw the seeds on Hayden’s watermelon slice on the Student Handout. Ask students to complete the sentence by writing the number of seeds. Encourage students to use Hayden’s seeds, the remaining black beans, and what they learned about comparing sets to ﬁnd the number of seeds for Anika and Devon. Have students draw the seeds on Anika and Devon’s watermelon slices on the Student Handout. Ask students to complete the sentences by writing the number of seeds for each person. Discuss the following questions with the class: a.

DOK-1 How many seeds did Hayden count? 6

DOK-2 What is one more than 6? 7

DOK-1 Who counted this many seeds? Devon

DOK-2 What is one less than 6? 5

Intervention

Acceleration

FACILITATION TIP Monitor students’ answers to identify potential misconceptions and misunderstandings. Use this information to intervene as needed while completing the Explore activity.

COMPARE NUMBERS TO 10

Home

FACILITATION TIP Print and project some of the questions so students can see and read them as you discuss them.

e. DOK-1 Who counted this many seeds? Anika f.

DOK-2 Who counted fewer seeds than Hayden? Anika

DOK-3 How do you know? 5 is less than 6.

h. DOK-2 Who counted more seeds than Hayden? Devon i. DOK-3 How do you know? 7 is more than 6. Notes __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________

COMPARE NUMBERS TO 10

Compare Numbers to 10 Explore 1 – Generate a Number That Is One More or One Less ACTIVITY PREPARATION Students generate a number that is one more than or one less than another number or set of objects up to at least 10.

Standards for Mathematical Practice • •

MP.2 Reason abstractly and quantitatively. MP.8 Look for regularity in repeated reasoning.

Materials Printed • • •

1 Student Journal (per student) 1 Set of Marshmallows on a Stick Images (per teacher) 1 Exit Ticket (per student)

Reusable • • • • • • •

50 White linking cubes (per class) 50 Red linking cubes (per class) 50 Orange linking cubes (per class) 50 Yellow linking cubes (per class) 50 Green linking cubes (per class) 5 Chenille stems (per station) 1 Quart-size resealable bag (per station)

Preparation • • • •

Plan to divide the class into 5 groups to complete this activity. Print out a set of Marshmallows on a Stick Images, and place each one in a different area of the room. Prepare a bag with 50 linking cubes of the same color and 5 chenille stems for each station. The color of the linking cubes does not matter and can be interchanged. At each station, place a Marshmallows on a Stick Image and a bag of 50 linking cubes and 5 chenille stems. •

• • •

Optional: Create a model of linking cubes threaded through the chenille stem so that students can see what to create.

Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1–10 Number Chart and Ten Frame Supplemental Aids elements in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore dropdown menu and can be digitally assigned to students. (Linking Cubes)

PROCEDURE AND FACILITATION POINTS 1.

FACILITATION TIP

Model for students how to count to make one more and one less.

FACILITATION TIP

Monitor groups as they work and model for students how they should come to an agreement, draw the pictorial models, and write the number.

Read the following scenario to the class: You and your family are on a camping trip with some friends. One of your favorite evening treats is a warm, gooey s’more. Yum! Your mom has asked you to help her prepare sticks with marshmallows on them. Your job will be to count how many marshmallows are on the sticks your mom has already prepared. Then, you will prepare a stick with one less marshmallow and another stick with one more marshmallow. Can you help your mom get ready to enjoy s’mores around the campﬁre? Explain to students that they will pretend the linking cubes are marshmallows and the chenille stems are sticks. Give each student a Student Journal. Divide the class into 5 groups, and assign each group to a station. Instruct students to look at the image of the marshmallows on the stick at their station and count the number of marshmallows. They will draw a pictorial model and write this number in the middle column of the table on their Student Journals. The column is titled Starting Number Number.. (Pictorial models can be drawn with circles representing the marshmallows and a straight line representing the stick.) Have each group use the provided manipulatives to build a stick with one less marshmallow and a stick with one more marshmallow than the one shown in the station picture and model. The group will compare the two sticks they built with the stick found in the station picture and model they are working with. When all the group members agree, they will draw pictorial models of their sticks and then write the number of marshmallows in the table on their Student Journals. © Accelerate Learning Inc. - All Rights Reserved

Engage

Explore

Explain

Elaborate

Evaluate

Monitor and talk with students as needed to check for understanding by using the following guiding questions:

Intervention

Acceleration

FACILITATION TIP

Ask every student in each group at least one question when checking their a. DOK-1 What are we trying to ﬁnd out? How many marshmallows there are, understanding. how many marshmallows there are when there is one more than what we have, and how many marshmallows there are when there is one less than what we have

b. DOK-2 What are some skills that will help you solve the problems at the stations? Answers will vary. Counting on and counting backward, knowing my numbers and how to write them, being able to compare the numbers drawn in different pictures c. DOK-1 How many marshmallows did you start with? Answers will vary but should be between 0 and 9. There were 5 marshmallows on my stick. d. DOK-2 How did you know to start with this number? I counted how many marshmallows were in the image of the stick my mom created. e. DOK-3 When creating one more/one less, how did you make sure that is what you were making? I created the same number, and then I either took one away or I added one more. 7. 8. 9. 10. 11.

Instruct students to complete the comparison statements describing their models and written numerals under each table. Before moving to the next station, students should take apart their marshmallow stick models and put them back into their bags for the next group to use. Students will rotate to the next station and repeat steps 4, 5, 6, 7, and 8. After students have completed all stations and their Student Journals, bring the class together as a whole group. After the Explore, invite the students to a Math Chat to share their observations and learning.

Math Chat •

• • • • • • •

DOK-3 What did you do to ﬁnd out how many marshmallows you were starting with? I counted the marshmallows in the picture, and then I made a model using the linking cubes and the stem. DOK-1 What action did you do to show “one less”? I took one marshmallow away. DOK-1 Is “one less” a larger or smaller number than the original number? Smaller number DOK-1 What action did you do to show “one more”? I added one marshmallow. DOK-1 Is “one more” a larger or smaller number than the original number? Larger number DOK-1 What is one more/less than _____? (Give students a number between 1 and 9 to practice.) 4 is one more than 3; 2 is one less than 3. DOK-2 How do you know this number is more/less than this number? DOK-1 Compare the numbers 5 and 6 using the following sentence stems: • • • • •

_____ is one more than _____. 6 is one more than 5. _____ is one less than _____. 5 is one less than 6. One more than _____ is _____. One more than 5 is 6. One less than _____ is _____. One less than 6 is 5. Repeat using these sentence stems with other pairs of numbers between 1 and 10.

COMPARE NUMBERS TO 10

Home

STEMscopes Tip Each scope includes a Home section along the scope’s menu bar. Home is where student expectations for each scope are located. In addition, it lists key concepts that students will understand after they have completed the scope and provides fundamental questions to help guide instruction and assess students’ understanding. Each Home tab includes drop-down options to access the Scope Overview, Content Support, Content Unwrapped, Materials List, and Parent Letter pages. These pages can also be accessed by clicking on the links to the right of the screen, under Essentials.

FACILITATION TIP Print and project these sentence frames so students can see and read them while thinking to themselves. Ask for volunteers to share and also call on speciﬁc students to spot check their understanding.

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

COMPARE NUMBERS TO 10

Compare Numbers to 10 Explore 2 – Identifying Coins and Value ACTIVITY PREPARATION Students compare sets of objects up to 10 by using comparative language.

Standards for Mathematical Practice

Materials

MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics.

Printed

• •

Reusable

1 Student Journal (per student) 1 Exit Ticket (per student)

• •

• • • • •

41 Linking cubes (per teacher) 39 Large cube blocks (per teacher) 6 Shoeboxes or plastic bins (per teacher) 6 Small resealable bags (per teacher) 6 Large resealable bags (per teacher)

Preparation • •

Divide the class into 6 groups. Prepare shoeboxes or plastic bins of linking cubes and large cube blocks for stations. Make sure the linking cubes are broken apart. •

•

Station 3

6 linking cubes and 2 large cube blocks

•

Put the 6 linking cubes in a small bag, and label it “Set 1.”

•

Put the 2 large cube blocks in a large bag, and label it “Set 2.”

•

8 linking cubes and 5 large cube blocks

•

8 linking cubes and 7 large cube blocks

•

Put the 8 linking cubes in a small bag, and label it “Set 1.”

•

Put the 8 linking cubes in a small bag, and label it “Set 1.”

•

Put the 5 large cube blocks in a large bag, and label it “Set 2.”

•

Put the 7 large cube blocks in a large bag, and label it “Set 2.”

Station 4 •

10 linking cubes and 10 large cube blocks

•

Put the 10 linking cubes in a small bag, and label it “Set 1.”

•

Put the 10 large cube blocks in a large bag, and label it “Set 2.”

Station 2 •

4 linking cubes and 8 large cube blocks

•

Put the 4 linking cubes in a small bag, and label it “Set 1.”

•

Put the 8 large cube blocks in a large bag, and label it “Set 2.”

•

Station 6

•

Station 1 •

•

Station 5 •

5 linking cubes and 7 large cube blocks

•

Put the 5 linking cubes in a small bag, and label it “Set 1.”

•

Put the 7 large cube blocks in a large bag, and label it “Set 2.”

• •

•

Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1–10 Number Chart Supplemental Aids element in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Linking Cubes)

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

PROCEDURE AND FACILITATION 1.

2. 3. 4.

Read the following scenario to the class: Lela went on a ﬁeld trip to the local post ofﬁce. She got to help the workers sort the small and large boxes that were being shipped. She had to count how many small and large boxes were in each crate and determine which crate had more boxes to be shipped. Can you help her count and compare the boxes? Explain to students that they will pretend the linking cubes are small boxes and the large cube blocks are large boxes. Give each student a Student Journal. Divide the class into 6 groups, and assign each group to a station. Instruct students to count how many boxes are in each crate for Set 1 and Set 2. Encourage students to use matching and/or counting strategies they learned in the Skill Basics lesson prior to this Explore activity. Monitor and talk with students as needed to check for their understanding by using the following guiding questions: a.

DOK-1 How many small boxes are there? Station 1: 6 boxes, Station 2: 4 boxes, Station 3: 8 boxes, Station 4: 10 boxes, Station 5: 5 boxes, Station 6: 8 boxes

DOK-1 How many large boxes are there? Station 1: 2 boxes, Station 2: 8 boxes, Station 3: 5 boxes, Station 4: 10 boxes, Station 5: 7 boxes, Station 6: 7 boxes

DOK-1 Which set of boxes has more? Station 1: Set 1, Station 2: Set 2, Station 3: Set 1, Station 4: Neither, Station 5: Set 2, Station 6: Set 1. How many more? Station 1: 4 more boxes, Station 2: 4 more boxes, Station 3: 3 more boxes, Station 4: they are equal, Station 5: 2 more boxes, Station 6: 1 more box

DOK-1 Which set of boxes has less? Station 1: Set 2, Station 2: Set 1, Station 3: Set 2, Station 4: Neither, Station 5: Set 1, Station 6: Set 2. How many less? Station 1: 4 less boxes, Station 2: 4 less boxes, Station 3: 3 less boxes, Station 4: they are equal, Station 5: 2 less boxes, Station 6: 1 less box

e. DOK-2 Is there anything about the sets of boxes that is the same/equal? Stations 1–3 and Stations 5–6 are not the same/equal because when I lined up the small and large boxes, one set had more/less than the other. Station 4 has equal sets because when I lined up the small and large boxes, there were equal amounts. f.

DOK-3 How did you ﬁgure that out? Answers will vary. I lined up the small and large boxes and compared the sets. I counted the sets of small and large boxes, and I know the number ____ is greater than/less than the number ____.

Ask students to draw a picture to show how many boxes there are in each set they counted on their Student Journals. Have them write the numeral for this amount. Then, have them circle the set that has more boxes. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 How did you represent the small boxes? I drew a small square.

DOK-1 How did you represent the large boxes? I drew a big square.

DOK-1 Why did you circle that set? I circled this set because it has more boxes.

DOK-2 How do you know? This set has more because ___ is more than ___.

FACILITATION TIP Before reading the scenario, ask the class these questions: 1) Have you ever been to a post oﬃce? 2) What do people at a post oﬃce do?

COMPARE NUMBERS TO 10

Home

FACILITATION TIP When introducing students to a story scenario, have manipulatives available to model the situation. FACILITATION TIP Model with students how to count, link the blocks and draw a picture in their Student Journal.

STEMscopes Tip Located along the scope menu, the Engage section is designed to assess students’ current understanding about a mathematical concept and spark their interest in the learning topic. Three activities work together to prepare students for their study. Accessing Prior Knowledge is a brief probing activity used to gauge students’ prior knowledge about a topic. The Foundation Builder is an early-intervention activity built to ﬁll gaps in understanding. The Hook is an engaging real-world activity meant to motivate students and set a purpose for learning a new skill. These activities help the teacher determine how the scope will be introduced and which parts of the scope will be most useful for students.

FACILITATION TIP Have manipulatives on hand to assist students who are struggling on hand to form their own representations of the scenario.

COMPARE NUMBERS TO 10

Compare Numbers to 10 Explore 2 – Identifying Coins and Value 8.

FACILITATION TIP Model with students how to use the sentence stems while introducing the concepts of greater than and less than.

9. 10. 11. 12.

Remind students to complete the comparison statements by ﬁlling in the sentence stems below each drawing. Before moving to the next station, students should return linking cubes and blocks to the correct bags and place the bags back into the containers. Have students rotate to all stations and repeat steps 4–7. After students have completed all stations and their Student Journals, bring the class together as a whole group. After the Explore, invite the students to a Math Chat to share their observations and learning.

Math Chat • • STEMscopes Tip The Explore section, located along the scope menu, includes one to ﬁve inquiry-based Explore lessons where the most important teaching and learning take place. Each Explore lesson includes a setup video showing how to prepare and facilitate the lesson, a description of the activity, a materials list, preparation steps, procedure and facilitation points for each part of the activity, a Math Chat, Instructional Supports, and ELL teaching strategies. Print ﬁles and Answer Keys for the lesson are also provided. In addition to the Explores, this section also includes Skill Basics lessons in Kindergarten through Grade 2 that prepare students with the skills that they need to complete the Explore activities and Virtual Manipulatives that can be accessed anytime, anywhere.

•

• • •

•

DOK-2 What is the ﬁrst thing you had to do when comparing the two sets of boxes? We had to count how many were in each set. DOK-1 How do we know which set has more? Counting strategy: We count, or we can see the set has a larger number. Matching strategy: We can line up the small boxes and large boxes to see which set has more. Equal shares strategy: We can group the two sets and take one small and one large box away at a time. The box that is left is the set that has more. DOK-1 How do we know which set has less? Counting strategy: We count, or we can see the set has a smaller number. Matching strategy: We can line up the small boxes and large boxes to see which set has less. Equal shares strategy: We can group the two sets and take one small and one large box away at a time. The box that is left is the set that has more, so the other set has less. DOK-3 What did you notice about the sets at station 4? They had the same amount. They were equal. They both had 10 packages. DOK-1 Does the size of an object in a set matter when we are comparing numbers? No DOK-2 Pretend Lela counted 3 packages in Set 1 and that she determined Set 2 had more packages in it. How many packages could be in Set 2? 4, 5, 6, 7, 8, 9, or 10 are all possible answers. DOK-2 Pretend Lela counted a set of packages that had fewer than 6 in it. How many packages could she have counted? 5, 4, 3, 2, or 1 are all possible answers.

Post-Explore 1. 2. 3. 4.

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

COMPARE NUMBERS TO 10

Home

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COMPARE NUMBERS TO 10

Compare Numbers to 10 Additional Scope Resources EXPLAIN ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Picture Vocabulary

Can be done independently

Show What You Know, Part 1

A slide presentation of important vocabulary terms along with a picture and deﬁnition

Generate a Number That Is One More or One Less Independent practice assignment that gives students an opportunity to demonstrate their learning

Anchor Chart

Show What You Know, Part 2

A guide to facilitating the creation of a chart with students for each scope

Compare Sets Independent practice assignment that gives students an opportunity to demonstrate their learning

My Math Thoughts

Interactive Notebook

A collection of journal prompts designed to allow students to explain their thinking and reﬂect on their learning

A cut-and-glue activity to process learning that can be added to a notebook for future reference

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ELABORATE ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Spiraled Review

Can be done independently

Life Connections

New Car

COMPARE NUMBERS TO 10

Home

A video and activity that introduce students to careers and everyday life experiences that highlight the mathematical concepts being learned in the classroom

A quick story to engage student interest along with four problems covering previously learned skills

Math Story

Fluency Builder

Going Camping

Compare Numbers to 10 with Cookies

Reading passage that supports literacy and expands students’ ability to identify the information they need to solve problems

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

Problem-Based Task Sticker Sales Independent or collaborative task that allows students to solve a challenging, meaningful problem in a real-world context

Students who are still acquiring the concept and need remediation

COMPARE NUMBERS TO 10

Compare Numbers to 10

Students

Notes

 Fluency Builder  Small-Group Intervention

Students who have mastered the concept and need extension

Students who are approaching mastery and need review

 Life Connections

 Interactive Practice

 Problem-Based Task  Math Today  Connection Station

Engage

Explore

Explain

Elaborate

Evaluate Evaluate

Intervention

Acceleration Acceleration

What prompts will be used?

What does mastery look like?

COMPARE NUMBERS TO 10

Home

I can identify the number that is one more or one less than a given number from 1–10.

I can compare two sets of up to 10 objects.

I can identify the number of objects in one group as more than or less than the number of objects in the other group.

I can use the phrases greater than, less than, or the same as to compare two sets of objects.

SCOPE 1

Join and Separate Scope Introduction SCOPE SUMMARY

Student Expectations

K.NR.5.2 Represent addition and subtraction within 10 from a given authentic situation using a variety of representations and strategies. K.NR.5.3 Use a variety of strategies to solve addition and subtraction problems within 10. K.NR.5.4 Fluently add and subtract within 5 using a variety of strategies to solve practical, mathematical problems.

Students model the action of joining to represent addition and the action of separating to represent subtraction. They solve contextual problems involving familiar scenarios with sums up to 10 and differences within 10. They also ﬂuently add and subtract within 5 using a variety of strategies. Problems should be meaningful to a student’s real environment. By the end, students are able to explain the strategies they use to solve addition and subtraction problems by using spoken words, concrete objects, and pictorial models. Exposure to equations that are derived from visual models is expected, but mastery is not required.

VERTICAL ALIGNMENT Background Knowledge

Future Expectations

In prekindergarten and through at-home experiences, students should know that objects can be counted. They should have prior knowledge of rote counting to at least 10, and they should be able to use their ﬁngers to count. Students should have experience using concrete objects, creating pictorial models, and sharing verbal word problems for joining and separating objects. Prekindergarten students practice combining, separating, and naming quantities. Students also use simple strategies to solve mathematical problems and communicate how they solve them. Opportunities such as mealtime, snacks, playing with toys, and building with blocks all lend themselves to problem solving in a real-life situation.

In first grade, students solve problems involving joining, separating, and comparing sets within 20 and will add and subtract within 100 by the end of the year. Students represent problems using pictures, drawings, and equations with a symbol for the unknown. They will use a variety of strategies to solve addition and subtraction problems with oneand two-digit whole numbers. Additionally, students fluently add and subtract within 10 choosing flexibly among strategies while attending to accuracy and efficiency. By the end of first grade, they should be able to add and subtract with multiples of 10 within 100.

Before beginning the lesson, students’ prior knowledge is assessed to address any missing needs and skills required for content mastery. Students are assessed to determine if they: •

can join and separate numbers by using a 10-frame.

Hook

Accessing Prior Knowledge

ENGAGE ACTIVITIES Students are introduced to a realworld scenario that is solved to apply their learning after explorations are completed. In the scenario, students will: •

will demonstrate their ability to decompose word problems using objects and drawings in which the total is given, but the two parts are unknown.

•

count crabs in a bucket caught by siblings.

Students move on to the Explore activities and come back at the end of the explorations to repeat the activity and discuss what they found.

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

In this exploration, students will ﬂuently add and subtract within 5 using a variety of strategies. Students will: •

solve the problem using the ﬁsh crackers and story mats.

•

draw a pictorial model and complete the sentence frames.

Explore 2

Fluently Add and Subtract within 5

In this exploration, students will model and solve joining and separating problems by using objects and a story mat. Students will: •

draw the result of the problems.

•

explain orally the strategies they used to solve.

After students have solved the scenario, the teacher guides students in color coding, sharing, and discussing ﬁndings. The activity ends with a discussion about learning and students completing an Exit Ticket.

Part-Part-Whole

Join, Separate, and Part-Part-Whole

In this exploration, students will model and solve partpart-whole problems using objects and a story mat. Students will:

In this exploration, students will model and solve joining, separating, and part-part-whole problems using objects and a story mat. Students will:

•

draw the results of the problems.

•

draw the results of the problems.

•

explain orally the strategies they used to solve.

•

explain orally the strategies they used to solve.

As students solve the scenario, they discuss their learning with the class and conclude with completing an Exit Ticket for assessment.

Explore 5

Join and Separate

As students work, the teacher monitors, adjusts, and leads a discussion about students’ ﬁndings. Students then complete an Exit Ticket to assess learning.

Explore 4

Explore 3

Explore 1

EXPLORE ACTIVITIES

JOIN AND SEPARATE

Home

After students have solved the scenario, they share and discuss their ﬁndings. They complete an Exit Ticket to assess their learning.

Writing Number Sentences and Explaining Strategies In this exploration, students will solve addition and subtraction problems while using pattern blocks and task cards. Students will: •

build, draw, count and write number sentences to represent problems.

•

explain their strategies using sentence stems.

After solving the scenario, students discuss learning with the class, complete an exit ticket for assessment, then revisit the Hook to solve.

JOIN AND SEPARATE

Join and Separate Lesson Calendar and Accessing Prior Knowledge PLAN YOUR LESSONS Monday

Tuesday

Wednesday

Thursday

Friday

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ACCESSING PRIOR KNOWLEDGE Students join and separate by using a ten frame. This activity is intended to assess mastery of the following standard(s): CD-MA2.4c Practices combining, separating, and naming quantities.

JOIN AND SEPARATE

Home

CD-MA7.4b Uses simple strategies to solve mathematical problems and communicates how he/she solved it.

Materials

Preparation

Printed •

•

1 Ten Frames (per two students)

Reusable •

•

Print and cut apart Ten Frames for the students. Each student will need one ten frame. Laminating for future use is recommended. Separate the counters into groups of 8, and place each set in a resealable bag for each student.

8 Bear counters (per student)

Consumable •

1 Resealable bag (per student)

Procedure and Facilitation Points 1. 2.

Give each student a ten frame with counters, and explain how they can use them to act out the problems. Read the scenarios below to the class. Watch as students model each scenario by using their counters and report their ﬁnal answers. Pause between scenarios to discuss how students solved each scenario. See step 3 for a list of discussion questions. a.

There are two bears on the bed. One more got put on the bed. How many bears are there in all? There are 3 bears on the bed.

Seven bears went to the store. One went home early. How many bears stayed at the store? Six bears stayed at the store.

There are three bears at a restaurant, and ﬁve more bears come. How many bears are at the restaurant? Eight bears are at the restaurant.

Six bears were playing a game. Two had to go home. How many bears were left playing the game? Four bears were left playing the game.

FACILITATION TIP Model this process using one of the scenarios that follow, demonstrating how the ten frame is used to represent and solve the problem. FACILITATION TIP Print and project the all the scenarios so students can see them. Uncover them one at a time and read them with students so they can model them one at a time.

e. One bear was building a sandcastle. Six more bears arrived to help. How many bears were building the sandcastle? Seven bears were building the sandcastle. f. 3.

Five bears went to school. Three had to go to the doctor. How many bears were left at school? Two bears were at school.

Facilitate a class discussion about their strategies. This provides an opportunity to gather an understanding of prior student knowledge before beginning the lessons. Encourage students to support their answers, and check for understanding and misconceptions. Ask the following questions: a.

Why did you add/subtract (take away) bears? When more bears came, I added because there were more. When bears went away, I subtracted because some bears left.

What happened to your total number of bears after you added or subtracted bears? When I added, the total got bigger; when I subtracted, the total got smaller.

Explain in your own words how you solved this problem. I used my fingers to show the _____ bears. Then, I put up _____ many more fingers/I put down _____ fingers.

If students are struggling to complete this task, do the Foundation Builder to ﬁll the gap in prior knowledge before moving on to other parts of the scope.

FACILITATION TIP An important component of mathematical discourse is explaining mathematical thinking, and considering alternative strategies applied by others. Invite students to demonstrate their strategies for the class and to reﬂect on whether they used the same strategies. Ask students to consider if any of these strategies work better than others and discuss why.

JOIN AND SEPARATE

Join and Separate Hook – Crabbing at Night ACTIVITY PREPARATION Students solve problems using objects and drawings to ﬁnd differences within 10.

Materials

Preparation

Printed • •

• •

1 Crab Cutouts (per teacher) 1 Student Handout (per student)

•

Reusable • • • •

Plan to show the Phenomena Video. Print and cut out the Crab Cutouts. Place 10 crabs into a resealable bag. Make 5 sets. Print the Student Handout for each student.

5 Resealable bags (per teacher) 1 Pair of scissors (per teacher) 1 Phenomena Video (per teacher) 1 Projector (per teacher)

PROCEDURE AND FACILITATION POINTS Part I: Pre-Explore FACILITATION TIP

Students will be expected to write an explanation of their answer to a problem at the end of this lesson.

FACILITATION TIP As students discuss the video, students should be able to explain more about the previous lessons.

FACILITATION TIP Print and project the scenario for students to read along with you so they can see the numbers and the question while they answer questions a and b.

DOK-1 What information do we know? There were 6 crabs on the rocks. A wave washed away 2 crabs.

DOK-1 What information do we need to ﬁnd out? How many crabs were left on the rocks after a wave washed some away?

Organize students into ﬁve groups. Give each group a set of the Crab Cutouts. Tell students to discuss possible strategies they could use to solve this problem. They are not expected to solve the problem just yet. Listen to their conversations and ideas about the solution. Move on to complete the Explore activities.

Part II: Post-Explore

100

FACILITATION TIP

This is an opportunity for students to provide a more in-depth explanation about the Explore 1 activity.

After students have completed the Explore activities for this topic, show the Phenomena Video again and repeat the situation. Discuss the following questions with the class: a.

DOK-1 What information do we know? There were 6 crabs on the rocks. A wave washed away 2 crabs.

Engage

Explore

Explain

Elaborate

Evaluate

Organize the class into ﬁve groups, and give each group the Crab Cutouts. Instruct students to model the solution to the problem by using the cutouts. Call on volunteers to explain the strategy they used to solve the problem. Give each student a copy of the Student Handout. Students will draw a pictorial model of the scenario and solution. They will each write number sentences that describe their model, and determine how many crabs were left after the wave crashed onto the rocks. Discuss the following questions with the class: a.

DOK-1 How many crabs did you draw ﬁrst? 6

DOK-1 What happened when the wave crashed onto the rock? Some crabs have been washed away.

DOK-1 How many crabs have been washed away? 2

DOK-2 How did you model this in your picture? I crossed out two crabs.

Intervention

Acceleration

FACILITATION TIP This is an opportunity for students to transfer their knowledge and understanding and write their own number sentence.

JOIN AND SEPARATE

Home

FACILITATION TIP Print and project a few selected questions for students to see as you discuss them.

e. DOK-1 Does this model show joining or separating? Separating f.

DOK-2 What do the crabs that were not crossed out tell us? How many crabs were left on the rocks?

DOK-1 What number sentence describes the scenario? 6 – 2 = 4

h. DOK-1 How many total crabs were left hanging out on the rocks? 4 i. DOK-3 How would the scenario change if the wave ended up bringing two more crabs to hang out on the rocks? If the wave brought 2 more crabs to hang out on the rocks, then this would show joining. My number sentence would change to 6 + 2 = 8 and the total number of crabs on the rocks would now be 8.

FACILITATION TIP While students discuss their answers, informally assess if they understand the concept of subtraction and can use the appropriate vocabulary terms. FACILITATION TIP Challenge students with one of the discussion questions. If needed, provide students with visuals that they can use to explain their answers.

101

JOIN AND SEPARATE

Join and Separate Explore 1 – Fluently Add and Subtract within 5 ACTIVITY PREPARATION Students ﬂuently add and subtract within 5 using a variety of strategies.

Standards for Mathematical Practices • • • • •

MP.1 Make sense of problems and persevere in solving them. MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. MP.7 Look for and make use of structure.

Materials

Preparation

Printed • • • •

• •

1 Student Journal (per student) 1 Story Mat (per pair) 1 Set of Task Cards (per class) 1 Exit Ticket (per student)

• • • • •

Reusable •

1 Projector or document camera (per class)

Consumable • •

Plan to have students work with a partner to complete this activity. Place 5 orange ﬁsh crackers in a resealable bag for each pair of students.

•

5 Orange ﬁsh crackers (per pair) 1 Resealable bag (per pair)

Optionally, use 5 two-color counters if ﬁsh crackers are not available.

Print a Story Mat for each pair of students. Prepare to project the Task Cards one by one during the lesson. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1–10 Number Chart and Five Frame Supplemental Aids element in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Two-Color Counters)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Connect with students’ prior knowledge about ﬁsh tanks on display in pet stores. Have some images ready to show students and be ready to help students understand why the tanks must look full but not be too full at all times.

Read the following scenario to the class: Lily works at a pet store. Her job is to make sure the fish tanks on display look full at all times. The goldfish tank display can hold up to five fish at a time. Can you help Lily keep track of the goldfish throughout her day? Direct students’ attention to the orange fish crackers and Story Mat. Allow the students a few moments to discover the manipulatives and experience how they work with their partners. Notes

102

3. 4.

Engage

Explore

Explain

Elaborate

Evaluate

Project Task 1, and read the problem aloud as students follow along. Give students a minute or two to solve the problem on their own. Ask the following questions after students have had the opportunity to solve: a.

DOK-1 How many ﬁsh did we start with? Answers will vary. Lily started with 5.

DOK-1 What is happening to the ﬁsh in this story? Answers will vary. The ﬁsh are being taken away because someone is buying them.

DOK-1 Should we add fish or subtract fish? Answers will vary. We should subtract fish.

DOK-2 How do you know? Answers will vary. Fish were taken out of the bowl, or ﬁsh were sold.

Intervention

Acceleration

FACILITATION TIP Depending on your students’ consider whether they need clariﬁcation about the times on the Task Cards. It might help to draw attention to the noted times and explain that although there are numbers (for example, 12 o’clock and 9 o’clock), these numerals are not essential for adding or subtracting of ﬁsh.

JOIN AND SEPARATE

Home

FACILITATION TIP Project questions a, c, and d to guide students’ collaboration and work time.

e. DOK-2 What tools or strategies did you use? Answers will vary. I put 5 ﬁsh crackers on the Story Mat and then took 3 ﬁsh crackers away because they were sold. 5.

6. 7. 8. 9.

Give each student a Student Journal. Once students have solved the problem using the ﬁsh crackers and Story Mats, they will draw a pictorial model of Task 1 and complete the sentence frames on their Student Journals. Have students clear their Story Mats by removing all of the ﬁsh crackers. Repeat steps 3–6 for each Task Card. After students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning.

Math Chat

STEMscopes Tip The Home section of each scope contains a Scope Overview. Here, teachers can access a colorful flowchart to see the overall flow of the scope. Each of the 5E lessons and their activities are listed. In addition, the flowchart shows paths to take for students needing more support as well as for students who have mastered the content.

DOK-3 Explain how you knew whether to add or subtract. If Lily put fish into the tank, I added. If Lily sold fish, I subtracted because they were going away. • DOK-2 What strategies or tools did you use to solve the problem? I used the fish crackers on the Story Mat. I drew a picture of the problem on my paper. • DOK-2 Did some strategies work better for addition or subtraction? Drawing circles and then crossing some off works for subtraction but not for addition. • DOK-3 How could you check to see if you wrote the correct number of fish for your answer? I could see if my partner got the same number when they moved their fish; I could count the objects I drew on my paper and recount the objects on my Story Mat to make sure they match. FACILITATION TIP • DOK-4 How can knowing how to add and subtract at home help you? I need to Be prepared with some extra relevant realsubtract when I eat a banana so I know how many I have left for the week. world examples for adding and subtracting. Encourage students to look for examples Post-Explore throughout the day so they can share why 1. Have students complete the Exit Ticket to formatively assess their understanding they, older students, and adults need to of the concept. be able to add and subtract frequently 2. Complete the Anchor Chart as a class. and fluently. 3. Have each student complete their Interactive Notebook. FACILITATION TIP •

Before assigning this Exit Ticket, demonstrate your expectations about how students should show their thinking in the ﬁsh bowl space. Notes __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________

103

JOIN AND SEPARATE

Join and Separate Explore 2 – Join and Separate ACTIVITY PREPARATION Students model and solve joining and separating problems by using objects and a story mat. They draw the result of the problems and explain orally the strategies they used to solve.

Standards for Mathematical Practices • • •

MP.1 Make sense of problems and persevere in solving them. MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics.

Materials

Preparation

Printed • • • • •

• •

1 Student Journal (per student) 1 Cookie Plate Story Mat (per pair) 1 Set of Cookie Cutouts (per pair) 1 Set of Task Cards (per teacher) 1 Exit Ticket (per student)

• • • •

Reusable • •

10 Two-color counters (per pair, optional) 1 Document camera or projector (per teacher)

•

Consumable • •

1 Resealable bag (per pair) 10 Miniature cookies (per pair, optional)

Plan to have students work with partners to complete this activity. Print a set of Cookie Cutouts and a Cookie Plate Story Mat for each pair. Cut out and place the 10 cookie cutouts in a resealable bag. Optionally, use 10 miniature cookies or 10 two-color counters for manipulatives. Prepare to project the Task Cards one by one during the lesson. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1–10 Number Chart Supplemental Aids element in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Two-Color Counters)

PROCEDURE AND FACILITATION POINTS 1.

FACILITATION TIP Using the Story Mat, have student groups act out the scenario. Acting out the scenario builds their comprehension about it. FACILITATION TIP Present the Task Cards to the class and circle the numbers in each card. Have students provide the answers.

104

3. 4.

Read the following scenario to the class: Last weekend, Mia baked cookies for her family. She walked away several times, and each time she did, some of her cookies were missing, so Mia had to bake more. As she was walking out of the kitchen for the last time, Mia decided to hide around the corner to see if she could catch the cookie thief. She did! It was a cute little mouse carrying cookies back to his family. Listen as I read these story problems, and help me ﬁgure out how many cookies the mouse took and how many Mia had to bake to replace them. You will work together to act it out by using your Cookie Cutouts and Cookie Plate Story Mat. Direct students’ attention to the manipulatives and story mat. Allow the students a few moments to discover the manipulatives and experience how they work with their partners. Project Task 1 from the Task Cards. Read the word problem aloud as students follow along. Give students a minute or two to solve the word problem on their own. Ask the following questions after students have had the opportunity to solve: a.

DOK-1 How many cookies did we start with? Answers will vary. Mia started with 5.

DOK-1 What is happening to the cookies in this story? Answers will vary. The cookies are being taken away because someone is stealing them; they are gone. © Accelerate Learning Inc. - All Rights Reserved

6. 7. 8. 9.

10. 11.

Engage

Explore

Explain

Elaborate

Evaluate

Give each student a Student Journal. Once students have solved by using the Cookie Cutouts and Cookie Plate Story Mat, they will draw the result of Task 1 and complete the sentence frame by writing how many cookies are left on their Student Journals. They can represent the cookies left on the plate by drawing circles. Have students clear their mats by removing all of the Cookie Cutouts. Repeat steps 3–6 for each task card. Guide students to discuss what action is happening in each problem, and have them verbalize what is happening and how they know. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-2 How did your group solve this problem? Answers will vary. Students should be able to explain how many cookies they started with, why they think the problem is joining or separating, and how many total cookies there are in the end.

DOK-2 Is this a joining or separating problem? How do you know? Answers will vary. Joining because we were adding more cookies to what we started with. Separating because some cookies were eaten, so that means they were taken away.

After students have completed all 6 tasks and their Student Journals, bring the class together as a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning.

Intervention

Acceleration

FACILITATION TIP Introduce the term subtract and the symbol for subtract and how they relate to the cookies that were removed from the mouse. FACILITATION TIP

JOIN AND SEPARATE

Home

Review with students with their previous knowledge of composing. Explain that the opposite of composing is decomposing. Addition is the opposite of subtraction.

FACILITATION TIP Check with each group by having them explain their answers to each Task Card. Address misconceptions as needed.

Math Chat • • • • •

•

DOK-1 Before you begin solving a problem, what should you do ﬁrst? I need to read the whole problem and make sure I understand what is happening. DOK-2 What actions did we see in the problems we worked on today? Things were joining together, and others were being separated. DOK-1 What does joining mean? Two things are combined to ﬁnd a total. DOK-1 What does separating mean? Something is being taken away from something else leaving only part of something. DOK-3 How could you check to see if you wrote the correct number of cookies for your answer? I could see if my partner got the same number when they moved their cookies; I could count the objects I drew on my paper and recount the objects on my story mat to make sure they match. DOK-4 How can knowing how to join and separate at home help you? I would need to join each roll of toilet paper together when my mom asks me to see how many rolls we have in each bathroom.

STEMscopes Tip Within the Engage section, Accessing Prior Knowledge is designed to determine what students have learned in the past about a concept before moving on. Activities are designed to assess students’ proﬁciency levels and ﬁnd learning gaps, which can be addressed using the Foundation Builder, also found in the Engage section.

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

FACILITATION TIP Before distributing this Exit Ticket, clarify how you want students to show their thinking on the cookie plate. Consider modeling some similar problems with different numbers so students are aware of how to use the picture model.

105

JOIN AND SEPARATE

Join and Separate Explore 3 – Part-Part-Whole ACTIVITY PREPARATION Students model and solve part-part-whole problems using objects and a story mat. They draw the results of the problems and explain orally the strategies they used to solve.

Standards for Mathematical Practice • • •

MP.1 Make sense of problems and persevere in solving them. MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics.

Materials

Preparation

Printed • • • • •

• •

1 Student Journal (per student) 6 Panda Bear Story Mat (per class) 1 Set of Station Cards (per class) 6 Panda Bear Cutouts (per class) 1 Exit Ticket (per student)

• •

Reusable • • •

60 Bear counters (per class, optional) 6 Sheet protectors (per class) 6 Resealable bags (per class)

Plan to divide the class into six groups to complete this activity. Print the Panda Bear Cutouts, cut out the images, and place them in a resealable bag for each station. Print the Panda Bear Story Mats, and place them in sheet protectors. Print the Station Cards, and hang them around the room. Place a bag of 10 Panda Bear Cutouts (or bear counters) and 1 Panda Bear Story Mat at each station. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1–10 Number Chart and Sharing Mat Supplemental Aids element in the Intervention section.

PROCEDURE AND FACILITATION POINTS FACILITATION TIP While reading the scenario, provide background information by showing images of a wildlife preserve in China that has pandas. FACILITATION TIP The digital versions of the Station Cards have some color images that may affect clarity when copied in black and white.

2. 3.

FACILITATION TIP Demonstrate for students how to write a number sentence using the plus and equal symbols. Have students circle the numbers on the Station Cards.

Read the following scenario to the class: Dara is a wildlife worker at a wildlife preserve in China. Her job is to count the pandas and document where she sees them each day. The pandas love to play in ponds, climb mountains, nap in the tall grass, and hang out in trees. Can you help Dara document where she sees the pandas? Divide the class into six groups, and assign each group a station. Give each student a Student Journal. Direct students’ attention to the materials at each station: 1 Station Card with a story problem, 1 Panda Bear Story Mat, and 10 Panda Bear Cutouts (or bear counters). Allow the students a few moments to discover the materials and experience how they work with their groups. Instruct students to use the materials to solve each story problem. They will use the story mat and Panda Bear Cutouts to act out what is happening in each story. When everyone in the group agrees on how the problem was solved, students will record their solution to the problem on their own Student Journals. Also, students will draw a pictorial model and write a number sentence for each problem. Support groups who may need help with reading the story problems. Encourage students to use their story mats and manipulatives to solve. Remind students to record their pictures and answers on their Student Journals. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

106

7. 8.

Engage

Explore

Explain

Elaborate

Evaluate

DOK-1 What is the other part of bears doing? Answers will vary. 2 panda bears are in the pond.

DOK-2 How did you ﬁgure out the total number of bears? We had to put the two parts together to get the whole.

DOK-2 How can you draw a simple picture to show this part? I can draw circles to represent the panda bears.

Intervention

Acceleration

FACILITATION TIP Have each group explain a scenario from Station Cards, encouraging students to use the terms of add, equals, and solve.

JOIN AND SEPARATE

Home

After students have completed all 6 stations and their Student Journals, bring the class together as a whole group. After the Explore activity, invite the students to a Math Chat to share their observations and learning.

Math Chat •

•

• • •

•

DOK-2 How do you know these problems are part-part-whole problems? Because some of the pandas were doing one thing and the other pandas were doing something else DOK-2 Looking at one of the problems, what were the parts? What was the whole? The pandas standing on the mountain are one part; the pandas sitting on the mountain are another part; all of the pandas on the mountain are the whole. DOK-2 What operation is used to solve a part-part-whole problem when the whole is not known? We add the two parts together to solve for the whole. DOK-2 How did you solve the last station card? I started with 10 pandas and broke them into a group of 4 and a group of 6. DOK-3 What is another way to solve the last station card? Different combinations could include 0 and 10, 1 and 9, 2 and 8, 3 and 7, 5 and 5, 6 and 4, 7 and 3, 8 and 2, 9 and 1, 10 and 0. DOK-3 Could you have more pandas in the grass than another group and still have 10 pandas total? Yes, if we had more pandas in the grass, we would have less pandas in the pond. DOK-3 Could you have more pandas in the pond than another group and still have 10 pandas total? Yes, if we had more pandas in the pond, we would have less pandas in the grass. DOK-4 How can knowing how to solve part-part-whole problems help you at home? If I knew how many chocolate candies I had to start and how many I have now, I could ﬁgure out how many my brother ate.

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

STEMscopes Tip The Math Chat provides a forum for students to collaboratively discuss the concepts taught in the Explore lesson. This rich discussion helps students develop their number sense, mathematical vocabulary, and math thinking skills. A Math Chat is located at the end of each part of the Explore lesson and is also available in printable form.

FACILITATION TIP Be prepared with more real-world examples and applications of part-part-whole stories. Consider creating a story using your classroom in which students can be the parts and wholes. This concept of unknown parts is a critical piece of algebra solutions later in math. FACILITATION TIP Consider reading aloud the story on the Exit Ticket to students who are struggling to read.

107

JOIN AND SEPARATE

Join and Separate Explore 4 – Join, Separate, and Part-Part-Whole ACTIVITY PREPARATION Students model and solve joining, separating, and part-part-whole problems using objects and a story mat. They draw the result of the problems and explain orally the strategies they used to solve.

Standards for Mathematical Practice • • •

MP.1 Make sense of problems and persevere in solving them. MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics.

Materials

Preparation

Printed • • • • •

• •

1 Student Journal (per student) 1 Bookshelf Story Mat (per pair) 1 Set of Bookshelf Object Cutouts (per pair) 1 Set of Task Cards (per teacher) 1 Exit Ticket (per student)

• • •

Reusable • •

Plan to have students work in pairs to complete this activity. Print a set of Bookshelf Object Cutouts and a Bookshelf Story Mat for each pair. Cut out and place the objects in a bag. Prepare to project the Task Cards one by one during the lesson. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1–10 Number Chart and Sharing Mat Supplemental Aids element in the Intervention section

1 Projector or document camera (per teacher) 1 Resealable bag (per pair)

PROCEDURE AND FACILITATION POINTS 1.

2. 3.

FACILITATION TIP

As the Task Cards are read out loud, students should identify the numbers in each scenario.

FACILITATION TIP As teacher monitors each group, pose at least one question to each group member.

7. 108

Read the following scenario to the class: Noelle has just moved into a new house with her family. She is unpacking a box labeled “Bookshelf.” There are different objects in her box. Some are books, some are magazines, and some are picture frames. She thinks of different ways to arrange the items that will go on her bookshelf. Can you determine all of the ways she thought to arrange the objects by solving each word problem? Divide the class into pairs, and distribute materials. Direct students’ attention to the manipulatives and story mat. Allow the students a few moments to discover the manipulatives and experience how they work with their partners. Project Task 1 from Task Cards. Read the word problem aloud as students follow along. Give students a minute or two to solve the word problem on their own. Ask the following questions after students have had the opportunity to solve: a.

DOK-1 How many books did we start with? 5 books

DOK-1 What is happening to the books in this word problem? She put 2 more books on the shelf.

Give each student a Student Journal. Once students have solved using the Bookshelf Object Cutouts and Bookshelf Story Mat, they will draw the result of Task 1 and complete the number sentence on their Student Journals. Then, they will ﬁll in the blanks with the answers to the word problem. Have students clear their mats by removing all of the Bookshelf Object Cutouts. © Accelerate Learning Inc. - All Rights Reserved

9. 10.

Engage

Explore

Explain

Elaborate

Evaluate

Project the next task card, and allow students time to solve with their partners and record their thinking on their Student Journals. Repeat for the rest of the Task Cards. Guide students to discuss what action is happening in each problem, and have them verbalize what is happening and how they know. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-2 What information do you know? Answers will vary. I know she puts 5 books on the shelf, and she puts 2 more books on the shelf.

DOK-2 What information do you need to ﬁnd out? Answers will vary. I need to ﬁnd out how many books she put on the shelf.

DOK-2 What action is happening in this story? Answers will vary. The books are joining together; she is adding books to the shelf.

DOK-1 What materials are you using to help you solve the problem? We are using the cutouts and story mat.

e. DOK-1 What symbols are you using in your number sentence? Answers will vary. I am using a plus sign because I am adding the books together. 11. 12.

After students have completed all 6 tasks and their Student Journals, bring the class together as a whole group. After the Explore activity, invite the students to a Math Chat to share their observations and learning.

Intervention

Acceleration

STEMscopes Tip The Show What You Know activities, located in the Explain section, allow students to independently demonstrate understanding and practice new skills after exploring the concepts presented in each Explore lesson. These assignments provide insight into student learning and help guide teachers’ future instruction.

JOIN AND SEPARATE

Home

FACILITATION TIP By this time in the lesson, students should be able to identify and explain what is occurring in the number sentence.

Math Chat DOK-3 Which problems were similar to the cookie problems in Explore 1? The problems where objects are joining or separating from the bookshelf • DOK-3 Which problems were similar to the panda problems in Explore 2? The problems where we have two parts and we are trying to ﬁnd the whole • DOK-1 When you are joining objects together, what operation can you use? Addition • DOK-1 When you are separating objects, what operation can you use? Subtraction • DOK-1 When you have two parts and you need to ﬁnd the whole, what operation FACILITATION TIP can you use? Addition • DOK-2 When you have the whole but both parts are unknown, what operation can Print and project the last two Math Chat you use? Addition or subtraction and spend some time providing a few extra relevant examples that will help reinforce Post-Explore visualizing joining and separating. 1. Have students complete the Exit Ticket to formatively assess their understanding FACILITATION TIP of the concept. To model the unknowns, consider having 2. Complete the Anchor Chart as a class. an opaque bucket with items in it to 3. Have each student complete their Interactive Notebook. demonstrate. For example, “I know I had 12 coins in my bucket, now there are only 4! How many did my brother borrow?” •

109

JOIN AND SEPARATE

Join and Separate Explore 5 – Writing Number Sentences and Explaining Strategies ACTIVITY PREPARATION Students solve addition and subtraction problems while using pattern blocks and task cards. They participate in building, drawing, counting, and writing number sentences to represent problems. Finally, they explain their strategies using sentence stems.

Standards for Mathematical Practice • • •

MP.1 Make sense of problems and persevere in solving them. MP.4 Model with mathematics. MP.7 Look for and make use of structure.

Materials

Preparation

Printed • • •

• •

1 Student Journal (per student) 1 Set of Task Cards (per teacher) 1 Exit Ticket (per student)

• • • • •

Reusable • • • • • • • •

8 Red trapezoid pattern blocks (per student) 5 Blue rhombus pattern blocks (per student) 2 Yellow hexagon pattern blocks (per student) 6 Orange square pattern blocks (per student) 3 Green triangle pattern blocks (per student) 1 Quart-size resealable bag (per student) 1 Box of crayons (per student or group) 1 Document camera (per teacher)

Plan to have students work independently to complete this activity. Prepare a bag for each student that contains the following pattern block manipulatives:

• • •

•

8 red trapezoids 5 blue rhombi 2 yellow hexagons 6 orange squares 3 green triangles

Prepare to project the Task Cards one by one during the lesson. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1–10 Number Chart and Sharing Mat Supplemental Aids element in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Pattern Blocks)

PROCEDURE AND FACILITATION POINTS 1.

110

FACILITATION TIP

As you read the Task Card, pose questions to students to check for understanding of the information.

Read the following scenario to the class: Rika and Javier went on a fishing trip last week. While fishing in the lake, they saw a turtle, a duck, and a crab. They also noticed beautiful wildflowers on the banks of the lake. But they forgot to take pictures. Can you help Rika and Javier remember the things they saw on their fishing trip by solving the following word problems? Direct students’ attention to the bags of pattern blocks. Allow the students a few moments to discover the manipulatives and experience them with someone next to them. Project Task 1 from the Task Cards. Read the word problem aloud as students follow along. Instruct students to act out the problem using pattern blocks. Pause between sentences as you read the word problems aloud to give students time to act them out. Remind students to listen for the color and number. © Accelerate Learning Inc. - All Rights Reserved

9. 10. 11.

13.

Explore

Explain

Elaborate

Evaluate

Give each student a Student Journal. On the left column of the table, where it says, “Build it!,” there is a template of how to arrange the pattern blocks for each living thing. Students should place their pattern blocks on top of the template to see the turtle. Once they have assembled their turtles, they can remove the blocks and use crayons to color the shapes to match where the pattern blocks were. Once students have built their models using the pattern blocks, they will represent what is happening in the problem by drawing circles. This will be done in the box labeled “Draw it!” on their Student Journals. Ask students to write a number sentence that describes their pictorial model. They will write it in the box labeled “Write it!” Lines are provided for them to write the numbers. They will decide whether a plus or minus sign describes their action and write it in the small square. Students will continue solving the problem by explaining their strategies. They will complete the sentence in the “Explain it!” section by filling in the blanks with words and numbers. The students should fill in the first blank with the word added or the word subtracted to describe their models and number sentences. Then, they will fill in the numbers used and the answer to the problem. Have students clear their work space by placing the pattern blocks back in the bag. Repeat steps 3–9 for each Task Card. Monitor and talk with students as needed to check for understanding using the following guiding questions:

• • • •

Acceleration

FACILITATION TIP Building on the number of shapes for the turtle, model for students how to color the ﬁrst Task Card in their Student Journal. FACILITATION TIP Model with students on how to transfer their previous understanding to drawing circles for each pattern block instead of the living organism. FACILITATION TIP The next step to have students transfer the circles into a number sentence including a symbol. FACILITATION TIP The ﬁnal step is to have students develop an explanation in writing form. Each step is a scaffold for students to write an explanation.

DOK-2 How did you solve this problem? Answers will vary. I solved this problem by adding the parts together.

FACILITATION TIP DOK-1 What symbol did you use when you wrote your number sentence? Answers will vary. I drew a plus sign. Provide visual aids for students as a reference for the symbols and written DOK-1 What does this symbol represent? Answers will vary. Adding/ statements. joining two amounts

After students have completed all four tasks and their Student Journals, bring the class together as a whole group. After the Explore activity, invite the students to a Math Chat to share their observations and learning.

Math Chat •

Intervention

c. 12.

Engage

DOK-2 What strategies can you use to understand what is happening in the problem? Act it out or draw a picture. DOK-1 When you are joining objects together, what operation can you use? Addition DOK-1 When you are separating objects, what operation can you use? Subtraction DOK-1 When you have two parts and you need to ﬁnd the whole, what operation can you use? Addition DOK-3 Can you explain how you solved Task ___? For Task 1, I knew the turtle shell was 4 pieces. I added 4 legs and 1 head, which is 5, to get to 9.

JOIN AND SEPARATE

Home

STEMscopes Tip Fluency Builders are hands-on games that motivate students to practice the concepts from the scope. Located in the Elaborate section, these studentled games include printable studentfriendly instruction sheets detailing how the games are played as well as all the materials needed for game play.

Post-Explore 1. 2. 3. 4.

FACILITATION TIP Before reading the Exit Ticket stories to students, clarify how they are to show their thinking. Some students may only want to draw models, and others may want to only write number sentences.

111

JOIN AND SEPARATE

Join and Separate Additional Scope Resources EXPLAIN ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Picture Vocabulary

Can be done independently

Show What You Know, Part 1

A slide presentation of important vocabulary terms along with a picture and deﬁnition

Fluently Add and Subtract within 5 Independent practice assignment that gives students an opportunity to demonstrate their learning

Anchor Chart

Show What You Know, Part 2

A guide to facilitating the creation of a chart with students for each scope

Join and Separate Independent practice assignment that gives students an opportunity to demonstrate their learning

My Math Thoughts

Show What You Know, Part 3

A collection of journal prompts designed to allow students to explain their thinking and reﬂect on their learning

Part-Part-Whole

Interactive Notebook

Show What You Know, Part 4

A cut-and-glue activity to process learning that can be added to a notebook for future reference

Join, Separate, and Part-Part-Whole

Independent practice assignment that gives students an opportunity to demonstrate their learning

Show What You Know, Part 5 Writing Number Sentences and Explaining Strategies Independent practice assignment that gives students an opportunity to demonstrate their learning

112

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ELABORATE ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Can be done independently

Spiraled Review

Life Connections

Bake Sale

Zoo Nutritionist

A quick story to engage student interest along with four problems covering previously learned skills

A video and activity that introduce students to careers and everyday life experiences that highlight the mathematical concepts being learned in the classroom.

Math Story

Fluency Builder

Field Trip to the Science Museum

Draw a Pictorial Model or Write a Number Sentence within 10

Reading passage that supports literacy and expands students’ ability to identify the information they need to solve problems

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

Problem-Based Task

Fluency Builder

The Bear Boogie

Join and Separate within 10 – Models and Number Sentences

Independent or collaborative task that allows students to solve a challenging, meaningful problem in a real-world context

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

JOIN AND SEPARATE

Home

Fluency Builder Match Pictorial Models with Number Sentences within 10 Independent and partner games and other activities that provide students with an engaging way to practice the new concept

113

JOIN AND SEPARATE

Join and Separate Intervention and Assessment SMALL-GROUP PLANNER Depending on available time and your teaching style, use the resources provided in our Explain, Elaborate, Intervention, and Acceleration sections of this scope to move forward. Use the space below to organize next steps while keeping the needs of your students in mind. Some suggested resources have been listed. (Look online to see the full menu.)

Students who are still acquiring the concept and need remediation

Resources

Students

Notes

 Fluency Builder  Small-Group Intervention

Students who have mastered the concept and need extension

Students who are approaching mastery and need review

 Life Connections

114

 Interactive Practice

 Problem-Based Task  Math Today  Connection Station

Engage

Explore

Explain

Elaborate

Evaluate Evaluate

Intervention

Acceleration Acceleration

What prompts will be used?

JOIN AND SEPARATE

Home

What does mastery look like?

I can represent addition and subtraction within 10.

I can use a variety of strategies to solve addition and subtraction problems within 10.

I can ﬂuently add and subtract within 5 using a variety of strategies to solve problems.

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SCOPE 1

Represent Numbers to at Least 20 Scope Introduction SCOPE SUMMARY Students count, identify, and represent numbers from 0 to 20. Students begin counting with 1 and count all the objects, understanding that the last number said is the total number of objects (cardinality). They identify the number that is one more or one less than a given number. Students begin to identify a growth pattern when counting to 20 by tens and ones. They compose and decompose numbers from 11 to 19 into ten ones and some more ones and record each composition using drawings and equations. Student Expectations

K.NR.1.2 When counting objects, explain that the last number counted represents the total quantity in a set (cardinality), regardless of the arrangement and order. K.NR.1.3 Given a number from 1–20, identify the number that is one more or one less. K.NR.3.1 Describe numbers from 11 to 19 by composing (putting together) and decomposing (breaking apart) the numbers into ten ones and some more ones.

VERTICAL ALIGNMENT Background Knowledge

Future Expectations

By the end of prekindergarten, students may have explored how to count to 10 using concrete and pictorial models. Students begin to connect counting to cardinality (the relationship between numbers and quantities) as they come to understand that a number shows a value that can be counted. Prekindergarten students may count objects in a variety of conﬁgurations—the objects can be scattered, in a line, or in an array. Students may be able to tell numbers that come before and after a given number up to 10.

In ﬁrst grade, students count within 120, both forward and backward, starting at any number. They will read and write numbers within 120 and be able to create a set or represent a number of objects with a written numeral. As students develop an understanding that a unit called a ten is composed of ten ones, they can explain that the two digits in a 2-digit number represent the amount of tens and ones.

K.NR.4.1 Identify written numerals 0–20 and represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects).

Before beginning the lesson, the students’ prior knowledge is assessed to address any missing needs and skills required for content mastery. Students are assessed to determine if they: •

Hook

Accessing Prior Knowledge

ENGAGE ACTIVITIES

can identify 2-D shapes through a scavenger hunt scenario.

Students who are successful will be ready to proceed to the Hook activity. Any students who need to build on prior knowledge can utilize the Foundation Builder within this scope.

Students are introduced to a realworld scenario that is solved to apply their learning after explorations are completed. In the scenario, students will determine which cookie shapes are the same and which are different by: •

identifying the attributes of 2-D shapes using formal and informal geometric language.

•

sorting manipulatives based on shapes.

Students move on to the Explore activities and come back at the end of the explorations to repeat the activity and discuss what they found.

If your students are struggling with previously taught concepts, use the Foundation Builder activity in this scope to reinforce ideas presented in the APK. Notes

116

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Counting Objects In this exploration, students will learn how to sort regular and irregular 2-D ﬁgures into groups based on their observations during a scenario of helping a secondhand store sort objects in donation bags. Partners will: •

Explore 2

Explore 1

EXPLORE ACTIVITIES

manipulate shape cut-outs to sort 2-D ﬁgures.

•

classify all the chocolate shapes as circles, triangles, squares, or rectangles.

•

manipulate objects to distinguish among ﬁgures, using and completing exploration resources.

One More or One Less In this exploration, students will generate a number that is one more than or one less than another number up to 20. Students will: •

create concrete models representing students on a bus and how many there would be if there were one less or one more.

•

record a pictorial model.

Students who are successful will be ready to proceed to the Hook activity. Any students who need to build on prior knowledge can utilize the Foundation Builder within this scope.

Once students have solved the scenario, they discuss learning with the class and ﬁnish by completing an Exit Ticket.

Explore 5

identify and match the names of 2-D ﬁgures to help Joy make her doll house.

After students have solved the scenario, the teacher guides students’ discussions of their ﬁndings. The activity ends with a discussion about students’ learning and students completing an Exit Ticket.

Explore 4

Explore 3

In this exploration, students will learn how to distinguish between an example and an non-example of a 2-D ﬁgure based on attributes of the shape presented. Students will help the Chocolate Shape Factory to:

In this exploration, students will solve a scenario in which they learn how to classify and identify 2-D ﬁgures based on attributes to help Joy identify ﬁgures from a paper dollhouse kit. Students will: •

After students have had time to explore and solve the scenario, they will discuss their learning and complete an Exit Ticket for assessment.

Generating a Set of Objects

Counting Objects and Organizing Counts

REPRESENT NUMBERS TO AT LEAST 20

Home

Composing Tens and Ones In this exploration, partners will manipulate objects to compose a targeted shape by joining two or more 2-D ﬁgures. Students will solve a scenario involving an art museum to: •

create a mural using speciﬁc objects and their relative positions by following directions.

•

describe objects using their shape names and vocabulary that describes the positional location of the objects.

Students move on to the Explore activities and come back at the end of the explorations to repeat the activity and discuss what they found. Notes __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________

117

REPRESENT NUMBERS TO AT LEAST 20

Represent Numbers to at Least 20 Lesson Calendar and Accessing Prior Knowledge PLAN YOUR LESSONS Monday

Tuesday

Wednesday

Thursday

Friday

118

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ACCESSING PRIOR KNOWLEDGE Students match a number of objects to the appropriate numeral. This activity is intended to assess mastery of the following standard(s): CD-MA1.4b Recognizes numerals and uses counting as part of play and as a means for determining quantity. CD-MA2.4e With adult guidance and when counting, understands and can respond with the last number counted to represent quantity (cardinality).

Materials

Preparation

Printed •

•

Print a Student Handout for each student.

1 Student Handout (per student)

REPRESENT NUMBERS TO AT LEAST 20

Home

Procedure and Facilitation Points 1. 2.

3. 4.

Give a Student Handout to each student. Read the following scenario to the class: Haley was counting how many school supplies were found at her group’s table. She grouped similar items together, and she drew a pictorial model of each set. Can you help her count the supplies in each picture and match the correct number to the picture? Ask students to circle or identify the numbers on the page. Students will draw a line from each set of objects to the matching number. Facilitate a class discussion about their choices. This provides an opportunity to gather an understanding of prior student knowledge before beginning the lessons. Encourage students to support their answers, and check for understanding and misconceptions. Ask the following questions: a.

How did you count each set of objects? I touched each object and said the number. I quickly looked and saw there were ___ objects.

How many objects are in this line? How do you know? Glue bottles—8, pencils—10, crayons—9, and scissors—7. I counted each one. I looked and knew there were _____.

Show me how to write the number ______. Students will write the number on the back of their Student Handouts.

If students are struggling to complete this task, do the Foundation Builder to ﬁll the gap in prior knowledge before moving on to other parts of the scope.

FACILITATION TIP Note that the digital Student Handout includes color images that may impact clarity when printing in black and white. FACILITATION TIP As you read this scenario, remind students that a pictorial model can be very simple; this Student Handout has pictures that are very detailed. Reassure students that their own models can be simple shapes or lines. FACILITATION TIP To encourage whole-class participation, ask students to hold up ﬁngers showing the number of items in each set. Pause between sets, and have students check how many ﬁngers their classmates are holding up to see if they are in agreement. If responses differ, invite students to justify their reasoning

119

REPRESENT NUMBERS TO AT LEAST 20

Represent Numbers to at Least 20 Hook – Apple Picking ACTIVITY PREPARATION Students count a set of objects up to at least 20, and they demonstrate that the last number spoken tells the number of objects in the set, regardless of their arrangement or order. Students then compose and decompose the total into a group of ten and ones.

Materials

Preparation

Printed •

• • •

1 Student Handout (per student)

Reusable • • •

Plan to show the Phenomena Video. For Part I, plan to project the Student Handout onto the board. Part II Print the Student Handout for each student. Gather enough glue sticks and pairs of scissors for each student to use in Part II.

• •

1 Pair of scissors (per student) 1 Phenomena Video (per teacher) 1 Projector (per teacher)

Consumable •

1 Glue stick (per student)

PROCEDURE AND FACILITATION POINTS Part I: Pre-Explore FACILITATION TIP

Before showing the video and reading the scenario, ask the class: 1) Do you like to eat apples? 2) Have you ever picked apples off a tree? 3) If so, what type of container did you put the apples you picked into?

FACILITATION TIP

Consider showing the video more than once. The second time may allow students to make more detailed observations. FACILITATION TIP After watching the video, have student partners discuss their observations. Make a list of these to revisit in the Post-Explore activity.

4. 5.

FACILITATION TIP If students have not been to an apple orchard, use another example, such as picking vegetables from a garden.

Introduce this activity toward the beginning of the scope. The class will revisit the activity and solve the original problem after students have completed the corresponding Explore activities. Show the Phenomena Video. Ask students the following questions: What do you notice? Where can you see math in this scenario? Allow students to share all ideas. Read the following scenario to the class: Have you ever been to an apple orchard? Picking delicious apples in the fall can be a lot of fun. The family in the video wants to bake an apple pie using the yummy apples they picked. We are going to look at a picture of one of their baskets and how many apples it took to ﬁll the basket. Count the apples to see how many it took to ﬁll the basket. Then, compose and decompose the total into a group of ten and ones by writing two equations. Project the Student Handout onto the board. Discuss the following questions with the class: a.

DOK-1 What information do we know? The family picked apples and ﬁlled the basket.

DOK-1 What information do we need to ﬁnd out? Count how many apples will ﬁt in the basket. Then, compose and decompose the total into a group of ten and ones by writing two equations.

Move on to complete the Explore activities.

Part II: Post-Explore 1. 2. FACILITATION TIP This is an opportunity to check for mastery and deeper understanding of the thinking behind the problem. 120

After students have completed the Explore activities for this topic, show the Phenomena Video again and repeat the situation. Discuss the following questions with the class: a.

DOK-1 What information do we know? The family picked apples and ﬁlled the basket.

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

DOK-1 What information do we need to ﬁnd out? Count how many apples will ﬁt in the basket. Then, compose and decompose the total into a group of ten and ones by writing two equations.

Give each student a copy of the Student Handout, a pair of scissors, and a glue stick. Instruct students to cut out all of the apples and glue each apple onto the double ten frames on the basket. Then, they will count and write how many apples are in the basket. Have them write two equations to show how to compose and decompose the total into a group of ten and ones by writing two equations. Discuss the following questions with the class:

FACILITATION TIP If time is limited, consider pre-cutting the apples for students or having them draw a pictorial model on the Student Handout in the double ten frame.

DOK-2 How many apples are in the basket? 17

DOK-2 How do we write this number? We write a 1 ﬁrst, and then a 7.

FACILITATION TIP DOK-3 How did you count the apples? I put one apple in each space on the ten frame. I filled the first ten frame before starting to fill the second Have students demonstrate how they ten frame. I pointed to one and said the number one. Then I continued to counted the apples, and allow for different point to them and said the following numbers in order. As I counted an methods. apple picture, I said the number and moved it to the side.

DOK-2 What does the last number you said tell you? The last number I said tells me how many total apples there are.

REPRESENT NUMBERS TO AT LEAST 20

Home

e. DOK-2 How many groups of ten did you count? 1 f.

DOK-2 How many ones are leftover? 7

DOK-3 What equation did you write to show how to compose the number 17 into a group of ten and ones? 10 + 7 = 17

h. DOK-3 What equation did you write to show how to decompose the number 17 into a group of ten and ones? 17 = 10 + 7 i. DOK-3 Does the arrangement or order of the apples matter? Explain. No, the arrangement does not matter because the total will not change. As long as I count each apple one time, the total will stay the same. Notes __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________

121

REPRESENT NUMBERS TO AT LEAST 20

Represent Numbers to at Least 20 Explore 1 – Counting Objects ACTIVITY PREPARATION Students count various collections of objects up to at least 20. Students demonstrate that the last number said is the number of objects in the set.

Standards for Mathematical Practice • •

MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics.

Materials

• •

1 Student Journal (per student) 1 Exit Ticket (per student)

Plan to have students work in groups of 3 to complete this activity. Prepare and label the bags with the objects listed below. (It is an option to use different objects based on availability or student interest.) • • • • • • • •

Reusable • • • • • • • • •

MP.7 Look for and make use of structure. MP.8 Look for and make use of regularity in repeated reasoning.

Preparation

Printed • •

• •

8 Resealable bags (per class) 16 Erasers (per class) 5 Plastic spoons (per class) 8 Pencils (per class) 11 Stickers (per class) 9 Crayons (per class) 14 Play money coins (per class) 17 Beads (per class) 12 Bear counters (per class)

• •

Bag 1 – 16 erasers Bag 2 – 5 plastic spoons Bag 3 – 8 pencils Bag 4 – 11 stickers Bag 5 – 9 crayons Bag 6 – 14 play money coins Bag 7 – 17 beads Bag 8 – 12 bear counters

Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1–20 Number Chart Supplemental Aids elements in the Intervention section.

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Before reading the scenario, ask the class these questions: 1) Have you ever been to a party where you got a gift bag? 2) If so, what was in the bag? 3) What thing in the bag did you like the most?

FACILITATION TIP After reading the scenario, practice counting with the students out loud numerous times. Have students count as a whole group, with a partner, and in small groups. Spot check speciﬁc students by allowing them to choose a partner to count with them aloud.

FACILITATION TIP

In the Intervention section, a 1 to 20 Number Chart is provided as a supplemental aid. 122

Read the following scenario to the class: Maria is getting ready for a celebration. She is making gift bags for her guests. Her brother decided to help her, but he never pays attention to detail. Maria wanted exactly 15 objects in each bag, but her brother just grabbed a handful of items and stuffed them in each bag. Can you help Maria sort out this mess by counting the objects in each bag? Give each student a Student Journal. Allow each group to select a bag to count first. When they are finished counting that bag, have them bring it back and select another one. Instruct students to carefully pour out the objects from the bag onto the table. Have students lay out the objects and take turns counting the objects one by one. Once they have counted the collection, have students write the bag number in the space provided on their Student Journals. Then, have them draw a picture and write the numeral that represents how many objects were counted by completing the sentence stem. Explain to students that before moving on, they should place all objects back in the bag, seal it, and return it to you. Check to see if students are on track by looking at their Student Journals. Ask for clarification if needed. Have students move on to the next bag and repeat steps 3 and 4. © Accelerate Learning Inc. - All Rights Reserved

7. 8.

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Monitor and talk with students as needed to check for understanding by using the following guiding questions:

DOK-1 How did you count your objects? Answers will vary. We pointed to each object and counted from one to sixteen.

DOK-1 Does your drawing match the number of objects in the bag? Answers will vary. Yes, I counted sixteen erasers, and then I drew sixteen circles.

DOK-1 What numeral did you write to represent how much you counted? Answers will vary. I wrote the numeral 16 because I counted 16 erasers.

After students have completed all 8 bags and their Student Journals, bring the class together as a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning.

FACILITATION TIP Project the Picture Vocabulary slideshow to help students make the connection that 1st is ﬁrst, 2nd is second, 3rd is third, 4th is fourth, and 5th is ﬁfth.

REPRESENT NUMBERS TO AT LEAST 20

Home

Math Chat • • •

•

• • •

•

DOK-1 Can you count from one to twenty? 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20 DOK-1 Can you count to twenty starting at the number 11 instead of 1? 11, 12, 13, 14, 15, 16, 17, 18, 19, 20 DOK-3 Was this more diﬃcult for you? Why? Yes, it is more diﬃcult because I memorized counting from 1, and I can do that really fast. I have to stop and think and go a little slower when I start from 11. DOK-3 Can you explain how you counted the items in one of your bags? We pointed to each object and said a number as we counted. In this way, we counted from one to 16. DOK-1 When your partners took a turn counting the items, did they start at the same object and end at the same object? Answers will vary, but most students will say “no” or “I do not know.” No, I counted from the top down, and my partners counted from the bottom up. DOK-1 Did that mean your partners counted a different number of items? No, my partners counted the same number of items as I did. DOK-3 Why? It does not matter which items you start with or what order you count the items. The total number of items is the same. DOK-3 What would happen to the number of items if you put them back in the bag, moved them to a different place, and laid them out in a different arrangement? The number of items would stay the same. It does not matter how or where they are put, the number of items does not change. DOK-3 How could you check to see if you wrote the correct number of items for your answer? I could see if my partner got the same number when he or she counted the objects; I could count the objects I drew on my paper and recount the objects on my desk to make sure they match. DOK-4 How can knowing how to count to 20 help you at home? When I am setting the table for a large family dinner, I need to set out 17 forks, knives, and spoons, so I need to count them all so everyone has silverware. When I work out with my mom, I have to do 20 jumping jacks, 20 sit-ups, and 20 push-ups, so I need to count so I do the right number.

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

FACILITATION TIP Consider projecting these ﬁrst two questions as “I can statements.” For example, I can count from one to twenty. and I can count to 20 starting at any number less than 20. FACILITATION TIP Rather than ask about student diﬃculties, consider asking students what they prefer. Ask, “How do you feel about counting up from a different number than 1?” “What’s your favorite: starting at 1 or another number?”

FACILITATION TIP As a follow-up question, ask students how they see older students and adults using counting up to 20 in the real world. Have them report back during the next class what they observed. FACILITATION TIP As an extension to this Exit Ticket, allow students to create their own sample on the back with two different pictorial models of equivalent numbers.

123

REPRESENT NUMBERS TO AT LEAST 20

Represent Numbers to at Least 20 Explore 2 – Counting Objects and Organizing Counts ACTIVITY PREPARATION Students count various collections of objects up to at least 20. They organize their counts by circling groups or by using ten frames and counting strips.

Standards for Mathematical Practice • • • •

MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. MP.7 Look for and make use of structure. MP.8 Look for and make use of regularity in repeated reasoning.

Materials

Preparation

Printed • • •

• •

1 Student Journal (per student) 8 Sets of Counting Mats (per class) 1 Exit Ticket (per student)

•

Reusable • • • • • • • • • • •

• • • • •

8 Dry-erase markers (per class) 8 Resealable bags (per class) 6 Beans (per class) 14 Linking cubes (per class) 19 Counting bears (per class) 15 Coins (per class) 8 Beads (per class) 17 Dry pieces of pasta (per class) 12 Buttons (per class) 20 Colored counters (per class) 1 Pair of scissors (per teacher)

• • •

•

Consumable •

Plan to divide the class into 8 groups to complete this activity. Print 8 sets of Counting Mats. Place them in sheet protectors or laminate them if desired for long-term use. Label each resealable bag with the word Collection and a numeral. Set up collection bags as follows:

1 Roll of tape (per teacher)

Collection 1 – 6 beans Collection 2 – 14 linking cubes Collection 3 – 19 counting bears Collection 4 – 15 coins Collection 5 – 8 beads

• • •

Collection 6 – 17 pieces of dry pasta Collection 7 – 12 buttons Collection 8 – 20 colored counters

Place each collection bag along with a set of Counting Mats and a dry-erase marker at each station. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1–20 Number Chart and Double Ten Frame Supplemental Aids elements in the Intervention section. Go Digital! Have students explore or present their solutions by using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Two-Color Counters and Linking Cubes)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP Before reading the scenario, ask the class: 1) What objects do you use to help you in math class? 2) Where are the objects stored when you aren’t using them? 3) What is your favorite object to use? FACILITATION TIP

Read the following scenario to the class: Mr. Reyna is trying to organize the math cabinet at the end of the school year. He needs your help to count different collections of objects. Once he knows how many objects are in the bag, he can refill them to replace any objects that might have gotten lost during the school year to make them all have an equal amount. Mr. Reyna wants you to find the most efficient way to count each object. Can you help him count each collection?

Students are provided different Counting Mats to assist in counting. Allow some time for students to ﬁgure out which mat is best for them. 124

3. 4. 5.

8. 9.

11.

Explore

Explain

Elaborate

Evaluate

Explain to students that they will be counting a collection of objects found inside each bag. Students can use any of the Counting Mats that are found at each collection (ten frames, empty drawing space, counting strips, and double ten frames). They get to choose how they want to count the collection. Give each student a Student Journal. Divide the class into 8 groups, and assign each group to a collection. Instruct students to carefully pour out the objects from the bag onto the table. They will choose a mat to help them count the collection. Students can write on the mats with dry-erase markers. If time allows, they can choose to use more than one mat to make sure they counted correctly. Have the students follow these directions: a.

Count the collection.

Draw a picture based on the Counting Mat they used. Circles can be drawn to represent all collections.

Write the numeral that represents how many items they counted by using the sentence stem on their Student Journals.

Explain to students that before moving to the next station, they should place all objects back in the correct bag and wipe dry-erase marks off the mats for the next group to use. Have students rotate to the next station and repeat steps 5-7. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 What mat did you choose to use to count this collection? Answers will vary. We chose the ten frame.

DOK-2 Why did you choose that mat? Answers will vary. We chose the ten frame because we thought our collection looked like it was less than ten.

10.

Engage

DOK-2 How did you count your objects? Answers will vary. We circled groups of ten to make it easier for us to count. We counted from left to right and pointed with our ﬁngers so we did not skip any circles.

After students have completed all collections and their Student Journals, bring the class together as a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning.

Intervention

Acceleration

FACILITATION TIP After reading the scenario, provide examples from the classroom, such as replacing markers or pencils. FACILITATION TIP Working with a partner provides support for students. Purposeful grouping of students can be used as an intervention strategy. FACILITATION TIP If time allows, have students draw an image or write a word to identify each collection (in addition to the collection number) on their Student Journal. Consider using colorful paper or another way to keep the Student Journal pages clearly identiﬁable.

REPRESENT NUMBERS TO AT LEAST 20

Home

FACILITATION TIP Demonstrate for students the process of representing their number with circles, writing the number, and circling the Counting Mat they used.

FACILITATION TIP Listen as students are counting and note which Counting Mat they are using. This is an opportunity to informally assess students and address misconceptions. FACILITATION TIP Provide other examples when discussing position. For example, when students are in a line for lunch, ask them, “Who is ﬁrst, second, third, fourth, and ﬁfth?”

Math Chat •

•

DOK-2 How did you choose which counting mat to use with each collection? When there were less than 10 items, I chose a ten frame. When there were a lot of items, I chose a double ten frame. DOK-2 How did you use the counting mats to help organize your collection? The counting mat helped me count the collection by spacing out my objects and counting one number per object. It gave each item a spot, and when everything had a place to go, it did not seem so hard to count. DOK-3 Can you explain your strategy for counting one of your collections? Answers will vary depending on the collection and the group of students. For Collection 4, we used the double ten frame. We saw one ten frame was full, which is 10, and one row of the other ten frame was full, which is 5; we started at 10 and counted on 5 to get 15.

STEMscopes Tip Small-Group Intervention is found in the Intervention section. This handson lesson is used to build student understanding of the concepts covered throughout the scope. The lesson includes Teacher Checklists to help monitor students’ progress and Student Handouts. A short assessment to determine whether students have attained mastery of the skills and concepts being retaught is available in Grades 2-5.

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REPRESENT NUMBERS TO AT LEAST 20

Represent Numbers to at Least 20 Explore 2 – Counting Objects and Organizing Counts •

Look at Collection 2. • •

STEMscopes Tip •

Math Today, found in the Acceleration section, is designed to engage students using real-world videos, photos, or articles provided by the Associated Press in exploring the connections between the current events and math as well as other cross-curricular content. Used as a review or a formative assessment, this activity includes a printable Student Handout and Answer Key.

• •

•

DOK-1 How many groups of 10 are in the number for Collection 2? One group of 1 DOK-1 How many other objects did you count after that group of 10 was made? 4 DOK-1 When the one group of 10 and the 4 others are combined, what does the total number look like when it is written? 14 DOK-1 How do you say this number? Fourteen DOK-3 Does ﬁnding a group of ten when you are counting collections make counting easier? Why? Yes because when we can ﬁnd a group of 10, we can count on. We do not have to start at 1. DOK-4 How can using counting mats and knowing how to organize and count collections of items help you with tasks at home? It can help when counting and rolling coins for the bank when there needs to be a certain number of coins in each roll. It can help sorting out and counting different colors of buttons in a sewing kit. It can help sorting and counting plasticware for a big family reunion picnic.

Post-Explore FACILITATION TIP Before giving students independent time to work on this Exit Ticket, read the directions aloud with students. Consider helping students underline “draw” and “write” to highlight the expectations.

1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

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Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

REPRESENT NUMBERS TO AT LEAST 20

Home

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REPRESENT NUMBERS TO AT LEAST 20

Represent Numbers to at Least 20 Explore 3 – Generating a Set of Objects ACTIVITY PREPARATION Students generate a set of concrete objects that represent a written number. They also decompose the total into a group of ten and ones.

Standards for Mathematical Practice • • • •

MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. MP.7 Look for and make use of structure. MP.8 Look for and make use of regularity in repeated reasoning.

Materials

Preparation

Printed • • •

1 Student Journal (per student) 1 Set of Soup Bowl Cards (per pair) 1 Exit Ticket (per student)

Reusable • • •

30 Linking cubes (per pair) 2 Resealable bags (per pair) 1 Small foam bowl (per pair)

• • •

Plan to have students work with a partner to complete this activity. Print and cut out a set of Soup Bowl Cards for each pair. Place them in a resealable bag. Prepare a bag of 30 linking cubes for each pair. •

• •

•

Optionally, use crackers instead of linking cubes for this activity.

Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1–20 Number Chart and Double Ten Frame Supplemental Aids elements in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Linking Cubes)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Before reading the scenario, ask the class these questions: 1) When you go to lunch, what is your favorite cafeteria food? 2) Do you ever get soup? 3) Do you like to eat crackers when you have soup?

FACILITATION TIP

At your discretion, use real crackers. This is an engaging option that uses all the senses. If you do use food, be prepared to allow students to eat a few before or after the activity.

FACILITATION TIP Reassure students that their pictures can be simple circles.

Read the following scenario to the class: The cafeteria is going to have soup as a choice for lunch. The cafeteria workers need your help adding different numbers of crackers to each soup bowl. Can you help them count out the crackers? Direct students’ attention to the bag of linking cubes, the Soup Bowl Cards, and the bowl. Explain to students they will be pretending the linking cubes are crackers (unless using real crackers). Allow the students a few moments to discover the manipulatives and experience how they work with their partners. Instruct students to take turns taking a Soup Bowl Card out of the bag. They will count out that many linking cubes and place them into the bowl as they are counting. Once they are ﬁnished, their partners will count the linking cubes to check to see if their partners are correct. Give each student a Student Journal. Students will ﬁnd the same number bowl they just counted on their papers. Instruct students to draw a picture to represent the number of crackers for each bowl. They will circle groups of ten and decompose the total into a group of ten and ones by completing sentence stems and writing an equation. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

128

6. 7. 8.

Engage

Explore

Explain

Elaborate

DOK-1 Does your drawing match the number of objects in the bowl? Answers will vary. Yes, I counted fourteen, and then I drew fourteen circles.

DOK-1 How many groups of ten did you circle? 1 group of ten

DOK-1 How many ones are leftover? Answers will vary.

Evaluate

Have students repeat steps 3–5 for the rest of the bowls, taking turns selecting a card and counting ﬁrst each time. After students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning.

Math Chat •

• •

•

• •

DOK-3 What strategy can you share with the class that helped you in counting out your crackers? I took some crackers out of the bag and put them into the bowl one by one until I reached the number shown on the soup bowl card. DOK-3 Is there a different way to count out your crackers? I counted out a group of ten and just added four to equal fourteen. DOK-2 Did you ever count all the crackers in your bag? Why not? No, because we were given a number to count to. We were not asked to count all the crackers. We were making groups (sets). DOK-2 How did you decompose each total to write your number sentences? We decomposed the total into a group of ten and ones. Our total equaled the group of ten and ones added together. DOK-3 How would your number sentence change if you were composing the total instead of decomposing it? Our number sentence would have the total at the end. It would look like ___ + ___ = ___. DOK-2 What pattern do you notice about numbers in the teens? They all have one group of ten and then some ones. DOK-2 Is there a math tool you could use to help you count the crackers more eﬃciently? I could use a ten frame.

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

Intervention

Acceleration

FACILITATION TIP During this Explore activity, intervene with struggling students to make sure they can count to 20 and represent the correct number. FACILITATION TIP Have students count in a choral response at ﬁrst, and then ask individual students or pairs to count various objects.

REPRESENT NUMBERS TO AT LEAST 20

Home

FACILITATION TIP Accept all answers, some students may have counted all of the items in their bags. FACILITATION TIP Provide a sentence frame for this response to support students’ use of the term decompose. “I decomposed the total into ______ and _______ because_______.”

FACILITATION TIP Accept a variety of answers (ﬁngers, counting down or up out loud, counting by 2s...). FACILITATION TIP Before giving this Exit Ticket as an assessment, be sure the color images print clearly. Read the directions to/with students to be certain they understand the task.

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REPRESENT NUMBERS TO AT LEAST 20

Represent Numbers to at Least 20 Explore 4 – One More or One Less ACTIVITY PREPARATION Students generate a number that is one more than or one less than another number up to 20.

Standards for Mathematical Practice • • •

MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. MP.8 Look for and make use of regularity in repeated reasoning.

Materials

Preparation

Printed • • • •

1 Student Journal (per student) 1 Set of School Bus Story Mats (per pair) 1 Set of Student Picture Cards (per pair) 1 Exit Ticket (per student)

• •

Reusable • • •

1 Dry-erase marker (per pair) 1 Resealable bag (per pair) 3 Sheet protectors (per pair, optional)

• • •

Consumable •

1 Roll of tape (per teacher)

Plan to have students work with a partner to complete this activity. Print the School Bus Story Mats for each pair. *There are 3 separate pages. Do not print front to back. Line them up horizontally in the following order: One Less than Total, Starting Total, One More than Total. The pages can be taped together and then laminated for durability (or placed in sheet protectors and taped together). Students will need to write on the story mats with dry-erase markers. Print and cut out the Student Picture Cards. Place the cards in a resealable bag for each pair. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1 — 20 Number Chart and Double Ten Frame Supplemental Aids element in the Intervention section.

PROCEDURE AND FACILITATION POINTS 1.

FACILITATION TIP

Consider using colored paper when printing the School Bus Story Mats to help differentiate them for students.

FACILITATION TIP

If time is limited, use a manipulative you already have available rather than cutting out Student Picture Cards.

FACILITATION TIP Consider allowing students to use any pictorial model. Some students may need to draw a line or circle rather than an X.

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Read the following scenario to the class: The kindergarten classes at Hillside Elementary are loading school buses for their fall field trip to the pumpkin patch. The bus drivers need your help counting how many students are on the school bus at all times. They are keeping track of the total as each student gets on the bus and when each student gets off the bus. They write down the total number of students on the bus tracker sheet to turn in to their boss. Can you help the bus drivers keep track of the students? Direct students’ attention to the Student Picture Cards, the School Bus Story Mats, and the dry-erase markers. Allow students a few moments to discover the manipulatives and experience how they work with their partners. Give each student a Student Journal. Instruct students to look at the first set of buses. Discuss how the School Bus Story Mats and the 3 buses on the Student Journal are similar. The starting total is given for each set of buses. Instruct students to use the School Bus Story Mats and Student Picture Cards to build the total number of students on each bus and how many there would be if there were one less or one more. Once they have finished the concrete models, ask students to record a pictorial model on their Student Journals. They will draw an X for each Student Picture Card on the concrete models to represent “One Less than Total” and “One More than Total.” Then, they will fill in the blanks to complete the sentence frames.

7. 8.

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 How many students were on the bus when the ﬁeld trip started? Answers will vary. 14

DOK-2 How did you represent each Student Picture Card on your Student Journal? I drew an X for each student.

DOK-1 How many students were on the bus when there was one less student on the bus? Answers will vary. 13

DOK-1 How many students were on the bus when there was one more student on the bus? Answers will vary. 15

FACILITATION TIP e. DOK-3 Was it easier for you to find one more or one less? Why? Answers will vary. It was easier for me to find one more because it is easier to An alternative to question e might be, “Do count forward than count backward. you prefer calculating one more or one less? If you do have a preference, think about f. DOK-1 How did you complete the sentence frame below this bus? why you might like one over the other.” Answers will vary. This sentence stem says “There are __ students on (Sometimes asking students what is easy the bus.” or difficult causes them to answer in more After students have completed their Student Journals, bring the class together as limited ways). a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning. STEMscopes Tip

Math Chat

REPRESENT NUMBERS TO AT LEAST 20

Home

The Visual Glossary, located under the Scopes tab, provides a variety of instructional resources. Browse topics alphabetically in English or Spanish. Each topic includes a visual and/or video featuring key vocabulary and concepts. The visuals include text and a speech button with narration. The videos, featuring real-world examples, are 3–15 seconds in length.

DOK-1 What was the ﬁrst thing you did for each set of buses? First, I had to count out the starting total of students. • DOK-1 What action did you do to create a set that was one more than your starting number? I added one. I joined one more to my starting set. • DOK-1 What action did you do to create a set that was one less than your starting number? I subtracted one. I separated one from my starting set. • DOK-3 How was the action when creating one less different than when you were creating a set with one more? I just subtracted one, but when I needed one more I had to add one student to my starting set. • DOK-2 What do you notice about your sets of one more? They are larger than the other sets. They have more. • DOK-2 What do you notice about your sets of one less? They are smaller than the other sets. They have fewer. FACILITATION TIP • DOK-3 When would you need to create a set of objects more or less at home? When my mom says I can only have one more piece of candy Be prepared with some additional real-world examples that your students can relate to Post-Explore easily. (Examples might include when there’s 1. Have students complete the Exit Ticket to formatively assess their understanding only room for one more child in a group of of the concept. four, or one student must sit out because the basketball court is full, or one extra child 2. Complete the Anchor Chart as a class. shows up for a birthday party and you don’t 3. Have each student complete their Interactive Notebook. have enough cupcakes). •

FACILITATION TIP Take time to preview this Exit Ticket with students. Explain where they are to draw and where they are to write the numbers. Some students may write the numbers inside the bus and not be sure where to draw.

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REPRESENT NUMBERS TO AT LEAST 20

Represent Numbers to at Least 20 Explore 5 – Composing Tens and Ones ACTIVITY PREPARATION Students compose and decompose numbers by using concrete objects to determine patterns in numbers in the teens.

Standards for Mathematical Practices • • • •

MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. MP.7 Look for and make use of structure. MP.8 Look for and make use of regularity in repeated reasoning.

Materials

Preparation

Printed • • • •

• •

1 Student Journal (per student) 1 Set of Cupcake Cutouts (per pair) 1 Set of Cupcake Ten Frames (per pair) 1 Exit Ticket (per student)

• • •

Reusable •

1 Resealable bag (per pair)

Plan to have students work with a partner to complete this activity. Print and cut out the Cupcake Cutouts for each pair. Place cutouts in a resealable bag for each pair. Print a set of Cupcake Ten Frames for each pair. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1–20 Number Chart Supplemental Aids element in the Intervention section.

PROCEDURE AND FACILITATION POINTS 1.

FACILITATION TIP The digital versions of the Cupcake Cutouts include bright colors that might not show up on a black and white copy. Consider using white, brown, yellow, and red counters that you already have in your classroom instead.

2. 3.

FACILITATION TIP In groups, students can act out each online order. Give each person a task to complete, and then rotate tasks.

FACILITATION TIP Allow students to use counting mats and aids, such as those found in the Intervention section, for assistance.

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Read the following scenario to the class: Tasty Treats Bakery needs your help sorting through some of their online cupcake orders. The bakery owner needs you to look at each online order, ﬁll the boxes with cupcakes, and determine how many total cupcakes are in each order. This will help the bakery owner determine how much customers owe when they come to pick up their sweet treats! Direct students’ attention to the bags of Cupcake Cutouts and Cupcake Ten Frames. Give each student a Student Journal. Instruct students to ﬁnd Online Order 1. Read aloud the online order, and ask the following questions: a.

DOK-1 What did the customer order? 3 chocolate cupcakes, 7 vanilla cupcakes, and 5 lemon cupcakes

DOK-2 How can the Cupcake Ten Frames help us organize the order? We can put each cupcake from the order on a square in the ten frame.

Encourage students to use the Cupcake Cutouts and Cupcake Ten Frames to ﬁnd the total number of cupcakes in each order. Once they have completed the concrete model with their partners, have students draw pictorial models using the ten frames on their Student Journals. Have them ﬁnd the total and complete the equations below the ten frames. Ask students to count and check the equations to make sure their partners are on the right track. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-2 Can you explain how you are filling in your ten frames? We are using the Cupcake Cutouts and filling in one ten frame completely first before we go to the other ten frame.

6. 7.

Engage

Explore

Explain

Elaborate

Evaluate

DOK-2 Do you have to count each circle? If I know one full ten frame is equal to ten, then I can start at 10 and count on.

DOK-2 How did you complete the equation below this ten frame? Answers will vary. There are 15 cupcakes in this order. We decided 10 + 5 = 15 because we have one full ten frame and ﬁve circles in the other ten frame. The total order was 15 cupcakes, and we made it by adding a full ten frame and another ten frame with 5 circles in it, so 15 = 10 + 5.

After students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning.

Intervention

Acceleration

FACILITATION TIP Model for students how to transfer their diagrams ﬁrst into a sentence and then to the equation. Students can circle the numbers in each sentence and equation.

Math Chat •

• • • •

•

DOK-2 How are the numbers 11–19 similar? They all have a set of 10 and some more ones. They all have a 1 that comes first, followed by one more number that is 1, 2, 3, 4, 5, 6, 7, 8, or 9. DOK-1 All the numbers have 1 as their first number. What does that 1 represent? How many groups of ten or how many full ten frames there are DOK-2 How are the numbers 11–19 different? The amount after the full ten frame is different. DOK-3 How would the number change if you filled two ten frames? There would be two groups of ten, so the first number would change from a 1 to a 2. DOK-3 How did the double ten frames help you with making and counting sets of objects? I knew that there were already ten circles in the first frame, so all I had to do was count the circles in the second frame and add on. The first frame was already full, so I started counting with the number 11 in the second frame. DOK-3 How did you know how to complete the equations? The equations already had the group of ten filled in, so I just had to count how many circles were in the second ten frame and fill that number in. To find the solution, I knew the first full ten frame represented 10, so I began counting with 11 on the second ten frame to get the total. DOK-3 What was the difference between the two equations? The first equation composes a set of ten cupcakes and the extra cupcakes to find the total number of cupcakes. The second equation decomposes the total number of cupcakes into a set of ten and the leftover cupcakes. DOK-4 How can learning a skill like composing and decomposing a set of ten and ones help you with activities at home? When I check how many hot dog buns are left for a family cookout, I know they come in bags that are sets of 10. I can count a full bag as 10 buns and add the number of buns left in another bag where some buns have already been eaten to get the total number of buns left.

FACILITATION TIP

REPRESENT NUMBERS TO AT LEAST 20

Home

Create a quick two-column chart to help students compare the numbers 11- 19. Same/Different.

FACILITATION TIP Slow down and take some time to have students say, copy, and use the word equation. Show them where the equations are on the Student Journal. Encourage students by telling them that older students solve equations all the time in math class. You could say say, “You are already preparing for high school and college with these cupcake equations!”

Post-Explore 1. 2. 3. 4.

FACILITATION TIP When assigning this Exit Ticket as an assessment, show students how to use masking to help them focus on one item at a time. Provide a folder or piece of tag board for them to slide down the Exit Ticket as they work. Struggling students may need support learning where to write the answers for items (above/below).

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REPRESENT NUMBERS TO AT LEAST 20

Represent Numbers to at Least 20 Additional Scope Resources EXPLAIN ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Picture Vocabulary

Can be done independently

Show What You Know, Part 1

A slide presentation of important vocabulary terms along with a picture and deﬁnition

Counting Objects Independent practice assignment that gives students an opportunity to demonstrate their learning

Anchor Chart

Show What You Know, Part 2

A guide to facilitating the creation of a chart with students for each scope

Counting Objects and Organizing Counts Independent practice assignment that gives students an opportunity to demonstrate their learning

My Math Thoughts

Show What You Know, Part 3

A collection of journal prompts designed to allow students to explain their thinking and reﬂect on their learning

Generating a Set of Objects

Interactive Notebook

Show What You Know, Part 4

A cut-and-glue activity to process learning that can be added to a notebook for future reference

One More or One Less

Independent practice assignment that gives students an opportunity to demonstrate their learning

Show What You Know, Part 5 Composing Tens and Ones Independent practice assignment that gives students an opportunity to demonstrate their learning

134

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ELABORATE ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Spiraled Review

Can be done independently

Life Connections

The Fruit Bowl A video and activity that introduce students to careers and everyday life experiences that highlight the mathematical concepts being learned in the classroom

A quick story to engage student interest along with four problems covering previously learned skills

Math Story

Fluency Builder

What a Mess!

Count to 20

Reading passage that supports literacy and expands students’ ability to identify the information they need to solve problems

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

Problem-Based Task

Fluency Builder

Monster Math

Represent Numbers to 20 with Objects and Ten Frames

Independent or collaborative task that allows students to solve a challenging, meaningful problem in a real-world context

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

REPRESENT NUMBERS TO AT LEAST 20

Home

Interactive Practice Feed the Fish A game to practice the skills established by the standards in the scope

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Students who are still acquiring the concept and need remediation

REPRESENT NUMBERS TO AT LEAST 20

Represent Numbers to at Least 20

Students

Notes

 Fluency Builder  Small-Group Intervention

Students who have mastered the concept and need extension

Students who are approaching mastery and need review

 Life Connections

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 Interactive Practice

 Problem-Based Task  Math Today  Connection Station

Engage

Explore

Explain

Elaborate

Evaluate Evaluate

Intervention

Acceleration Acceleration

What prompts will be used?

What does mastery look like?

REPRESENT NUMBERS TO AT LEAST 20

Home

I can identify the number that is one more or one less than a given number from 1 to 20.

I can describe numbers from 11 to 19 by composing and decomposing the numbers into ten ones and some more ones.

I can identify written numerals from 0 to 20.

I can represent a number of objects with a written numeral from 0 to 20.

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SCOPE 1

Two-Dimensional Shapes Scope Introduction SCOPE SUMMARY

Student Expectations

Students describe objects in their environment by using shape names and by describing their relative location using positional words such as above, above below below, beside beside, in front of of, behind, or next to.. They identify ﬂat shapes as two-dimensional and use attributes to behind identify squares, circles, triangles, rectangles, hexagons, and octagons regardless of their orientations or overall sizes. Students analyze and compare two-dimensional shapes by using informal and formal language to describe their similarities, differences, and attributes.

K.GSR.8.1 Identify, sort, classify, analyze, and compare two-dimensional shapes and three-dimensional ﬁgures, in different sizes and orientations, using informal language to describe their similarities, differences, number of sides and vertices, and other attributes. K.GSR.8.2 Describe the relative location of an object using positional words.

VERTICAL ALIGNMENT Background Knowledge

Future Expectations

In prekindergarten, students may be familiar with the names of basic shapes (squares, circles, triangles, and rectangles). They may be able to analyze, compare, and sort objects by their attributes. Prekindergarten students use appropriate directional language to indicate where things are in their environment, such as behind, in front of of, next to, left, right, over over, and under. They use this language in play and in interactions with others.

In ﬁrst grade, students continue to identify distinguishing attributes of shapes. Students compose two-dimensional shapes (rectangles, squares, triangles, half-circles, and quarter-circles) to create composite shapes, and they partition circles and rectangles into halves and fourths.

Before beginning the lesson, students’ prior knowledge is assessed to address any needs and skills required for content mastery. Students are assessed to determine if they: •

count in order to answer how many questions about how to arrange 5-10 objects in lines, arrays, or scattered in conﬁgurations from 1-10.

Students who are successful will be ready to proceed to the Hook activity. Any students who need to build on prior knowledge can utilize the Foundation Builder within this scope.

Hook

Accessing Prior Knowledge

ENGAGE ACTIVITIES Students are introduced to a scenario about apples ﬁlling a basket that is discussed and solved later. Students will: •

compose and decompose the total amount of apples into groups of tens and ones by writing two equations.

•

count a set of objects up to at least 20.

Students move on to the Explore activities and come back at the end of the explorations to repeat the activity and discuss what they found.

If your students are struggling with previously taught concepts, use the Foundation Builder activity in this scope to reinforce ideas presented in the APK. 138

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

In this exploration, student groups work to solve a scenario involving helping a girl, Maria, sort a mess of objects for gift bags by counting the objects in each bag. Students learn how to:

Explore 2

Sorting 2-D Shapes

Classifying and Identifying 2-D Shapes In this exploration, students solve a scenario in which they help a teacher organize their math cabinets. Students are tasked with helping the teacher count each collection of objects. Students will:

•

count various collections of objects up to at least 20.

•

count various collections of objects of up to at least 20.

•

demonstrate that the last number said is the number of objects in a set presented and counted.

•

organize their counts by circling groups, and by using ten frames or counting strips.

After students have solved the scenario, they share and discuss their ﬁndings. They complete an Exit Ticket to assess their learning.

After solving the scenario, students discuss learning with the class, complete an Exit Ticket for assessment, and then, revisiting the Hook to solve.

Examples and Nonexamples of 2-D Shapes

Relative Positions of 2-D Shapes

In this exploration, students progress to generate a set of concrete objects that represent a written number. Students will help solve a scenario in which they help cafeteria workers count out crackers for soup bowls by:

Explore 4

Explore 3

Explore 1

EXPLORE ACTIVITIES

In this exploration, students are tasked with solving a scenario about a bakery in which students help bakery workers determine the amount customers owe when they pick up their orders. Students will:

•

decomposing the total number of objects into groups of tens and ones.

•

compose and decompose numbers by using concrete objects to determine patterns in numbers.

•

manipulating linking cubes and other resources.

•

use reusables and exploration resources to solve the scenario with peers.

Once students have solved the scenario, they discuss learning with the class and ﬁnish by completing an Exit Ticket.

TWO-DIMENSIONAL SHAPES

Home

After completing the activity, students share their learning, complete an Exit Ticket, and then revisit the Hook to solve. Notes

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TWO-DIMENSIONAL SHAPES

Two-Dimensional Shapes Lesson Calendar and Accessing Prior Knowledge PLAN YOUR LESSONS Monday

Tuesday

Wednesday

Thursday

Friday

140

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ACCESSING PRIOR KNOWLEDGE Students identify two-dimensional shapes. This activity is intended to assess mastery of the following standard(s): CD-MA6.4a Recognizes and names common two-dimensional and three-dimensional shapes, their parts, and attributes.

Materials

Preparation

Printed •

1 Student Handout (per student)

• •

TWO-DIMENSIONAL SHAPES

Home

Organize students in groups of two. Print a Student Handout for each student.

Procedure and Facilitation Points 1. 2. 3. 4. 5. 6.

Give a Student Handout to each student. Read the following scenario to the class: Mrs. Cook’s students went on a scavenger hunt to look for shapes around the school. These are the shapes they saw. Instruct students to turn to their partners and name each of the shapes. While students are naming shapes, walk around the room, and take notes about students’ knowledge. Have students draw a line from each shape’s picture to its name. Facilitate a class discussion about their identiﬁcation. This provides an opportunity to gather an understanding of prior student knowledge before beginning the lessons. Encourage students to support their answers, and check for understanding and misconceptions. Ask the following questions: a.

What shapes did Mrs. Cook’s class ﬁnd around the school? Mrs. Cook’s class found a triangle, a rectangle, a square, and a circle.

Look around our classroom. What shapes do you see around our room? I see a rectangle, a square, a circle, and a triangle.

Describe a rectangle. Answers will vary. A rectangle has four sides. Two sides are long, and two sides are short. It has four points.

Describe a triangle. Answers will vary. A triangle has three sides. It has three points.

e. Describe a circle. Answers will vary. A circle is round. It has no sides and no points. f. 7.

Describe a square. Answers will vary. A square has four sides that are the same size. It has four points.

FACILITATION TIP Be aware that the digital version of this Student Handout has color ﬁgures that may affect clarity when printed in black and white. FACILITATION TIP Before distributing the Student Handout in Step 1, project the color version of the Student Handout with the written words/ names of the ﬁgures covered. Allow students to do a think-pair-share to name the shapes before you reveal the matching choices.

FACILITATION TIP To help you assess prior knowledge, encourage all students to participate with physical responses. Have students use their ﬁngers to draw these shapes in the air before trying to use words to describe their geometric properties.

If students are struggling to complete this task, do the Foundation Builder to ﬁll the gap in prior knowledge before moving on to other parts of the scope.

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Two-Dimensional Shapes Hook – Cookie Shapes ACTIVITY PREPARATION Students identify the attributes of two-dimensional shapes by using formal and informal geometric language. In addition, students also describe how to sort the shapes.

Materials

Preparation

Printed • •

• •

1 Student Handout (per student) 1 Shape Cutouts (per student)

Plan to divide the class into pairs. Print the Shape Cutouts and Student Handout for each student.

• •

Reusable • •

Plan to show the Phenomena Video. Part II

1 Phenomena Video (per teacher) 1 Projector (per teacher)

PROCEDURE AND FACILITATION POINTS Part I: Pre-Explore 1. FACILITATION TIP Before showing the video and reading the scenario, ask the class these questions: 1) Have you ever made cookies with cookie cutters? 2) What steps did you take to get the cookies ready to bake? 3) What cookie shapes did you make? FACILITATION TIP

As you read the scenario, use a visual aid to compare the shapes. Have students identify shapes as a whole class. FACILITATION TIP Project a simpliﬁed text of this scenario for students to see and read along with you. Emphasize the shape words: square, triangle, hexagon, rectangle, circle, and octagon.

FACILITATION TIP

DOK-1 What shapes of cookies have you eaten? Answers will vary. Circle, square, star, heart

DOK-1 What information do we know? There are two kids. They each cut out three shapes. Naomi cut out a square, triangle, and hexagon. Peter cut out a rectangle, circle, and octagon.

DOK-1 What information do we need to ﬁnd out? How are their shapes the same, and how are they different?

Allow students to share ideas with their partners and then as a whole group. They are not expected to talk about the attributes of the shapes or even name the shapes at this time. Move on to complete the Explore activities.

Students can use the Supplemental Aids in the Intervention section to make comparisons.

Part II: Post-Explore

FACILITATION TIP

Revisiting this activity after the lesson has been taught is important so you can observe growth in the students’ understanding from the beginning to the end of the lesson.

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Introduce this activity toward the beginning of the scope. The class revisits the activity and solves the original problem after students have completed the corresponding Explore activities. Show the Phenomena Video. Ask students the following questions: What do you notice? Where can you see math in this scenario? Allow students to share all ideas. Read the following scenario to the class: Naomi and Peter baked cookies with their mom. Their mom rolled out the dough, and they each cut out cookies into 2-D shapes. Naomi cut out a square, triangle, and hexagon. Peter cut out a rectangle, circle and octagon. How are their shapes the same, and how are they different? Discuss the following questions with the class:

After students have completed the Explore activities for this topic, show the Phenomena Video again and repeat the situation. Discuss the following questions with the class: a.

DOK-1 What shapes of cookies have you eaten? Answers will vary. Circle, square, star, heart

DOK-1 What information do we know? There are two kids. They each cut out three shapes. Naomi cut out a square, triangle, and hexagon. Peter cut out a rectangle, circle, and octagon. © Accelerate Learning Inc. - All Rights Reserved

c. 3.

4. 5.

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

DOK-1 What information do we need to ﬁnd out? How are their shapes the same, and how are they different?

Divide the class into groups of two. Give each student a set of Shape Cutouts and a copy of the Student Handout. Encourage students to talk to their partners about the number of sides and vertices. Listen to student conversations to help guide the discussion. Instruct students to draw how they would sort the shapes on their copy of the FACILITATION TIP Student Handout and label the drawing. Be prepared to accept all methods of Discuss the following questions with the class: sorting these shapes. To get students started, consider having them sort them a. DOK-2 What attributes do a square and a rectangle have in common? into two pre-defined categories or three Both have four sides and four vertices. Both have square corners (right categories. It may or may not be clear at angles). this point if there is one correct way to sort b. DOK-2 A rectangle is not a square. Why? All the sides of a square must these specific figures. be the same length, and a rectangle has opposite sides that are the FACILITATION TIP same length. Provide students opportunities to practice c. DOK-2 What attributes do a triangle and a rectangle have in common? reading, writing, and speaking these shape They have sides that are straight. They have vertices. words before requiring them to label the d. DOK-2 What attributes do a hexagon and an octagon have in common? shapes in these boxes. Some students may They have sides that are straight. They have vertices. They have more not be able to write in the boxes without than four sides. lines or more space. e. DOK-3 How would you sort these shapes? I would put the square and the rectangle in the same group because they have four sides. I would put the hexagon and octagon in the same group because they have more than four sides. I would put the triangle in another group and the circle in a group by itself. Or I would put the square, rectangle, triangle, hexagon, and octagon in the same group because they all have straight sides, and I would put the circle in a group of its own. f.

DOK-2 How is a circle different from the other ﬁve shapes? It does not have straight sides. It is curved.

TWO-DIMENSIONAL SHAPES

Home

FACILITATION TIP By this point in the scope, you should have a complete large anchor chart or word wall that includes the essential ﬁgures, words, and images for students. Include the terms vertices, vertex, right angles, sides, and opposite sides as well as the shapes and position words.

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Two-Dimensional Shapes Explore 1 – Sorting 2-D Shapes ACTIVITY PREPARATION Students sort regular and irregular two-dimensional shapes into groups based on their observations.

Standards for Mathematical Practice • • •

MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.7 Look for and make use of structure.

Materials

Preparation

Printed • • •

• •

1 Student Journal (per student) 1 Set of Shape Cutouts (per pair) 1 Exit Ticket (per student)

•

Reusable • •

• • •

1 Resealable bag (per pair) 1 Glue stick (per pair)

Plan to have students work with a partner to complete this activity. Print the Shape Cutouts on different-colored paper. (Print in different colors and mix colors to show that color is not an attribute.) Cut the Shape Cutouts, and place one of each shape into the resealable bag for each pair. (Do not put all the shapes of the same color in one bag.) Gather enough glue sticks for each pair to have one. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our Shapes Supplemental Aids element in the Intervention section.

PROCEDURE AND FACILITATION POINTS FACILITATION TIP Before reading the scenario, ask the class: 1) What do you do with clothes you grow out of or toys you don’t play with anymore? 2) What do you put them in to take them somewhere? FACILITATION TIP Before giving students the glue sticks, give them time with only the Shape Cutouts to begin sorting. After they’ve made some sorting decisions (selected 8 shapes and selected groups) using the Student Journal, provide them with the glue sticks.

2. 3. 4.

FACILITATION TIP Consider printing the shape ﬁgures all on one color of card stock to prevent students from inadvertently focusing on and sorting according to color. FACILITATION TIP As students are reviewing each task, have them identify the shapes and describe the shapes.

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Read the following scenario to the class: My family and I dropped off some bags of donations at a local second-hand store. When they received our bags, the workers poured out the contents and started to sort or place the objects into groups. Although the objects in each bag were not exactly alike, they were able to ﬁnd something about them that was the same. Here are the bags they didn’t get to this weekend. Can you help the workers sort the objects in the bags? Give a set of Shape Cutouts and a glue stick to each student pair. Direct students’ attention to the shapes. Allow students a few moments to discover the objects and experience how they work with their partners. Instruct students to sort the shapes on their own. The students decide how they sort them based on their observations. Encourage students to sort in several different ways. Monitor and talk with students as needed to check for understanding by using the following guiding questions (repeat vocabulary as needed): a.

DOK-1 How did you sort your shapes? Answers will vary. These shapes have straight sides, and these shapes do not.

DOK-2 What do the shapes in this group have in common? Answers will vary. These shapes all have curved lines.

DOK-2 Is there another way you can sort your shapes? Answers will vary. I can sort by how many vertices/corners a shape has.

Give each student a Student Journal. Each partner selects 8 different shape cutouts. Students can take turns picking shapes until each student has chosen 8 shapes. Students sort their own selected shapes onto their Student Journals. They get to choose the way they want to sort objects and into how many groups (up to 4 different groups). © Accelerate Learning Inc. - All Rights Reserved

7. 8. 9. 10.

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

FACILITATION TIP Allow students time to explain how they sorted their shapes to their partners. If partners approve how the shapes were sorted, instruct students to glue the Model for students how to discuss with their shapes into the boxes on their Student Journals. partner about the shape sorting. After students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning.

Math Chat •

• • •

• •

• • •

DOK-2 If we put all of these shapes together in a group, how could you describe something they all have in common? All of these shapes are flat. They are all two-dimensional. DOK-3 How did you and your partner sort the objects in your bag? Curved lines and straight lines. 0 sides, 3 sides, 4 sides, more than 4 sides DOK-3 Is there another way to sort the shapes in the bag? Explain. We could have sorted by how many vertices/corners the shapes have. DOK-3 Were there some objects in your bag that did not seem to fit in any categories? Why? Shape F was hard for me to sort because it had a point (vertex/ corner) but no sides. DOK-2 What do shapes A and B have in common? They both have four lines (sides). They both have four points (vertices/corners). DOK-3 Can you draw a new shape that would fit into each of your boxes on your Student Journal? How can you plan this? Students can draw a new shape and share their reasoning with their partners or the whole class. DOK-2 How are shapes C and F different? F has a point (vertex/corner), and C does not. DOK-2 What do shapes C and M have in common? C and M both have a curved line. M has points (vertices/corners), but C does not. DOK-1 What are two-dimensional shapes? Shapes that are flat and can be measured in only two ways (length and width)

FACILITATION TIP

TWO-DIMENSIONAL SHAPES

Home

Print and project some of these essential Math Chat questions for students to see and read along with you as you guide the discussion. For example: “What is the same about ALL of these shapes?” “What is the same about shape A and B?” “What is different about shape C and F?”. Underline essential words like same, different, all. STEMscopes Tip Fact Fluency activities, located in each grade level under the Scopes tab, help develop students’ addition and subtraction fact fluency in all grades and multiplication and division fact fluency in grades 3–5. Activities include mini-lessons, stations, games, and assessments to help address common fact-fluency groupings and strategies.

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding FACILITATION TIP of the concept. Before having students complete the Complete the Anchor Chart as a class. Exit Ticket as an assessment, clarify the Have each student complete their Interactive Notebook. constraints for sorting. Curved lines? Four sides? Irregular shapes? Notes

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Two-Dimensional Shapes Explore 2 – Classifying and Identifying 2-D Shapes ACTIVITY PREPARATION Students classify and identify two-dimensional shapes based on attributes.

Standards for Mathematical Practice • • •

MP.2 Reason abstractly and quantitatively. MP.6 Attend to precision. MP.7 Look for and make use of structure.

Materials

Preparation

Printed • • •

• •

1 Student Journal (per student) 1 Set of Dollhouse Pieces (per pair) 1 Exit Ticket (per student)

• •

Reusable •

Plan to have students work with a partner to complete this activity. Print and cut out the Dollhouse Pieces. Place the pieces in a resealable bag for each pair of students. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our Shapes Supplemental Aids element in the Intervention section.

1 Resealable bag (per pair)

PROCEDURE AND FACILITATION POINTS 1.

FACILITATION TIP

Students need the repetition of identifying shapes by the number of sides and vertices. 3.

FACILITATION TIP Before passing out the Student Journal or bags, review essential vocabulary as needed. Do students comprehend the terms vertex, vertices, sides, equal sides? Can they ﬂuently read the shape words (hexagon, rectangle, square, triangle, circle, and octagon)? 146

4. 5.

Read the following scenario to the class: Joy loves to play with her paper dolls. Her grandmother bought her a paper dollhouse kit for her birthday. There is one big problem, though. The directions mention the names of shapes, and she has not learned about shapes in pre-K. Can you help her match the name of the shape with the correct dollhouse piece so she can make her paper dollhouse? Pass out bags to each set of partners. Direct students’ attention to the bag of dollhouse pieces and explain what the bags contain—dollhouse pieces and shapes. Allow students a few moments to discover the manipulatives and experience how to work with their partners. Ask the following questions: a.

DOK-1 What do you notice about the dollhouse pieces and shapes? Answers will vary. Some of the dollhouse pieces looked similar to some of the shapes. There were 6 different shapes. The shapes and dollhouse pieces had different numbers of sides and vertices/corners.

DOK-1 Do you recognize any of the shapes by name? Answers will vary. Circles, squares, rectangles, triangles, hexagons, octagons

DOK-1 Is there any shape you do not know by name? How would you describe that shape? Answers will vary. The shape with the most sides (octagon). It has 8 sides.

Instruct students to match the correct shape with the correct dollhouse piece. Give each student a Student Journal. Using the word bank and match they just completed, students ﬁll in the blank with the name of the shape for each dollhouse piece.

8. 9.

Explore

Explain

Elaborate

Evaluate

Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 What shape name did you write for this dollhouse piece? Answers will vary. We wrote “rectangle” for the front door. We wrote “circle” for the face of the clock.

DOK-2 What do the shape and dollhouse piece have in common? Answers will vary according to the shapes/pieces being compared. The front door and the rectangle both have 4 sides and 4 vertices. The clock and the circle both have curved lines.

DOK-2 How do you know this dollhouse piece is a ____ (shape name)? Answers will vary. I know this dollhouse piece is a rectangle because it has four sides and four vertices. The sides are not equal, so I know it is not a square.

Engage

DOK-3 Describe the attributes of this dollhouse piece. How many sides does it have? How many vertices? Do you think it was the best-shaped piece for that part of the dollhouse? Why? Answers will vary. This dollhouse piece has ___ sides and ___ vertices.

Have students move on to the last page of their Student Journals. Have them look at groups of dollhouse pieces and circle the 2 pieces that have similar attributes. After students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning.

Intervention

Acceleration

FACILITATION TIP Having students share their experiences with a partner ﬁrst and then share their partners’ experiences with the class is an opportunity for students to practice listening.

TWO-DIMENSIONAL SHAPES

Home

FACILITATION TIP Focus students on comparing the shapes. They are comparing the shapes by the number of sides and vertices.

FACILITATION TIP Before completing the last page of the Student Journal, teach students what similar attributes means if needed. Read the directions together and help them identify the similar attributes.

Math Chat • •

• • •

• •

•

DOK-1 What are vertices, in your own words? Vertices are the corners/points on a shape. They are the points where two lines meet. DOK-2 What attributes did you look at when matching the shape to the dollhouse piece? We looked at the number of sides and vertices. We looked to see if the lines were straight or curved. DOK-2 How are the door and the pillowcase similar? They both have 4 sides and 4 vertices. DOK-2 How are the door and the pillowcase different? The pillowcase is a special rectangle called a square that has 4 sides that are all equal length. DOK-2 Which dollhouse piece has the most sides and vertices? What shape is it, and how many sides and vertices does it have? Rug; octagon; 8 sides and 8 vertices DOK-2 How is the circle different from all the other shapes in the dollhouse? It has zero corners/vertices. It is the only shape made of curved lines. DOK-3 What do you notice about the lines on triangles, squares, rectangles, hexagons, and octagons? They are straight. They meet at corners/vertices. There are the same number of lines as corners/vertices. DOK-4 There were many shapes inside the paper dollhouse. Now take a moment and challenge your brain: Have you ever seen any of these ﬂat shapes around your house? Circles, triangles, rectangles, squares, hexagons, or octagons? Take a moment and tell your partner where in your house you have seen these shapes. The front of our garage door is a rectangle. The bottoms of our drinking glasses are circles. Our windows are squares. DOK-3 Why do you think certain shapes were used to make certain parts of the dollhouse? I think a hexagon was used for the special mirror because it was a pretty decoration. I think a clock is round so the hands can touch all the numbers from the center.

FACILITATION TIP If vertex and vertices are not already on a word wall or anchor chart, include them. Identify some corners and points in the classroom that you or the students can touch. Have them touch a vertex of their desk (if there is one) and say vertex out loud. FACILITATION TIP Be prepared for some students to need help understanding how a soft pillowcase can be described as a 2-D shape with vertices.

FACILITATION TIP Challenge students to hunt for shapes in their homes and school for the next few days. Tell them to be prepared to report relevant observations. Find some visual images from the school or neighborhood that include these shapes.

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TWO-DIMENSIONAL SHAPES

Two-Dimensional Shapes Explore 2 – Classifying and Identifying 2-D Shapes • FACILITATION TIP Be prepared with more real-world examples of how certain shapes are used in meaningful ways around homes, schools, parks, and stores. FACILITATION TIP Before assigning this Exit Ticket as an assessment, preview the directions with students. Answer questions and clarify that the 0 is zero and not a circle or an O, etc.

DOK-3 Do you think speciﬁc shapes were also used for parts of your house or at the school? Can you give examples and tell why the shapes were used there? I think a rectangle is used for a door because people who are standing and talking are taller than they are wide, so it is a good shape to let people into rooms without taking up too much wall space.

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

Notes __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________

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Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

TWO-DIMENSIONAL SHAPES

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Two-Dimensional Shapes Explore 3 – Examples and Nonexamples of 2-D ACTIVITY PREPARATION Students distinguish between an example and a nonexample of a two-dimensional shape based on the attributes of that shape.

Standards for Mathematical Practice • •

MP.3 Construct viable arguments and critique the reasoning of others. MP.6 Attend to precision.

Materials Printed • • •

1 Student Journal (per student) 1 Set of Shape Cutouts (per pair) 1 Exit Ticket (per student)

Preparation • • • •

Plan to have students work with partners to complete this activity. Print and cut Shape Cutouts. Place a set of cutouts in a resealable bag for each pair of students. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our Shapes Supplemental Aids element in the Intervention section.

Reusable • •

1 Resealable bag (per pair) 1 Glue stick (per pair)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Before reading the scenario, ask the class these questions: 1) What is your favorite chocolate treat? 2) What does it look like? 3) What makes it your favorite? FACILITATION TIP Print and project this sentence for students to see and read along with you, “Your job.... circles, triangles, squares, rectangles, hexagons, or octagons.” Provide images along with the words to support comprehension and vocabulary development.

2. 3. 4.

Read the following scenario to the class: You have been chosen to work for the Chocolate Shape Factory. Your job is to make sure the chocolates are circles, triangles, squares, rectangles, hexagons, or octagons. If the chocolate is one of those shapes, it gets packaged and sent out to stores. If the chocolate is not one of those shapes, it gets tossed out with the trash. Can you ﬁnd all of the correct chocolate shapes? Divide the class into pairs, and hand each partnership a bag of shape cutouts. Direct students’ attention to the bag of shapes. Allow students a few moments to discover the shapes and experience how they look with their partners. Instruct students to sort the shapes into examples and nonexamples of circles, triangles, squares, rectangles, hexagons, or octagons based on their attributes. Encourage students to discuss why each shape is an example or nonexample with their partners. Notes

150

7. 8.

Engage

Explore

Explain

Elaborate

Evaluate

Monitor and talk with students as needed to check for understanding by using the following guiding questions (repeat vocabulary as needed): a.

DOK-1 Can you show me one of your examples? What is the name of that shape? Answers will vary. This is an example of a circle.

DOK-2 How do you know that shape is a circle (triangle, square, rectangle, hexagon, or octagon)? Answers will vary. This is a circle because it has 0 vertices and 0 sides, made of one curved line.

DOK-2 What attributes helped you decide this shape was not an example of a circle (triangle, square, rectangle, hexagon, or octagon)? Answers will vary. This shape has straight sides and 3 vertices. Those are not the attributes of a circle.

Give each student a Student Journal. Ask each student to choose one example and one nonexample from the bag of shape cutouts. Encourage students to discuss their choices with their partners before gluing each shape into the correct boxes on their Student Journals. After students have completed their Student Journals, bring the class together as a whole group. After the Explore activities, invite students to a Math Chat to share their observations and learning.

Math Chat DOK-2 What attributes did you look for when identifying an example of a twodimensional shape? We looked for the number of sides and vertices. We looked for straight sides and curved sides. • DOK-2 How did you know this shape was not an example of a circle (triangle, square, rectangle, hexagon, or octagon)? This shape looks like a cloud. It is round, but it is not a circle because it has vertices. A circle has 0 sides and 0 vertices. • DOK-2 Are these nonexamples still shapes? They are still shapes, but they are not circles, triangles, rectangles, squares, or hexagons. • DOK-3 What real-life shapes are nonexamples of circles (triangle, square, rectangle, hexagon, or octagon)? The paper in my notebook is not a rectangle because the corners are rounded instead of pointed vertices. •

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

Intervention

Acceleration

FACILITATION TIP Use the Picture Vocabulary or an anchor chart for students to reference.

FACILITATION TIP

TWO-DIMENSIONAL SHAPES

Home

Challenge students who ﬁnish early to ﬁnd and identify 2-D objects around the classroom.

STEMscopes Tip The Scope Overview, located in the Home section of each scope, provides a colorful ﬂowchart that maps out the overall ﬂow of the scope. Activities contained in each of the 5E lessons are included, as well as the path for students who need additional support and acceleration activities for those who mastered the content.

FACILITATION TIP Continue to seek meaningful real-world examples of shapes to display in the classroom. Encourage students to look for how older students and adults use shapes in their lives. FACILITATION TIP This Exit Ticket includes color on the digital images. Consider how the images may appear in black and white copies for students.

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Two-Dimensional Shapes Explore 4 – Relative Positions of 2-D Shapes ACTIVITY PREPARATION Students follow directions to create a mural using speciﬁc objects and their relative positions. They also describe objects by using the names of shapes and vocabulary that describes the positional location of the objects.

Standards for Mathematical Practice • •

MP.6 Attend to precision. MP.7 Look for and make use of structure.

Materials

Preparation

Printed • • • •

• •

1 Student Journal (per student) 1 Cafeteria Mural Plan (per pair) 1 Set of Shape Cutouts (per pair) 1 Exit Ticket (per student)

• • •

Reusable •

1 Resealable bag (per pair)

Plan to have students work in pairs to complete this activity. Print and cut Shape Cutouts, and place the cutouts in a resealable bag for each pair. A complete set should include a circle, a triangle, a rectangle, a square, a hexagon, and an octagon. Print a Cafeteria Mural Plan for each pair. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our Shapes Supplemental Aids element in the Intervention section.

PROCEDURE AND FACILITATION POINTS FACILITATION TIP Before reading the scenario, ask the class these questions: 1) Do you like to paint? 2) What types of things do you like to paint? 3) If you were asked to paint something on the cafeteria wall, what would you paint? Why?

FACILITATION TIP Project images of murals that have different 2-D shapes, then have students identify the different shapes. FACILITATION TIP

Read the following scenario to the class: The principal wants a mural painted on the wall in the cafeteria. She has left speciﬁc instructions as to what she wants on the mural, but she needs help deciding where to place each object. She has tasked our class with the job. Can you help the principal make a plan for the mural? Divide the class into pairs, and hand each pair a bag of shape cutouts and a Cafeteria Mural Plan. Direct students’ attention to the shapes. Allow students a few moments to discover the manipulatives and experience how they work with their partners. Review each shape’s name. Instruct students to carefully listen to the principal’s instructions that were given to them. Read each instruction, while making sure to pause after each one to allow students time to discuss with their partners where they are to place each object. Repeat the instruction once more for the whole group. a.

Find the circle.. The circle represents the Sun. Place the Sun on your plan.

FACILITATION TIP

Find the triangle. The triangle represents a tent. Place the tent on your plan.

The digital copy of the Cafeteria Mural Plan has shaded colors. Be prepared to modify as needed if printing in black and white.

Find the rectangle rectangle. The rectangle represents a log for a campﬁre. Place the log on your plan.

Find the square.. The square represents a birdhouse. Place the birdhouse on your plan.

Some classrooms may have plastic geometric shapes used for tessellation. Consider using some of these rather than the cutouts, if possible.

e. Find the hexagon.. The hexagon represents a cloud. Place the cloud on your plan. f. 152

6. 7.

Engage

Explore

Explain

Elaborate

Evaluate

Monitor and talk with students as needed to check for understanding by using the following guiding questions (repeat vocabulary as needed): a.

DOK-1 What object are you being asked to place on your plan? Answers will vary. A tent

DOK-1 What shape is the object? Answers will vary. The tent is shaped like a triangle.

DOK-1 Where will you place this object on your plan? Answers will vary. I will place the tent in the grass between the trees.

Intervention

Acceleration

FACILITATION TIP Circulate to ensure student pairs understand and are following directions.

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FACILITATION TIP Instruct students to keep the objects on the Cafeteria Mural Plan. Give each student a Student Journal, and ask students to answer the questions based Model for students how to complete the ﬁrst on the plan they made with their partners. Students circle the correct relative question on the Student Journal and then position term to describe each object on their plans. release students to complete the rest. After students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning.

Math Chat •

• •

•

DOK-1 What were some of the positional words you used to describe the objects on your plan? Bottom, middle, on, over, top, left, below, above, beside, right, in front of, behind, and next to DOK-1 Describe the shape of one of the objects in your mural. The tent is a triangle with 3 sides and 3 vertices (corners). DOK-3 What do you notice about your mural compared to another student’s mural? Our objects are the same shapes, but they are in different positions on our plan. We put the Sun on top of (beside) this tree, and they put the Sun on top of (beside) the other tree. DOK-3 How did the object help you decide its position on your plan? I knew the Sun had to be in the sky. I knew the birdhouse needed to be in a tree because birds live in trees. DOK-4 Think of another object you could add to the mural. Describe its shape and where you could place it in relation to one of the other objects. I could use a rectangle to represent a picnic table and place it beside the tent.

FACILITATION TIP Project this question for students to see as you discuss and carefully list the position phrases and words for students. Have students read the words together, with a partner and individually. The Exit Ticket includes several position words.

Post-Explore 1. 2. 3. 4.

FACILITATION TIP Students who are struggling may need these assessment items read aloud to them. Consider allowing students to use a masking device to help them focus on one assessment item at a time while still being able to see the shapes at the top of the page.

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Two-Dimensional Shapes Additional Scope Resources EXPLAIN ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Picture Vocabulary

Can be done independently

Show What You Know, Part 1

A slide presentation of important vocabulary terms along with a picture and deﬁnition

Sorting 2-D Shapes Independent practice assignment that gives students an opportunity to demonstrate their learning

Anchor Chart

Show What You Know, Part 2

A guide to facilitating the creation of a chart with students for each scope

Classifying and Identifying 2-D Shapes Independent practice assignment that gives students an opportunity to demonstrate their learning

My Math Thoughts

Show What You Know, Part 3

A collection of journal prompts designed to allow students to explain their thinking and reﬂect on their learning

Examples and Nonexamples of 2-D Shapes

Interactive Notebook

Show What You Know, Part 4

A cut-and-glue activity to process learning that can be added to a notebook for future reference

Relative Positions of 2-D Shapes

Independent practice assignment that gives students an opportunity to demonstrate their learning

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Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ELABORATE ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Spiraled Review

Can be done independently

Life Connections

Game Day A video and activity that introduce students to careers and everyday life experiences that highlight the mathematical concepts being learned in the classroom

A quick story to engage student interest along with four problems covering previously learned skills

Math Story

Fluency Builder

A Day in the Life of My Shapes and Me

Name 2-D Shapes

Reading passage that supports literacy and expands students’ ability to identify the information they need to solve problems

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

Problem-Based Task

Fluency Builder

Shapes, Shapes, Everywhere!

Different Orientations of 2-D Shapes

Independent or collaborative task that allows students to solve a challenging, meaningful problem in a real-world context

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

TWO-DIMENSIONAL SHAPES

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Students who are still acquiring the concept and need remediation

TWO-DIMENSIONAL SHAPES

Two-Dimensional Shapes

Students

Notes

 Fluency Builder  Small-Group Intervention

Students who have mastered the concept and need extension

Students who are approaching mastery and need review

 Life Connections

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 Interactive Practice

 Problem-Based Task  Math Today  Connection Station

Engage

Explore

Explain

Elaborate

Evaluate Evaluate

Intervention

Acceleration Acceleration

What prompts will be used?

What does mastery look like?

TWO-DIMENSIONAL SHAPES

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I can sort two-dimensional shapes by attribute.

I can describe the relative locations of objects using terms such as above, below, beside, in front of, behind, and next to.

I can classify shapes regardless of their orientations or overall size.

I can identify two-dimensional shapes such as circles, triangles, rectangles, squares, hexagons, and octagons.

I can analyze and compare twodimensional shapes in different sizes and orientations.

I can use informal language to describe the similarities, differences, number of sides and vertices, and other attributes of two-dimensional shapes.

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SCOPE 1

Three-Dimensional Solids Scope Introduction SCOPE SUMMARY Students describe objects in their environment by using shape names and by describing their relative positions. Students identify solid shapes as three-dimensional. They use attributes to identify cubes, cones, cylinders, and spheres, regardless of their orientations or overall sizes. Students name an object as three-dimensional because it is not ﬂat (it is a solid object) and can be measured by length, width, and height (or depth). Students begin to understand how three-dimensional solids are composed of two-dimensional shapes. Student Expectations

VERTICAL ALIGNMENT Background Knowledge

Future Expectations

In prekindergarten, students may be familiar with the names of basic shapes (squares, circles, triangles, and rectangles). They may be acquainted with the names of some 3-D solids (balls to represent spheres and cans to represent cylinders). They may be able to analyze, compare, and sort objects by their attributes. Prekindegarten students use appropriate directional language to indicate where things are in their environment, such as behind, in front of of, next to, left, right, over left over, and under. They use this language in play and in interactions with others.

In ﬁrst grade, students continue to identify distinguishing attributes of solids. First-grade students compose two-dimensional shapes and three-dimensional solids to create composite shapes.

Before beginning the lesson, students’ prior knowledge is assessed to address any missing needs and skills required for content mastery. Students are assessed to determine if they can: •

identify common solids using models to help organize a teacher’s cabinet.

•

analyze, compare, and sort 2-D objects and shapes.

•

analyze, compare, and sort 3-D objects and shapes..

Students move on to the Explore activities and come back at the end of the explorations to repeat the activity and discuss what they found.

Hook

Accessing Prior Knowledge

ENGAGE ACTIVITIES Students are introduced to a scenario in which they help organize a grocery list. Students will discuss and solve the scenario by: •

classifying and sorting realworld three-dimensional ﬁgures regardless of their orientation or size

•

naming groups of shapes with their 3D names.

After students have had time to explore and solve the scenario, they will discuss learning and complete an Exit Ticket for assessment.

If your students are struggling with previously taught concepts, use the Foundation Builder activity in this scope to reinforce ideas presented in the APK. 158

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Sorting 3-D Solids In this exploration, students learn how to explore a series of 3-D solids during a scenario about the STEMscopes Shape Recycling Plant. In the scenario students will: •

Explore 2

Explore 1

EXPLORE ACTIVITIES

sort the solids into various groups based on their observations.

Classifying 3-D Solids In this exploration, student groups will solve a scenario about a discount store manager who needs help sorting objects by shape. Students will: •

classify 3-D solids based on attributes.

•

use various geometric languages to describe the shapes’ attributes.

•

explain their reasoning for their classiﬁcations.

In this exploration, students work with peers and manipulate various shapes and exploration resources to solve the scenario and help the STEMscopes Toy Store ﬁnd all the missing parts for their toys. Students will: •

identify 2-D shapes.

•

describe how the 2-D shapes are used to make 3-D shapes.

Once students have solved the scenario, they discuss their learning with the class and ﬁnish by completing an Exit Ticket.

Explore 4

Explore 3

After students have solved the scenario, the teacher guides students as they share and discuss their ﬁndings. The activity ends with a discussion about students’ learning and students completing an Exit Ticket.

2-D Parts of 3-D Solids

THREE-DIMENSIONAL SOLIDS

Home

Identifying 3-D Solids and Their Positions in the Real World In the final exploration, students learn to identify 3-D figures in a scenario about helping the principal make a list of all the 3-D figures around the school. Students will: •

identify 3-D ﬁgures around the school.

•

describe the 3-D ﬁgures’ relative positions around the school.

After completing the activity, students share about their learning, complete an Exit Ticket, then revisit the Hook to solve.

After completing the activity and solving the scenario, students share their learning and complete an Exit Ticket for assessment.

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Three-Dimensional Solids Lesson Calendar and Accessing Prior Knowledge PLAN YOUR LESSONS Monday

Tuesday

Wednesday

Thursday

Friday

160

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ACCESSING PRIOR KNOWLEDGE Students identify common solids using models. This activity is intended to assess mastery of the following standard(s): CD-MA6.4a Recognizes and names common two-dimensional and three-dimensional shapes, their parts, and attributes.

Materials

Preparation

Printed •

1 Teacher Tracking Form (per teacher)

Reusable • • • • •

• • •

Print the Teacher Tracking Form, and ﬁll in students’ names. Divide the class into groups of four or ﬁve. Prepare 1 container with one sphere model, one cone model, one cube model, and one cylinder model per group.

THREE-DIMENSIONAL SOLIDS

Home

1 Container (per group) 1 Sphere model (per group) 1 Cone model (per group) 1 Cube model (per group) 1 Cylinder model (per group)

Procedure and Facilitation Points 1. 2. 3.

Give each table group one container that includes a sphere, a cone, a cube, and a cylinder. Have students number off at each table from 1–4 (or 5, if there are 5 students at a table). Read the following scenario to the class: I am trying to organize our manipulatives cabinet, and I want to sort all of these objects by shape. Can you help me organize our cabinet? As you circulate the room during the activity, note student understanding or misconceptions on the Teacher Tracking Form. Discuss the following statements and questions: a.

I need student 1 to point to a sphere. Tell your group what you notice about the sphere. It looks like a ball; it is round; it is smooth.

I need student 2 to point to a cone. Talk to your group about what you notice about the cone. It looks like an ice cream cone; it has a point.

What is similar between the cone and the sphere? They both roll on the table.

What is different between the cone and the sphere? The sphere does not have a ﬂat side.

e. I need student 3 to show me a cube. Tell your group what you notice about the cube. It has squares on the sides; it has ﬂat sides. f.

I need student 4 to show me the cylinder. Tell your group what you notice about the cylinder. It has a circle on the bottom and top; it has a round side.

FACILITATION TIP Set aside an extra set of figures. As the students confirm the name of each figure, label the figure with its name by using a sticky note

FACILITATION TIP Ask each group to set up a display showing how they sorted the ﬁgures. Take the class on a gallery walk while discussing the different ways in which the ﬁgures were sorted.

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Three-Dimensional Solids Lesson Calendar and Accessing Prior Knowledge g.

How are the cube and the cylinder similar? They both have a ﬂat side.

h. How are the cube and the cylinder different? The cube does not roll, but the cylinder can roll. 5. STEMscopes Tip The Accessing Prior Knowledge activity, located in the Engage section, helps teachers determine students’ prior knowledge about a concept before engaging in the inquiry process. If students struggle with the task, the Foundation Builder, also found in the Engage section, helps to ﬁll the gaps in prior knowledge.

Facilitate a class discussion about their ﬁndings. This provides an opportunity to gather an understanding of prior student knowledge before beginning the lessons. Encourage students to support their answers, and check for understanding and misconceptions. Ask the following questions: a.

What are the shapes that can roll? Cone, cylinder, sphere

What shapes do not roll? Cube

Can you give me an example of a real-life ____? Answers will vary. An example of a cone is an ice cream cone. An example of a cylinder is a soda can. An example of a sphere is a soccer ball. An example of a cube is dice.

If students are struggling to complete this task, do the Foundation Builder to ﬁll the gap in prior knowledge before moving on to other parts of the scope. Notes

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Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

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Three-Dimensional Solids Hook – Grocery List ACTIVITY PREPARATION Students classify and sort a variety of three-dimensional solids in the real world, regardless of orientation or size.

Materials

Preparation

Printed •

• •

1 Student Handout (per student)

Reusable • • •

•

Plan to show the Phenomena Video. For Part I, plan to project page 2 of the Student Handout onto the board at the beginning of the lesson. For Part II, gather enough glue sticks and pairs of scissors for all students.

1 Phenomena Video (per teacher) 1 Pair of scissors (per student) 1 Projector (per teacher)

Consumable •

1 Glue stick (per student)

PROCEDURE AND FACILITATION POINTS Part I: Pre-Explore 1. FACILITATION TIP Before showing the video and reading the scenario, ask the class these questions: 1) Do you ever go to the grocery store with a parent? 2) If so, does your parent ever have you find things for him or her? 3) How do you find the things your parent wants you to find?

FACILITATION TIP Before watching the video, have students work with a partner to think of as many rectangular and circular items that can be purchased at a grocery store as possible.

Introduce this activity toward the beginning of the scope. The class will revisit the activity and solve the original problem after students have completed the corresponding Explore activities. Show the Phenomena Video. Ask students the following questions: What do you notice? Where can you see math in this scenario? Allow students to share all ideas. Read the following scenario to the class: Greer is going grocery shopping with her mom. Her mom has given her a list of things to ﬁnd at the store. Greer quickly notices something. Some of these items have something in common—their shape. She decides she wants to organize her list by grouping items with similar shapes. Can you help her organize the list by classifying and sorting the objects by shape and naming each group of shapes with their correct three-dimensional name? Discuss the following questions with the class: a.

DOK-1 What information do we know? Greer is looking at the shapes of the real-world grocery items.

DOK-1 What information do we need to ﬁnd out? How to classify, sort, and name each group of shapes.

Project page 2 of the Student Handout onto the board. Explain that these objects are things you can buy at a grocery store and that they are found in the real world. Students should be familiar with some of them, but they are not required to know the names and attributes of the three-dimensional solids at this time. Move on to complete the Explore activities. Notes

164

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Part II: Post-Explore 1. 2.

After students have completed the Explore activities for this topic, show the Phenomena Video again and repeat the situation. Discuss the following questions with the class: a.

DOK-1 What information do we know? Greer is looking at the shape of the real-world grocery items.

DOK-1 What information do we need to ﬁnd out? How to classify, sort, and name each group of shapes.

Give each student a copy of the Student Handout, scissors, and a glue stick. Instruct students to cut out each item from the grocery list. Tell students to classify and sort the grocery items by gluing them in one of the provided boxes. Instruct students to give each group of items a name, including cones, cylinders, spheres, and cubes. Discuss the following questions with the class: a.

DOK-2 What three-dimensional solids were found on Greer’s grocery list? Cones, cylinders, spheres, and cubes

DOK-2 What grocery items were cones? Potato chips, chocolate chips, carrots, ice cream cones

DOK-3 How do you know these are cones? They have one apex, one circular face and zero edges.

DOK-2 What grocery items were cylinders? Soup, pickles, soda, paper towels

e. DOK-3 How do you know these are cylinders? They have zero vertices, two circular faces, and zero edges. f.

DOK-2 What grocery items were spheres? Bath bomb, green apples, tomatoes, grapes

DOK-3 How do you know these are spheres? They have zero vertices, faces, and edges.

FACILITATION TIP Students revisit the video and sort the grocery list by shape, using appropriate vocabulary terms. FACILITATION TIP As students complete their Student Journals, challenge them to think of other examples of items with 3-D shapes that are purchased at the grocery store.

THREE-DIMENSIONAL SOLIDS

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FACILITATION TIP Consider projecting either the shape names and examples or the Supplemental Aid for assistance.

STEMscopes Tip Each Explore activity includes a Student Journal that students complete collaboratively while participating in group work. Students use the journal to develop metacognitive skills by reﬂecting on how and what they are learning. Communicating mathematical thinking leads to a deeper conceptual understanding of the skills at hand.

h. DOK-2 What grocery items were cubes? Cheese, beets, tissue box, ham bites i. DOK-3 How do you know these are cubes? They have eight vertices, six square faces, and twelve edges. Notes __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________

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Three-Dimensional Solids Explore 1 – Sorting 3-D Solids ACTIVITY PREPARATION Students explore a series of three-dimensional solids and sort the solids into groups based on their observations.

Standards for Mathematical Practice • • •

MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.6 Attend to precision.

Materials Printed •

1 Student Journal (per student)

•

1 Set of Shape Cutouts (per group)

•

1 Exit Ticket (per student)

• • • •

1 Large sphere (per group) 1 Medium sphere (per group) 1 Small sphere (per group) 1 Large rectangular prism (per group) 1 Medium rectangular prism (per group) 1 Small rectangular prism (per group)

• •

1 Large triangular prism (per group) 1 Medium triangular prism (per group) 1 Small triangular prism (per group) 1 Gallon-size resealable bag (per group) 1 Pair of scissors (per student)

Reusable • • • • • • • • •

1 Large cube (per group) 1 Medium cube (per group) 1 Small cube (per group) 1 Large cylinder (per group) 1 Medium cylinder (per group) 1 Small cylinder (per group) 1 Large cone (per group) 1 Medium cone (per group) 1 Small cone (per group)

• •

• • •

Consumable •

1 Glue stick (per student)

Preparation • • • • •

Plan to divide the class into groups of four to complete this activity. Gather three-dimensional solids for each group, and put them into a large resealable bag. (Make sure the solids are in a variety of colors and sizes.) Print and cut the Shape Cutouts, and place them into the resealable bag with the three-dimensional solids for each group. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 3-D Objects Supplemental Aids element in the Intervention section.

PROCEDURE AND FACILITATION POINTS FACILITATION TIP Before reading the scenario, ask the class these questions: 1) What types of things have you sorted? 2) Why did you sort them? 2) What did you do with them after you sorted them? 166

Read the following scenario to the class: The STEMscopes Shape Recycling Plant is getting behind because they do not have anyone to sort the recycling. They brought us some bags of recycling to see if we can help. Can you help the recycling plant sort what is in each bag?

5. 6.

9. 10.

Explore

Explain

Elaborate

Evaluate

Direct students’ attention to the bag of objects given to each group. Allow students a few moments to discover the manipulatives and experience how they work with their groups. Instruct students to sort the objects on their own. Allow students to decide how they will sort the objects based on their observations. Encourage students to sort in several different ways. Direct students’ attention to the Shape Cutouts. Ask students what they notice. If students do not notice the pictorial three-dimensional solids, point out how the three-dimensional Shape Cutouts match the 3-D solid manipulatives. Have the students sort the Shape Cutouts. Encourage students to sort in several different ways. Give each student a Student Journal, a pair of scissors, and a glue stick. Have students cut and place the solids from the second page in the boxes on the ﬁrst page to show how they sorted the solids with their groups (or they can choose to sort a different way). Monitor and talk with students as needed to check for understanding by using the following guiding questions (repeat vocabulary as needed): a.

Engage

DOK-2 How did you sort your solids? Answers will vary. These solids have corners (vertices), and these shapes do not have corners (vertices).

DOK-2 What do the solids in this box have in common? Answers will vary. These solids can roll on their sides. These solids can stand on one of their ﬂat surfaces/faces.

DOK-2 How are the solids in this box different from the solids in the other boxes? Answers will vary. These solids cannot roll, and the other group of solids can roll.

DOK-2 Is there another way you can sort your solids? Answers will vary. I can sort the solids made of circles and the solids not made of circles.

Instruct students to glue the pictures of solids into the boxes on their Student Journals after their sorts have been checked by the teacher or one of their group members. Allow students time to explain their sort to another student in their group. After students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning.

Math Chat •

• • • •

•

DOK-2 How are 3-D solids different from 2-D shapes you have learned about before? 3-D solids take up space. They have faces. Some 3-D solids can roll and some can be stacked. 2-D shapes are ﬂat. DOK-2 What do you notice about how 3-D solids are similar to 2-D shapes? I notice that the faces of 3-D solids are 2-D shapes. DOK-2 How did your group sort the objects in your bag? These solids could be stacked, and those solids could not be stacked. DOK-1 How do you know the Shape Cutouts are 3-D solids? They look like the real 3-D solid blocks. On paper, they look like they ﬁll a space by how they are drawn. DOK-2 What do you notice about the solids A, F, and N? How are they similar/ different? They are the same 3-D solid, but they are different sizes, and they are turned in different directions. DOK-2 Did the color, size, or orientation (direction the solid faces) of the solids matter when you were sorting? Why? No, those did not matter because the attributes of the shape did not change when the size, color, or orientation changed.

Intervention

Acceleration

FACILITATION TIP Be prepared with various 3-D objects that have cone, cylinder, sphere, and cube shapes. Print and prepare the cutouts for the Explore activity prior to the lesson. FACILITATION TIP Comparing a picture of an object to the real object (for example, a soccer ball) would assist some students in distinguishing 2-D objects from 3-D objects.

THREE-DIMENSIONAL SOLIDS

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FACILITATION TIP Note that the 3-D images on the Shape Cutouts use color. Black and white prints may not be clear for students.

FACILITATION TIP Refer to students’ prior knowledge of vertices and curves. Use familiar objects to support the conversation.

STEMscopes Tip Found along the scope menu, the Explain section has a variety of elements designed to help students develop a more in-depth understanding of the skills and concepts covered in the Explore. These elements include a Picture Vocabulary of important math terms, independent practice assignments that correspond with the Explore lessons, anchor charts that provide visual representations of concepts addressed in the scope, journal prompts that give students opportunities to write their mathematical ideas, and interactive notebooks for organizing information.

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Three-Dimensional Solids Explore 1 – Sorting 3-D Solids DOK-2 What do solids A, B, and C have in common? Can you name another solid that would fit in this group? These solids roll. Other solids that roll include F, G, H, M, N, and O. • DOK-2 What do solids D and E have in common? Both of these solids have the same number of straight lines/edges, and they have the same number of vertices. They also have the same number of flat surfaces/faces. • DOK-2 How is solid A similar to a circle? How is it different? The face on solid A is a circle. Solid A is three-dimensional, though, and can roll. A circle is flat because it is two-dimensional. • DOK-1 What shapes make up the flat surfaces of shapes J and L? I see triangles and rectangles. •

Post-Explore FACILITATION TIP

This digital Exit Ticket effectively uses color to make the 3D shapes very clear. Consider assigning this assessment online.

2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

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Explain

Elaborate

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Intervention

Acceleration

THREE-DIMENSIONAL SOLIDS

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Three-Dimensional Solids Explore 2 – 2-D Parts of 3-D Solids ACTIVITY PREPARATION Students identify the two-dimensional shapes used to make up three-dimensional solids.

Standards for Mathematical Practice • •

MP.6 Attend to precision. MP.7 Look for and make use of structure.

Materials

Preparation

Printed • • •

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1 Student Journal (per student) 1 Set of 2-D Shape Cutouts (per pair) 1 Exit Ticket (per student)

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Reusable • • •

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1 Sphere, cone, cylinder, cube, triangular prism, and rectangular prism (per pair) 1 Gallon-size resealable bag (per pair) 1 Small resealable bag (per pair)

Plan to have students work with a partner to complete this activity. Gather three-dimensional solids, and place them in a gallon-size resealable bag for each pair. Print and cut out 2-D Shape Cutouts. Place in a small resealable bag for each pair. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our Shapes and 3-D Objects Supplemental Aids element in the Intervention section.

PROCEDURE AND FACILITATION POINTS FACILITATION TIP Before reading the scenario, ask the class these questions: 1) What is your favorite toy? 2) Why do you like it? 3) Do you play with any toys that have parts or pieces that sometimes get lost? FACILITATION TIP The Intervention section includes a Supplemental Aid printout of 3-D ﬁgures. Consider having students write the shape names on the printout to use for assistance. FACILITATION TIP

3. 4.

Before the activity, model how the 2-D cutouts and the 3-D manipulatives compare to each other.

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Extend students’ learning by giving them a shape prompt and having them locate 3-D ﬁgures of that shape in the classroom.

Read the following scenario to the class: The STEMscopes Toy Store got a shipment of toys. It must have been a bumpy ride because some of the toys are missing parts. Lucky for us, the toys are shaped like three-dimensional solids. Can you help the toy store ﬁnd the missing parts for all the toys? Direct students’ attention to the bag of three-dimensional solids. Allow students a few moments to discover the manipulatives and experience how they work with their partners. Instruct students to notice the two-dimensional shapes that make up the threedimensional solids. They can use the 2-D Shape Cutouts if needed. Give each student a Student Journal. Students will use what they noticed while exploring to decide what three-dimensional solid each toy is shaped like. They will circle the two-dimensional shape that is missing from each toy. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-2 What three-dimensional solid is similar to the shape of the toy? Answers will vary. The drum is a cylinder. The 3-D puzzle is a cube.

DOK-2 What two-dimensional shape is missing? Answers will vary. A circle is missing from the drum. A triangle is missing from the tent. A rectangle is missing from the toy box.

After students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning. © Accelerate Learning Inc. - All Rights Reserved

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Math Chat • •

•

DOK-3 What did you find out about the three-dimensional solids? Their faces are made up of 2-D shapes. DOK-1 Which three-dimensional solids had more than one type of twodimensional shape on them? Rectangular prism = square and rectangle; triangular prism = triangle and rectangle. (Note that students are not required to identify rectangular prisms and triangular prisms by name but should be able to notice and point out attributes and 2-D shapes on them.) DOK-3 Did all the three-dimensional solids have the same two-dimensional shapes on them? How do you know? No, some 3-D solids have circles, some have squares, some have rectangles, and some have triangles. I can see the different 2-D shapes when I look at the faces of the 3-D solids. DOK-2 How did you find the two-dimensional shapes on the three-dimensional solids? I did not use the 2-D shapes. I put the 2-D shapes up next to the 3-D solids and matched them to the faces of the 3-D solids. DOK-3 Can you think of a three-dimensional shape that does not have twodimensional shapes on its surface? Does it remind you of a two-dimensional shape? Where might you find that two-dimensional shape in it? A sphere does not have a two-dimensional shape on its surface, but it reminds me of a circle. I could find a circle if I cut the sphere in half—like when I cut an orange in half.

Math Chat DOK-3 What did you ﬁnd out about the three-dimensional solids? Their faces are made up of 2-D shapes. • DOK-1 Which three-dimensional solids had more than one type of twodimensional shape on them? Rectangular prism = square and rectangle; triangular prism = triangle and rectangle. •

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STEMscopes Tip

THREE-DIMENSIONAL SOLIDS

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The Elaborate section, found along the scope menu, includes activities that assist students in extending their understanding of the concepts in each scope. Fluency Builders are engaging games and other learning activities where students can practice new skills and concepts. Spiraled Review provides an opportunity for students to work on previously taught content. The Math Story strengthens crosscurricular learning. Problem-Based Tasks engage students with real-world problem solving. Life Connections introduce students to real-world math use, and the Interactive Practice games give students a digital venue to practice math skills. Primary students work with data sets in a Data Science activity.

(Note that students are not required to identify rectangular prisms and triangular prisms by name but should be able to notice and point out attributes and 2-D shapes on them.)

DOK-3 Did all the three-dimensional solids have the same two-dimensional shapes on them? How do you know? No, some 3-D solids have circles, some have squares, some have rectangles, and some have triangles. I can see the different 2-D shapes when I look at the faces of the 3-D solids. • DOK-2 How did you find the two-dimensional shapes on the three-dimensional solids? I did not use the 2-D shapes. I put the 2-D shapes up next to the 3-D solids and matched them to the faces of the 3-D solids. • DOK-3 Can you think of a three-dimensional shape that does not have twodimensional shapes on its surface? Does it remind you of a two-dimensional shape? Where might you find that two-dimensional shape in it? A sphere does not have a two-dimensional shape on its surface, but it reminds me of a circle. I could find a circle if I cut the sphere in half—like when I cut an orange in half. •

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

FACILITATION TIP This Exit Ticket uses color to clarify the 3D shapes. Print it in color or project a digital image for students before they complete it.

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Three-Dimensional Solids Explore 3 – Classifying 3-D Solids ACTIVITY PREPARATION Students classify three-dimensional solids based on attributes. They also use informal and formal geometric language to describe attributes of three-dimensional solids and explain the reasoning behind their classiﬁcations.

Standards for Mathematical Practice • • •

MP.3 Construct viable arguments and critique the reasoning of others. MP.6 Attend to precision. MP.7 Look for and make use of structure.

Materials Printed • • •

1 Student Journal (per student) 1 Set of Real-World 3-D Solid Pictures (per group) 1 Exit Ticket (per student)

Preparation • •

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Reusable • •

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1 Large cone, cube, cylinder, and sphere (per group) 1 Set of real-world threedimensional solids (per group, optional) 5 Containers (per group)

Consumable •

1 Package of sticky notes (per group)

Plan to divide the class into groups of four to complete this activity. Option 1 – Gather the following real-world three-dimensional solids for each group:

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Cones – ice-cream cone, traﬃc cone, birthday hat, teepee, witch’s hat Cylinders – soup can, marker, battery, candle, soda can Cubes – wooden block, linking cube, dice, puzzle cube, box Spheres – soccer ball, globe, orange, marble, ornament

Option 2 – Print and cut out Real-World 3-D Solid Pictures for each group. (These will be needed for students to know the names of the objects when recording their sorts on their Student Journals.) Place real-world solids or pictures in 1 large container for each group. Provide 4 more containers to use for sorting during the activity, as well as a package of sticky notes to label the sort. Provide each group with a set of three-dimensional solids to use as needed for comparison. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 3-D Objects Supplemental Aids element in the Intervention section.

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Before reading the scenario, ask the class these questions: 1) How do stores sort items that are for sale? 2) What other way could stores sort the items they are selling that might help customers ﬁnd them easier? FACILITATION TIP As you read the scenario, have students recall the names and shapes of 3-D ﬁgures. FACILITATION TIP Consider writing the names of the objects on the board and include images of them. Be prepared with extra sticky notes for students to label their categories. 172

Read the following scenario to the class: The dollar store manager decided to rearrange the aisles. She wants the store to look more organized, so she chose to sort everything by shape. For example, everything shaped like a cone goes in the cone aisle. Now, customers just have to think about the shape of the item they are looking for and go straight to that aisle. The dollar store manager has given each of your groups a container of objects to help make this process go faster. Can you help the dollar store manager sort the objects by shape? Direct students’ attention to the container of objects (or pictures). Allow students a few moments to discover the manipulatives and experience how they work with their groups. Instruct students to explore and sort the objects with their groups. Encourage students to discuss what they notice about each object and why they are placing it in each group. Using the sticky notes, students will label each group with the name of the solid. (Write the names on the board if needed.)

Engage

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DOK-2 Why did you place this object in this group? Answers will vary. I put the ice-cream cone with the party hat because they have a circle on one end and a point on the other end.

DOK-2 What do all of these objects have in common? Answers will vary. All of these objects are round like a ball; they all roll.

DOK-2 How is this group different from the other group? Answers will vary. These objects have points, and these objects do not have points. DOK-2 Using what you know about three-dimensional solids, what solids are these objects shaped like? Cones, cubes, cylinders, spheres

e. DOK-1 How many vertices or points does each type of solid have? Cones have 1 point; cubes have 8 vertices or points, cylinders have 0 and spheres have 0. (Note that students may think that cones have a vertex, but it is not a vertex. A vertex is where 2 edges meet and cones do not have edges. In future grades, they will learn that this is called an apex.)

DOK-1 How many faces does each type of solid have? Cones have 1; cubes have 6; cylinders have 2; spheres have 0.

DOK-1 How many edges does each type of solid have? Cones have 0; cubes have 12; cylinders have 0; spheres have 0. (Note that students may think that cylinders and cones have edges around the faces, but these are not edges. Explain to students that edges are where 2 faces meet. Edges must be straight; they cannot be curved.)

The following is an important note: The concrete or pictorial cones students are using in this Explore activity do not have solid faces. Therefore, students may gain the impression that cones are stackable.

After students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning.

Math Chat DOK-3 What did you notice about the attributes of the cones you sorted? Every cone has a point/apex, 1 face (in the shape of a circle), and 0 edges. They all roll, slide, and stack. • DOK-3 How many of you marked on your Student Journal that cones stack? (Look at a show of hands.) Can you explain your reasoning? I said cones stack because I can stack ice-cream cones, traﬃc cones, and hats. I said cones do not stack because the solid models that have a solid face cannot stack. •

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FACILITATION TIP As students complete their Student Journals and describe the objects’ attributes, provide examples for students who may struggle with the reading.

Give each student a Student Journal. Direct students’ attention to the two groups on the front and two groups on the back. Ask students to write the name of one of the objects in each group they made while sorting. They can ﬁnd the names on the Real-World 3-D Solid Pictures. Encourage students to use what they know about three-dimensional solids and the objects they sorted to circle the attributes and name of the 3-D solid. Students can circle more than one attribute for an object depending on the shape. a.

Acceleration

Monitor and talk with students as needed to check for understanding by using the following guiding questions:

Intervention

THREE-DIMENSIONAL SOLIDS

Home

Sometimes there is a difference between the attributes of a three-dimensional solid and the real-world models of a solid. True cones do not stack because their faces are solid, but the real-world models of cones are stackable because they are missing solid faces.

DOK-3 What did you notice about the attributes of the cylinders you sorted? All of the cylinders have 0 vertices, 2 faces (in the shape of circles), and 0 edges. They all roll, slide, and stack.

STEMscopes Tip The Evaluate section, found along the scope menu, contains assessment tools designed to help teachers gather the data they need to determine whether intervention or acceleration is warranted. Several assessment tools for measuring student performance accommodate students’ varied learning styles. Kindergarten and Grade 1 evaluations include a handson Observation Checklist and Showand-Tell assessment. Assessments in Grades 2–5 include open-ended and multiple-choice questions. A Skills Quiz focused on computational ﬂuency can be found in all grades. Each assessment is aligned to the speciﬁc scope’s standards and can be used formatively or summatively.

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Three-Dimensional Solids Explore 3 – Classifying 3-D Solids •

STEMscopes Tip The Picture Vocabulary, located in the Explain section, can be made into a word wall that students reference throughout the scope. Add vocabulary to the wall during the Math Chat or an Explore lesson as a means of solidifying conceptual understanding and of modeling precision in language and mathematical communication.

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DOK-3 What are edges? Why does it look like cones and cylinders have edges, but they do not? Edges are found where two faces meet. Cylinders and cones do not have them because faces do not meet on them. Also, edges have to be straight. On cones and cylinders, the parts that look like edges are curved. DOK-3 What did you notice about the attributes of the cubes you sorted? All of the cubes have 8 vertices, 6 square faces, and 12 edges. They all slide and stack. DOK-3 What did you notice about the attributes of the spheres you sorted? All of the spheres have 0 vertices, 0 faces, and 0 edges. They roll and look like balls. DOK-3 Did some solids from different groups have some of the same attributes? Yes, cones and cylinders both have faces in the shapes of circles and both roll. DOK-3 Why did having some of the same attributes not mean those solids belonged in the same groups? Answers will vary based upon the solids being compared. In order to classify solids in the same group, all attributes have to be the same. A cylinder does not belong in the same group as a cone because it has an extra face and does not have a vertex.

Post-Explore FACILITATION TIP The digital version of this Exit Ticket uses color to make the 3D shapes clear for students. Project the color image for students to see as they complete the assessment.

1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

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Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

THREE-DIMENSIONAL SOLIDS

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Three-Dimensional Solids Explore 4 – Identifying 3-D Solids and Their Positions in the Real World ACTIVITY PREPARATION Students identify three-dimensional solids and describe their relative positions around the school.

Standards for Mathematical Practice • • •

MP.3 Construct viable arguments and critique the reasoning of others. MP.6 Attend to precision. MP.7 Look for and make use of structure.

Materials

Preparation

Printed • •

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1 Student Journal (per student) 1 Exit Ticket (per student)

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Reusable • • •

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1 Clipboard (per student) 1 Small whiteboard (per teacher) 1 Dry-erase marker (per teacher)

Plan to have students work independently to complete this activity. Provide a clipboard or a different hard surface for each student to write on as the class walks around the school. Carry a whiteboard and dry-erase marker to assist students in writing the names of the real-world objects noticed on the scavenger hunt. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 3-D Objects Supplemental Aids element in the Intervention section.

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Before reading the scenario, ask the class these questions: 1) Where have you seen three-dimensional solids in our school? 2) What solids have you seen? FACILITATION TIP

Present the terms and examples of the different positions, such as under, beside, above, next to, below, and behind. Have students describe different objects in the classroom with partners to practice.

FACILITATION TIP Take a tour of the school before the lesson to identify areas where the 3-D objects can be found. Place objects along the way if needed. FACILITATION TIP If the technology is available, students could take pictures of the 3-D objects they ﬁnd and then use the images to complete their Student Journals.

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Read the following scenario to the class: The principal has decided to repaint the school. He wants to start with everything that is three-dimensional. He wants us to help him find all the cones, cubes, cylinders, and spheres and describe their positions to help him find where they are in the school. Can you help me make a list of all those three-dimensional shapes and their positions as we walk around the school? Give each student a Student Journal and a clipboard (or other hard surface). Ask students to turn and talk about the attributes of the cone, cube, cylinder, and sphere. In addition, encourage students to discuss terms or phrases that are used to describe relative position, such as above above, below, below beside, in front of of, behind, over, over under, under on, and next to. Guide students around the school looking for the four specified threedimensional solids. As students notice and name a real-world solid, assist them in writing the name of the solid by using the dry-erase board and marker. Once an object is found, students will describe the position of that object in comparison to a different object. Students can use the word bank provided on their Student Journals to help them complete each sentence frame. Explain that they need to find two examples of each 3-D solid. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-2 What do you notice about this real-world solid? Answers will vary. This trash can has two circular faces, zero edges, and zero vertices. If we put it on its side, it would roll.

DOK-2 In what row should we write this object? Answers will vary. We should write “trash can” in the Cylinder row.

5. 6.

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Explain

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Evaluate

DOK-2 How would you describe its position compared to a different object it is near? Answers will vary. The trash can is beside the cafeteria table.

DOK-1 What real-world cones did you ﬁnd around the school? Orange cone, megaphone, funnel, snow-cone cup • DOK-1 How did you know those objects were cones? They all have one circular face, zero edges and one point (or apex).” 

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FACILITATION TIP

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Acceleration

Groups could take turns presenting at least one ﬁgure description with its relative After students have completed their Student Journals, bring the class together as position. a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning.

Math Chat

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Intervention

Create a chart to list cones, cubes, cylinders, and spheres you observed in the school. Add some other real world examples that students can think of outside of school.

THREE-DIMENSIONAL SOLIDS

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In the next scope (Explore 3 Exit Ticket), we call it an apex.

DOK-1 What real-world cubes did you find around the school? Dice, blocks, linking cubes, foam cubes DOK-1 How did you know those objects were cubes? They all have eight vertices, six square faces, and twelve edges. DOK-1 What real-world cylinders did you find around the school? Soda can, trash can, marker, cleaning wipes DOK-1 How did you know those objects were cylinders? They all have zero vertices, two circular faces, and zero edges. DOK-1 What real-world spheres did you find around the school? Orange, soccer ball, basketball, marbles, globe DOK-1 How did you know those objects were spheres? They all have zero vertices, faces, and edges. DOK-1 What were some of the positional words you used to describe the 3-D FACILITATION TIP solid’s location compared to a different object? Possible answers: bottom, Take time to list or review these position middle, on, over, top, left, below, above, beside, right, under, next to, in front of words and phrases with students. DOK-3 How could describing the position of the objects help the principal repaint the school? Our descriptions of each object’s position could help the principal find each object faster and find exactly where it is.

Post-Explore 1. 2. 3. 4.

FACILITATION TIP This digital Exit Ticket includes detailed, colorful real-world images. Find a way to project, print in color, or provide support to students before assessing their understanding using black and white copies.

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Three-Dimensional Solids Additional Scope Resources EXPLAIN ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Picture Vocabulary

Can be done independently

Show What You Know, Part 1

A slide presentation of important vocabulary terms along with a picture and deﬁnition

Sorting 3-D Solids Independent practice assignment that gives students an opportunity to demonstrate their learning

Anchor Chart

Show What You Know, Part 2

A guide to facilitating the creation of a chart with students for each scope

2-D Parts of 3-D Solids Independent practice assignment that gives students an opportunity to demonstrate their learning

My Math Thoughts

Show What You Know, Part 3

A collection of journal prompts designed to allow students to explain their thinking and reﬂect on their learning

Classifying 3-D Solids

Interactive Notebook

Show What You Know, Part 4

A cut-and-glue activity to process learning that can be added to a notebook for future reference

Identifying 3-D Solids and Their Positions in the Real World

Independent practice assignment that gives students an opportunity to demonstrate their learning

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Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ELABORATE ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Spiraled Review

Can be done independently

Life Connections

The Airplane Trip A video and activity that introduce students to careers and everyday life experiences that highlight the mathematical concepts being learned in the classroom

A quick story to engage student interest along with four problems covering previously learned skills

Math Story

Fluency Builder

3-D Shapes Celebrate

Name 3-D Solids

Reading passage that supports literacy and expands students’ ability to identify the information they need to solve problems

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

Problem-Based Task

Fluency Builder

3-D Dig

Real-World 3-D Solids

Independent or collaborative task that allows students to solve a challenging, meaningful problem in a real-world context

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

THREE-DIMENSIONAL SOLIDS

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Students who are still acquiring the concept and need remediation

THREE-DIMENSIONAL SOLIDS

Three-Dimensional Solids

Students

Notes

 Fluency Builder  Small-Group Intervention

Students who have mastered the concept and need extension

Students who are approaching mastery and need review

 Life Connections

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 Interactive Practice

 Problem-Based Task  Math Today  Connection Station

Engage

Explore

Explain

Elaborate

Evaluate Evaluate

Intervention

Acceleration Acceleration

What prompts will be used?

What does mastery look like?

THREE-DIMENSIONAL SOLIDS

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I can describe the relative positions of objects using terms such as above, below, beside, in front of, behind, and next to.

I can classify solids regardless of their orientations or overall sizes.

I can identify shapes as threedimensional.

I can analyze and compare three-dimensional solids in different sizes and orientations.

I can use informal language to describe the similarities, differences, number of sides and vertices, and other attributes of three-dimensional solids.

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SCOPE 1

Create and Compose 2-D Shapes and 3-D Solids Scope Introduction SCOPE SUMMARY Students apply their understanding of geometric attributes while creating models and drawings of the 2-D shapes and 3-D solids they see in the real world. They compose larger 2-D shapes by combining smaller 2-D shapes.

Student Expectations

K.GSR.8.3 Use basic shapes to represent speciﬁc shapes found in the environment by creating models and drawings. K.GSR.8.4 Use two or more basic shapes to form larger shapes.

VERTICAL ALIGNMENT Background Knowledge

Future Expectations

In prekindergarten, students may be familiar with the names of basic shapes (squares, circles, triangles, and rectangles). They may be acquainted with the names of some 3-D solids (balls to represent spheres and cans to represent cylinders). They may be able to analyze, compare, and sort objects by their attributes. Prekindergarten students use deliberate manipulation and describe the process for ﬁtting objects together. Students use blocks, pattern blocks, ﬂannel board shapes, and modeling dough to combine shapes to form new shapes.

In ﬁrst grade, students continue to identify distinguishing attributes of shapes. Firstgrade students compose two-dimensional shapes and three-dimensional solids to create composite shapes, and they partition circles and rectangles into halves and fourths.

Before beginning the lesson, students’ prior knowledge is assessed to address any missing needs and skills required for content mastery. Students are assessed to determine if they can: •

identify 2-D shapes by coloring and labeling a map of a playground.

•

circling 3-D solids that could be used for Field Day activities.

Hook

Accessing Prior Knowledge

ENGAGE ACTIVITIES For the Hook, students are presented with a scenario about creating models of shapes a friend composed. Students will: •

use tangrams to create shapes.

Students move on to the Explore activities and come back at the end of the explorations to repeat the activity and discuss what they found.

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Explore

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Intervention

Acceleration

Creating 2-D Shapes In this exploration, students learn how to identify and create shapes based on their names by using a variety of materials. Students will: •

Explore 2

Explore 1

EXPLORE ACTIVITIES

manipulate reusable and consumable objects to make 2-D shapes for the STEMscope Shape Depot.

In this exploration, students are presented with a realworld scenario in which they create art for a museum by composing 2-D shapes. Students will: •

After students have had time to explore and solve the scenario, they will discuss their learning and complete an Exit Ticket for assessment.

Explore 3

Composing 2-D Shapes

use bags of blocks to compose shapes at different stations.

Once students have solved the scenario, they discuss their learning with the class and ﬁnish by completing an Exit Ticket.

Creating 3-D Solids In the ﬁnal exploration, students learn how to identify and create 3-D solids based on their names by using a variety of materials. Students master this through solving a scenario in which they are still helping the STEMscopes Shape Depot. Students will: •

create 3-D solids.

•

test their creations.

CREATE AND COMPOSE 2-D SHAPES AND 3-D SOLIDS

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After completing the activity, students share their learning, complete an an Exit Ticket, and then revisit the Hook to solve. Notes __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________

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Create and Compose 2-D Shapes and 3-D Solids Lesson Calendar and Accessing Prior Knowledge PLAN YOUR LESSONS Monday

Tuesday

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Thursday

Friday

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ACCESSING PRIOR KNOWLEDGE Students identify two-dimensional shapes by coloring and labeling a map of a playground. Then, they circle three-dimensional solids for use during ﬁeld day activities on the playground. This activity is intended to assess mastery of the following standard(s): CD-MA6.4a Recognizes and names common two-dimensional and three-dimensional shapes, their parts, and attributes.

Materials

Preparation

Printed •

•

Print a Student Handout for each student.

1 Student Handout (per student)

Reusable •

1 Box of crayons (per student)

Procedure and Facilitation Points 1. 2.

3. 4.

Give a Student Handout to each student. Read the following scenario to the class: Mrs. Mayers, the gym teacher, is in charge of field day for your school. She created a map of a playground to decide where to hold different activities. First, she wants you to color the 2-D shapes on the map that represent the playground equipment, according to the directions. Then, Mrs. Mayers wants you to circle the 3-D solids that are on the map to show where certain field day activities will take place. You can color those solids however you think they look best. Instruct students to follow the directions on the Student Handout and color the 2-D shapes with their crayons according to the key. Ask students to circle the 3-D solids on the map when they hear the 3-D solid mentioned in each activity below. When they are finished, they may color the 3-D solids how they want. Read each of the following statements to the class: a.

Students will kick a soccer ball as far as they can on the soccer ﬁeld. Students circle a sphere.

Students will roll a can of soda up the slide to a partner at the top. Students circle a cylinder.

Students will run 10 yards by the swings to an orange traﬃc cone, put their head on the cone, spin around it 3 times, and run back. Students circle a cone.

Students will put on a wild outﬁt contained inside a storage cube at the monkey bars, swing across the bars, run back, and put the clothes back in the cube. Students circle a cube.

Facilitate a class discussion about the shapes students found after completing the map. This provides an opportunity to gather an understanding of prior student knowledge before beginning the lessons. Encourage students to support their answers, and check for understanding and misconceptions. Ask the following questions: a.

What 2-D shapes did you notice on the playground map? Answers will vary. The soccer ﬁeld is a rectangle. The merry-go-round is a circle. The swings are squares. The slide is a rectangle. The monkey bars are made of triangles.

What 3-D solids did you notice on the playground map? Answers will vary. The soda can is a cylinder. The soccer ball is a sphere. The box is a cube. The traﬃc cone is a cone.

FACILITATION TIP

CREATE AND COMPOSE 2-D SHAPES AND 3-D SOLIDS

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Use classroom objects to model the difference between 2-D objects and 3-D objects. For example: rulers and folders are 2-D objects and balls and cans are 3-D objects. FACILITATION TIP Direct attention to the colors and have students repeat the different colors while ﬁnding the crayons that match. FACILITATION TIP On the digital Student Handout the color coding key is brightly colored, but it may not copy well on a black and white version. FACILITATION TIP As you read each scenario, students can repeat the term out loud as a class, circle the object, and make a hand motion for the shape.

FACILITATION TIP To have students support their answer, have students model the shape with their hands or describe the shape.

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Create and Compose 2-D Shapes and 3-D Solids Lesson Calendar and Accessing Prior Knowledge

FACILITATION TIP Have students ﬁnd other classroom objects that are both 2-D and 3-D by placing different color sticky notes on the objects. FACILITATION TIP The Foundation Builder is found in the Engage section of the scope.

How were you able to identify the 2-D shapes? Answers will vary. The circle was round, and it did not have any corners. The triangle has three sides. The square has four sides that are the same length.

How were you able to identify the 3-D solids? Answers will vary. I knew that the sphere had no vertices/corners, faces, or edges. The cylinder had no vertices/corners, 2 faces, and no edges. The cone had 1 apex, 1 face, and no edges. The cube had 8 vertices/corners, 6 faces, and 12 edges.

If students are struggling to complete this task, do the Foundation Builder to ﬁll the gap in prior knowledge before moving on to other parts of the scope.

Notes __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________

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CREATE AND COMPOSE 2-D SHAPES AND 3-D SOLIDS

Create and Compose 2-D Shapes and 3-D Solids Hook – Making Shapes ACTIVITY PREPARATION Students create given shapes by using tangrams.

Materials

Preparation

Reusable • • • • • • • •

• •

2 Large triangle tangrams (per student) 1 Medium triangle tangram (per student) 2 Small triangle tangrams (per student) 1 Parallelogram tangram (per student) 1 Square tangram (per student) 1 Resealable bag (per student) 1 Phenomena Video (per teacher) 1 Projector (per teacher)

Plan to show the Phenomena Video. For Part II, prepare a resealable bag of tangrams for each student. Include the following items:     

2 Large triangles 1 Medium triangle 2 Small triangles 1 Parallelogram 1 Square

PROCEDURE AND FACILITATION POINTS Part I: Pre-Explore FACILITATION TIP

Before showing the video and reading the scenario, ask the class these questions: 1) What are some examples of shapes? 2) Have you ever put shapes together to make new shapes? 3) If so, what did you make?

FACILITATION TIP

The Phenomena video is used to engage students in discussion. Have students share their observations with a partner. 4.

FACILITATION TIP Provide some paper shapes for students to explore to use to making different shapes.

5. 6.

DOK-1 What information do we know? Mike has a bag of ﬁve triangles, one parallelogram, and one square. He used these shapes to make a rectangle, hexagon, square, and triangle.

DOK-1 What information do we need to ﬁnd out? How can we create models of the new shapes Mike composed using shapes in his bag?

Allow students to brainstorm ideas of how to use shapes to make other shapes. Move on to complete the Explore activities.

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Part II: Post-Explore 1. 2.

After students have completed the Explore activities for this topic, show the Phenomena Video again and repeat the situation. Discuss the following questions with the class: a.

DOK-1 What information do we know? Mike has a bag of 5 triangles, 1 parallelogram, and 1 square. He used these shapes to make a rectangle, hexagon, square, and triangle.

DOK-1 What information do we need to ﬁnd out? How can we create models of the new shapes Mike composed using all 7 shapes in his bag?

Instruct students to use the shapes in their bags to create the following shapes: a.

Rectangle

Hexagon

Square

Triangle

FACILITATION TIP Many schools have reusable plastic tangrams. Take time to locate some for students to use rather than making paper copies.

Discuss the following questions with the class: a.

DOK-1 What shapes did you use from your bag to create a rectangle? Answers will vary. I used 1 square and two small triangles.

DOK-2 What is another way to create the rectangle? Answers will vary. I used 1 square and 2 small triangles.

DOK-1 What shapes did you use from your bag to create a hexagon? I used 5 triangles, 1 parallelogram, and 1 square.

DOK-1 What shapes did you use from your bag to create a square? Answers will vary. I used 1 square, 1 parallelogram, and 3 triangles.

CREATE AND COMPOSE 2-D SHAPES AND 3-D SOLIDS

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e. DOK-1 What shapes did you use from your bag to create a triangle? Answers will vary. I used 3 triangles, 1 square, and 1 parallelogram. f.

DOK-3 What are some shapes or objects that you can create on your own by using your tangrams? Answers will vary. I can make a heart or butterﬂy. Notes

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Create and Compose 2-D Shapes and 3-D Solids Explore 1 – Creating 2-D Shapes ACTIVITY PREPARATION Students identify and create shapes based on their names with a variety of materials.

Standards for Mathematical Practice • •

MP.4 Model with mathematics. MP.7 Look for and make use of structure.

Materials Printed •

1 Student Journal (per student)

•

1 Set of Shape Names (per station)

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1 Exit Ticket (per student)

• •

1 Box of markers (per class) 1 Set of colorful pens or gel pens (per class) 4 Pairs of scissors (per class)

• •

1 Deep tub (per class) 1 Deep tray (per class)

Reusable • • •

4 Geoboards with rubber bands (per class) 4 Containers of dough (per class) 1 Box of crayons (per class)

•

Consumable •

1 Glue stick (per student)

Preparation • •

Plan to have students work in groups of 2 or 3 to complete this activity. Print and cut out Shape Names. Place a set at each of the stations as detailed below:        

• • •

Station 1 – Chenille stems Station 2 – Geoboards with rubber bands Station 3 – Dough Station 4 – Crayons, markers, pens with drawing paper Station 5 – Construction paper and scissors Station 6 – Bingo daubers with drawing paper Station 7 – Tub of sand Station 8 – Shaving cream on tray

Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our Geoboard Supplemental Aids element in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Geoboard).

PROCEDURE AND FACILITATION POINTS FACILITATION TIP Before reading the scenario, ask the class 1) What is your favorite shape?; 2) Why do you like that shape?; 3) What is something in this room that is shaped like your favorite shape? 190

Read the following scenario to the class: The STEMscopes Shape Depot makes two-dimensional shapes for students to use all over the world. You just got the job as an assembly-line worker. It is your job to make each shape using the materials provided to you. Are you up for the job?

Engage

Explore

Explain

Elaborate

Evaluate

Direct students’ attention to the materials at each station. Encourage students to look at the Shape Names cards to assist them as needed. Explain what each material is and how it should be used. Divide the class into groups of 2 or 3, and place each small group at a station. Allow students a few moments to discover the manipulatives and experience how they work with their groups. Remind students to keep materials nice and neat. Instruct students to create each shape (circle, triangle, rectangle, square, hexagon, and octagon) using only the materials at their stations. Ask students to pay close attention to each shape’s unique attributes. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 What shape are you making? Answers will vary. Circle, triangle, square, rectangle, hexagon, or octagon

DOK-1 What are the attributes of your shape? Answers will vary. I made a circle; it is a curved shape with 0 sides and 0 vertices. I made a square; it has 4 vertices and 4 sides that are all the same length.

DOK-1 What did you use to represent sides and vertices? Answers will vary depending on the station. The pegs on the geoboard are vertices, and the rubber band is the sides.

DOK-2 If I told you to make a shape with 3 sides, what shape would you make? Triangle

Intervention

Acceleration

FACILITATION TIP Project the Shape Name cards on the board. Have students repeat the terms and ﬁnd an example in the classroom.

FACILITATION TIP Model with each group how to describe the attributes using a different shape. Then monitor the group’s conversations and intervene as needed. Consider providing a sentence starter for students to say out loud, “The attributes of this shape are......”.

CREATE AND COMPOSE 2-D SHAPES AND 3-D SOLIDS

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e. DOK-2 If I told you to make a shape with 4 sides, what shape could you make? Rectangle or square f. 6. 7.

8. 9. 10.

DOK-2 If I told you to make a shape with 8 sides, what shape could you make? Octagon

Have students clean up their station materials. FACILITATION TIP Give each student a Student Journal. Instruct students to draw a quick sketch of what one of the shapes looked like at each station. Remind students to pay close Teacher can have students place stickyattention to the attributes. notes with the terms “sides” and “vertices” Have students rotate to each station and complete their Student Journals. on different objects in the classroom. After students have completed their Student Journals, bring the class together as a whole group. After the Explore, invite the students to a Math Chat to share their observations and learning.

Math Chat •

•

• • • •

DOK-2 How can you tell if a figure is a two-dimensional shape? A twodimensional shape will be made of one or more lines. It will be a closed figure with no openings. It will be flat. DOK-3 What did you notice when you created the same shapes at different stations with different materials? The shapes looked the same even if they were made out of different materials. DOK-1 When you were at the geoboard station, did all of your group’s triangles look exactly the same? Most likely no DOK-2 What was different? They were different sizes. The sides were different lengths. They were located on different parts/pegs of the geoboards. DOK-2 What was the same? They all had 3 sides. They all had 3 vertices. DOK-3 Does the size of a shape or the way it is positioned change the shape or turn it into a different shape? No, a shape is still the same shape as long as it has the same attributes—like number of vertices, number of sides, length of sides, etc. It does not matter if the shape has been flipped, slid, reflected, shrunk, or enlarged.

STEMscopes Tip Fluency Builders, located in the Elaborate section, are partner or smallgroup student-led games that engage students in practicing the skills and concepts addressed in the scope. These games come with studentfriendly instruction sheets. All the materials used in the games are found in the print ﬁles on the right side of the screen.

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Create and Compose 2-D Shapes and 3-D Solids Explore 1 – Sorting 3-D Solids • FACILITATION TIP Be prepared with some extra real world applications for 2D shapes. Consider images of construction sites, wood shops, landscaping projects, and toy building block projects.

•

DOK-3 How could knowing how to create 2-D shapes help you with activities at home? You could help your grandma cut rectangles out of fabric to make placemats. You could cut circles out of parchment paper to put in cake pans to bake cakes. You could print pictures and cut them in squares to ﬁt inside square picture frames. DOK-4 What are some questions you still have about how to create 2-D shapes? What else could I use to create two-dimensional shapes? Are there other 2-D shapes that have attributes I could learn about so I could create them?

Post-Explore

FACILITATION TIP

On this Exit Ticket read the directions with students to clarify expectations about dots and lines.

2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook. Notes

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Create and Compose 2-D Shapes and 3-D Solids Explore 2 – Composing 2-D Shapes ACTIVITY PREPARATION Students compose a target shape by joining two or more two-dimensional shapes.

Standards for Mathematical Practice • •

MP.4 Model with mathematics. MP.7 Look for and make use of structure.

Materials

Preparation

Printed • •

• •

1 Student Journal (per student) 1 Exit Ticket (per student)

Reusable • • • •

28 Triangle pattern blocks (per class) 28 Hexagon pattern blocks (per class) 28 Square pattern blocks (per class) 24 Resealable bags (per class)

Plan to have students work in six groups to complete this activity. Prepare bags of pattern blocks for stations 1, 2, and 3. Each station will need two bags of blocks so two groups can work at the same time to compose each shape. Each bag will need the following quantity and type of pattern blocks:   

•

• • • •

Station 1: 4 triangles, 4 squares, 4 hexagons Station 2: 6 triangles, 6 squares, 6 hexagons Station 3: 4 triangles, 4 squares, 4 hexagons

Make sure to have enough bags of pattern blocks. Each student will need a bag of pattern blocks for the Exit Ticket. There will be 6 bags of pattern blocks from the stations, so create enough extras to give one of the bags to each student for the Exit Ticket. Place the pattern block bags for stations around the room. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our Tangrams Supplemental Aids element in the Intervention section. Go Digital! Have students explore or present their solution using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Pattern Blocks)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Before reading the scenario, ask the class these questions: 1) Do you like to make art? 2)If so, what type of are do you like to make? 3) Who has seen your art creations?

FACILITATION TIP Give students some shapes to create with their manipulatives. Model how to create the shape using the virtual manipulatives.

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Read the following scenario to the class: The art museum has a new exhibit based on shape art. They want you to create different works of art by composing 2-D shapes you already know. All you have to do is follow the directions. Can you create the art for the museum? Give each student a Student Journal, and divide the class into six groups. Assign each group a station at which to start. There will be two groups at each station. Direct students’ attention to the bags of pattern blocks. Allow students a few moments to discover the manipulatives and experience how they work with their groups. Instruct students to look at the directions for their station on their Student Journals. Students need to compose the shape by using their manipulatives. Students might not use all of the pattern blocks provided. Have them draw their designs on their Student Journals and record how many triangles, squares, and hexagons they used to compose the new shape. © Accelerate Learning Inc. - All Rights Reserved

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-2 What is one way you were able to compose a new shape using the pattern blocks? Answers will vary. I used 4 squares to compose a rectangle.

DOK-2 Is there another way you can compose this shape using different pattern blocks? Answers will vary. I used 4 triangles to compose a square, which is a rectangle.

DOK-2 Is there another way you can use the same shapes to compose a different shape? Answers will vary. I can use 4 squares to compose a bigger square.

DOK-2 Can you compose this shape in a different way? Answers will vary. Yes, I can make a rectangle using 4 triangles because that would make a square, and a square is a special rectangle.

FACILITATION TIP Challenge groups to compose the shapes in multiple ways. This gives the groups an opportunity to collaborate.

e. DOK-2 If so, how are the compositions alike/different? The compositions are alike because they both make a rectangle, but they are different because the compositions didn’t use the same shapes.

6. 7. 8.

DOK-2 How is your model similar to your neighbor’s model? We both joined shapes together to make a ____.

DOK-2 How is it different? We joined together different shapes.

Have students continue to rotate through the remaining stations. After students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning.

Math Chat •

•

• •

DOK-1 Can you compose a circle using the pattern blocks? Why or why not? No, we cannot create a circle because a circle is curved, and we did not have any curved shapes. DOK-1 What attribute do the pattern blocks have that make it impossible to compose a circle? The pattern blocks have vertices, and circles do not have any vertices. DOK-2 What do you have to consider when using two-dimensional shapes to compose other two-dimensional shapes? You have to think about the attributes of the shape you are composing. You have to make sure there are no spaces that would create an open shape. DOK-2 How did the shape you created at station 3 compare to the shapes you used to create it? I made a hexagon using 6 triangles. Hexagons and triangles are different because they have a different number of sides and vertices. When I joined 6 triangles, though, it made a hexagon, which has 6 sides and 6 vertices. DOK-2 What shapes could you compose using a hexagon and triangles? I could make a bigger triangle. DOK-1 What other tools could we use to compose new two-dimensional shapes? We could use attribute blocks or geoboards.

CREATE AND COMPOSE 2-D SHAPES AND 3-D SOLIDS

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FACILITATION TIP While facilitating the Math Chat, be sure to have all students participate in the conversations and scaffold the questions as needed.

STEMscopes Tip Observation Checklists are available in the Kindergarten and Grade 1 Evaluate section. These checklists provide teachers with standard breakouts and can be used as a formative assessment for students. Accommodations, modiﬁcations, and anecdotal records can be kept and used as documentation for report cards and parent conferences.

Post-Explore 1. 2. 3.

FACILITATION TIP Have students complete the Exit Ticket to formatively assess their understanding of the concept. If time allows, consider letting some Complete the Anchor Chart as a class. students show you their pattern blocks on their Exit Tickets rather than drawing or Have each student complete their Interactive Notebook. tracing them.

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Create and Compose 2-D Shapes and 3-D Solids Explore 3 – Creating 3-D Solids ACTIVITY PREPARATION Students identify and create three-dimensional solids based on their names with a variety of materials.

Standards for Mathematical Practice •

MP.7 Look for and make use of structure.

Materials Printed • • •

1 Student Journal (per student) 1 Set of Solid Names (per station) 1 Set of 3-D Solid Cutouts (per student)

• •

1 Set of Paper 3-D Solids (per student) 1 Exit Ticket (per student)

• •

1 Resealable bag (per student) 4 Pairs of scissors (per class)

• • •

3 Rolls of clear tape (per class) 5 Boxes of coffee stir sticks, 500 total (per class) 5–10 Bags of gummy candy, a variety of types like gummy bears and worms (per class) 20 Half-sheets of construction paper (per class)

Reusable • •

1 Set of 3-D solid manipulatives (per station) 1 Set of attribute blocks, circles, and squares only (per class)

Consumable • • • • •

1 Baseball-sized amount of clay, about __4 of a pound (per student) 1 Large bag of miniature marshmallows (per class) 2 Boxes of toothpicks, 500 total (per class) 1 Box of foil, at least 75 feet (per class) 1 Glue stick (per student)

•

Preparation • • • • •

Plan to have students work in groups of 2 or 3 to complete this activity. Print 3-D Solid Cutouts for each student. Then, cut out each solid along the dotted lines, and put all 16 solids in a resealable plastic bag for each student. Print a copy of Solid Names for each station. Print a set of Paper 3-D Solids for each student. Place the following items at the stations listed:       

• •

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All stations: 3–4 glue sticks Station 1 – Portions of clay (divided for each student) Station 2 – Large bag of miniature marshmallows, 2 boxes of toothpicks (If you think the marshmallows will disappear before the last groups rotate to the station, divide portions of marshmallows into individual resealable bags for students.) Station 3 – One Paper 3-D Solids (per student), 4 pairs of scissors, 3 rolls of clear tape Station 4 – Foil Station 5 – Attribute blocks (squares and circles only), construction paper Station 6 – Coffee stir sticks and gummy candy (Try to have a variety of gummy candy. Bears work great for vertices, and worms work great for long rounded edges.)

Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 3-D Objects Supplemental Aids element in the Intervention section.

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

PROCEDURE AND FACILITATION POINTS 1.

2. 3.

Read the following scenario to the class: For many years, the STEMscopes Shape Depot has made two-dimensional shapes for students all over the world to use. In Explore 1, you did such an amazing job as an assembly-line worker making 2-D shapes that the company wants to promote you to project manager of a new branch of the company. Your job will be to supervise the workers creating 3-D solids using the materials you provide them. But before you can supervise others, you must test your products by making all the 3-D solids yourself. Are you up for the job? Divide the class into groups of 2 or 3 students, and place each small group at a station. Direct students’ attention to the materials at each station. Encourage students to look at and handle the 3-D solid models at each station and to look at the Solid Names cards to assist them as needed. Allow students a few moments to discover the manipulatives and experience how they work with their groups. Remind students to keep materials nice and neat. Also explain to them that they should use only the materials they need so there are enough supplies for students who will rotate to their stations near the end. Instruct students to create solids (sphere, cone, cylinder, and cube) using only the materials at their stations. Ask students to pay close attention to each solid’s unique attributes. Tell students that they may not be able to create each solid at every station, but by the time they have rotated through all of the stations, they need to have created every solid at least one time. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 What solid are you making? Answers will vary. Sphere, cone, cylinder, or cube

DOK-1 What are the attributes of your solid? Answers will vary. I made a sphere. It is a curved solid with 0 vertices, 0 faces, and 0 edges.

DOK-1 What did you use to represent vertices, faces, and edges? Answers will vary depending upon the station. At the marshmallowtoothpick station, the marshmallows represented the vertices, the toothpicks represented the edges, and the faces were just left open (air).

DOK-2 If I asked you to make a shape with 0 vertices, 0 faces, and 0 edges, what solid would you make? Sphere

e. DOK-2 If I told you to make a solid with 0 edges, what solids could you make? Sphere, cone, or cylinder f. 6.

7. 8.

DOK-2 If I requested you to create a solid with at least 2 faces, what solids could you make? Cylinder or cube

FACILITATION TIP Before reading the scenario, ask the class: 1) What is your favorite 3-D solid? 2) Why do you like that solid? 3) What object in our room is shaped like your favorite 3-D solid? FACILITATION TIP Using some classroom examples of 3-D objects, teacher can have students generate other examples from home or from the classroom. FACILITATION TIP Be aware that the cutting, folding, and taping at station 3 will be a struggle for some students. Consider using 3D cutout patterns that include tabs for folding copied on card stock. You might also just limit choices and have all students create one paper 3D solid (cube?) step by step with an adult at the station or as a whole class together.

CREATE AND COMPOSE 2-D SHAPES AND 3-D SOLIDS

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FACILITATION TIP To simplify supplies, rotations and use of space, the teacher could conduct whole class lessons with students exploring all the same activity at the same time. For example, the ﬁrst day could all be clay, the next day marshmallows and so on. FACILITATION TIP Post examples on the board and have students label the attributes of vertices, faces, sides and edges.

FACILITATION TIP Challenge students to develop their own descriptions to “stump” another group.

Give each student a Student Journal and a bag of 3-D Solid Cutouts. Instruct students to choose cutouts that best match one of the solids they created at their stations. They will glue that cutout in the correct box for that station and label the solid by name. Remind students to pay close attention to the attributes. After students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning.

Math Chat •

DOK-2 How can you tell if an object is a three-dimensional solid? A threedimensional solid will not be ﬂat. It will be raised and have some height. Most 3-D solids have vertices, faces, and edges.

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Create and Compose 2-D Shapes and 3-D Solids Explore 3 – Classifying 3-D Solids •

• •

• STEMscopes Tip If students are not ready to move on to the next concept, use Small-Group Intervention, located in the Intervention section, to revisit the conceptual foundation of the scope’s concepts and to build student understanding. Here, you will ﬁnd a hands-on reteach activity, Teacher Checklists for monitoring student progress, and supplemental Student Handouts.

FACILITATION TIP Take some time to ﬁnd some more real world examples for students. Consider 3D printing, virtual wolds in common video games, construction, rooﬁng, landscaping and other projects.

•

DOK-3 What did you notice when you created the same solids at different stations with different materials? The solids looked similar even if they were made out of different materials. DOK-1 When you made cubes at two different stations, did your cubes look exactly the same? Most likely no DOK-2 What was different? They were different sizes. The faces took up different areas. The edges were different lengths. The vertices, edges, and faces were made of different materials. DOK-2 What was the same? They both had the same number of attributes. They had 8 vertices, 6 faces, and 12 edges. DOK-3 Does the size of a 3-D solid or the way it is positioned change the solid or turn it into a different type of 3-D solid? No, a 3-D solid is still the same solid as long as it has the same attributes—like number of vertices, number of faces, and number of edges. It does not matter if the solid has been ﬂipped, slid, rotated, shrunk, or enlarged. DOK-3 Which of the 3-D solids do you think are the most similar? Why? There is no right or wrong answer, but students must compare similarities of solids by making observations about the attributes of the solids. For example: I think cones and cylinders are the most similar 3-D solids because they both have curved lines and faces that are in the shape of circles. Also, neither of them has an edge. DOK-3 Which of the 3-D solids do you think have the least in common? Why? There is no right or wrong answer, but students must contrast solids by making observations about the differences of the attributes of the solids. For example: I think spheres and cubes have the least in common of all 3-D solids because spheres have 0 vertices, 0 faces, and 0 edges. Cubes have a lot of each—8 vertices, 6 faces, and 12 edges. DOK-3 How could knowing how to create 3-D solids help you with activities at home? To bake cookies, you have to roll the dough into balls—or spheres. To make the bottom of a gingerbread house, you have to put 2-D squares of gingerbread together to make a cube. DOK-4 What are some questions you still have about how to create 3-D solids? What else could I use to create three-dimensional shapes? Are there other 3-D shapes that have attributes I could learn about so I could create them?

Post-Explore FACILITATION TIP

This Exit Ticket includes a lot of academic vocabulary. Take time to clarify with students by reading the directions together, allowing for questions, and highlighting the critical criteria for success.

2. 3. 4.

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Acceleration

CREATE AND COMPOSE 2-D SHAPES AND 3-D SOLIDS

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CREATE AND COMPOSE 2-D SHAPES AND 3-D SOLIDS

Create and Compose 2-D Shapes and 3-D Solids Additional Scope Resources EXPLAIN ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Picture Vocabulary

Can be done independently

Show What You Know, Part 1

A slide presentation of important vocabulary terms along with a picture and deﬁnition

Creating 2-D Shapes Independent practice assignment that gives students an opportunity to demonstrate their learning

Anchor Chart

Show What You Know, Part 2

A guide to facilitating the creation of a chart with students for each scope

Composing 2-D Shapes Independent practice assignment that gives students an opportunity to demonstrate their learning

My Math Thoughts

Show What You Know, Part 3

A collection of journal prompts designed to allow students to explain their thinking and reﬂect on their learning

Creating 3-D Solids Independent practice assignment that gives students an opportunity to demonstrate their learning

Interactive Notebook A cut-and-glue activity to process learning that can be added to a notebook for future reference

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Explain

Elaborate

Evaluate

Intervention

Acceleration

ELABORATE ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Spiraled Review

Can be done independently

Life Connections

The Amusement Park A video and activity that introduce students to careers and everyday life experiences that highlight the mathematical concepts being learned in the classroom

A quick story to engage student interest along with four problems covering previously learned skills

Math Story

Fluency Builder

A 2-D Shape Family Reunion

Draw 2-D Shapes

Reading passage that supports literacy and expands students’ ability to identify the information they need to solve problems

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

Problem-Based Task

Fluency Builder

Shape Composer

Compose or Decompose 2-D Shapes

Independent or collaborative task that allows students to solve a challenging, meaningful problem in a real-world context

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

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Students who are still acquiring the concept and need remediation

CREATE AND COMPOSE 2-D SHAPES AND 3-D SOLIDS

Create and Compose 2-D Shapes and 3-D Solids

Students

Notes

 Fluency Builder  Small-Group Intervention

Students who have mastered the concept and need extension

Students who are approaching mastery and need review

 Life Connections

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 Interactive Practice

 Problem-Based Task  Math Today  Connection Station

Engage

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Explain

Elaborate

Evaluate Evaluate

Intervention

Acceleration Acceleration

ASSESSMENT PLANNER Use this template to decide how to assess your students for concept mastery. Depending on the format of the assessment, you can identify prompts and intended responses that would measure student mastery of the expectation. See the beginning of this scope to identify standards and grade-level expectations. Key Concepts I can use basic shapes to represent speciﬁc shapes found in the environment by creating models.

What prompts will be used?

What does mastery look like?

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I can use basic shapes to represent speciﬁc shapes found in the environment by drawing a picture.

I can use two or more basic shapes to form larger shapes.

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SCOPE 1

Measurement Scope Introduction SCOPE SUMMARY

Student Expectations

Students verbally describe measurable attributes of an object, including length and weight. Students should participate in conversations to extend from describing objects as big, small, long, tall, or high to naming, discussing, and demonstrating with gestures the appropriate attribute (for example, length, height, capacity, or weight). They use this knowledge to compare two objects with a common measurable attribute to see which object has more or less of the attribute and verbally describe similarities and differences. They then use the measurable attributes to order the objects. Language plays an important role because students describe the similarities and differences of measurable attributes of objects with terms such as wider, wider, larger larger, smaller, smaller lighter, lighter heavier longer, heavier, longer taller, taller shorter shorter, and the same as. as

K.MDR.7.1 Directly compare, describe, and order common objects, using measurable attributes (length, height, width, or weight) and describe the difference.

VERTICAL ALIGNMENT Background Knowledge

Future Expectations

By the end of prekindergarten, students compare objects by considering two or more attributes, such as length, weight, and size. Students explore measurement using nonstandard tools, such as paper clips or cubes. They determine weight by determining heavy or light and have been introduced to a balance scale. Additionally, prekindergarten students use different measuring cups and containers during play as they explore which holds more or less (capacity). Finally, students can independently order objects using one characteristic, such as “the yellow one is longer.”

First-grade students use nonstandard measuring tools to estimate, measure, and record lengths of objects. They order three objects by length, and they express the length of an object as a whole number of length units.

Before beginning the lesson, students’ prior knowledge is assessed to address any missing needs and skills required for content mastery. Students are assessed to determine if they can: •

determine each object’s measurable attributes based on observations.

•

describe the attributes of the objects of focus using correct vocabulary.

Hook

Accessing Prior Knowledge

ENGAGE ACTIVITIES The Hook is introduced at the start of the scope and concluded after the explorations. For the hook, students work to solve a scenario involving Grandma’s hot cocoa and the capacity of containers. Students will: •

compare two containers that can be measured for capacity.

•

determine which container has the greater capacity.

•

determine the actual capacity of two containers using measurable units.

Students move on to the Explore activities and come back at the end of the explorations to repeat the activity and discuss what they found.

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

What Can Be Measured? Identifying Measurable Attributes In this exploration, student groups will explore measurable attributes by solving a real-world scenario about organizing a yard sale. Students will: •

identify the measurable attributes of an item, such as its length, height, capacity, and weight.

•

determine which attributes are or are not measurable among various items for sale.

•

sort items according to their similar measurable attributes.

Explore 2

Explore 1

EXPLORE ACTIVITIES

•

use direct comparison.

•

measure using nonstandard units to compare the heights.

Explore 4

Explore 3

In this exploration, students work in groups to solve the scenario. They measure and compare heights of a group of children. Students will:

As students solve the scenario, they discuss their learning with the class and conclude by completing an Exit Ticket for assessment.

Explore 5

Comparing Length and Width In this exploration, students expand their knowledge of measurement by comparing lengths in a scenario in which they compare lengths of different footprints. Speciﬁcally, students learn how to: •

use direct comparison.

•

measure using nonstandard units.

After students have solved the scenario, the teacher guides students in color coding, sharing, and discussing their ﬁndings. Then the activity ends with a discussion about their learning and students completing an Exit Ticket.

As students are working, the teacher monitors, adjusts, and leads a discussion about students’ ﬁndings. Students then complete an Exit Ticket to assess learning. Comparing Height

MEASUREMENT

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Comparing Capacity In this exploration, students continue to explore direct comparison and actual measurement by using nonstandard units to measure and compare capacities of different cups of lemonade . Students will: •

compare the size of cups to determine the largest cup capacity for lemonade.

•

manipulate and measure the volume of different cups.

After students have solved the scenario, they share and discuss their ﬁndings and complete an Exit Ticket for assessment.

Comparing Weight In the ﬁnal exploration, students manipulate and measure objects on a balance scale to solve a scenario about measuring and comparing the weights of objects to pack in a backpack or suitcase. Students will: •

determine the weight of objects.

•

compare objects for packing based on their weights.

After solving the scenario, students discuss learning with the class, complete an Exit Ticket for assessment, then revisit the Hook to solve.

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Measurement Lesson Calendar and Accessing Prior Knowledge PLAN YOUR LESSONS Monday

Tuesday

Wednesday

Thursday

Friday

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Acceleration

ACCESSING PRIOR KNOWLEDGE

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Students observe various objects and determine what each object’s measurable attributes are. Students discuss and record words to describe the attributes. This activity is intended to assess mastery of the following standard(s): CD-MA3.4b Compares objects using two or more attributes, such as length, weight, and size.

Materials

Preparation

Printed •

1 Student Handout (per student)

• •

Reusable • • •



4 Boxes (per class) 4 Large rocks (per class) 4 Plastic water bottles, full (per class)

  

Consumable • • • •

Prepare to place students in four groups. For each of the four groups, prepare a box to include the following supplies:



4 Cotton balls (per class) 4 Pieces of string or yarn, about 10 feet long (per class) 4 Pieces of string or yarn (different color than the 10 ft. piece), about 1 inch long (per class) 4 Plastic water bottles, empty (per class)



•

1 Large rock 1 Cotton ball 1 Piece of string or yarn approximately 10 ft. long 1 Piece of string or yarn approximately 1 in. long 1 Full plastic water bottle 1 Empty plastic water bottle

Print a Student Handout for each student.

Procedure and Facilitation Points 1. 2.

Divide the class into four groups. Read the following scenario to the class: One rainy summer day, Shea was bored. She asked her mom for a task. Her mom gave her a box of items and asked her to please measure them. She gave Shea a hug and then hurried into her oﬃce to get on a conference call for her job. Shea looked at the items in confusion. She wondered how she was supposed to measure them and what was measurable. Give each group a box of items and allow students a few minutes to observe and handle the items. Ask the following questions: a.

What do you notice about the items in your bag? Answers will vary. There are six items.

How are the items in the box similar? Answers will vary. There are two water bottles that look similar. There are two pieces of yarn.

How are the items in the box different? Answers will vary. There are 4 different types of items—water bottles, rocks, yarn, and cotton balls. The pieces of yarn are different lengths. One water bottle is full, and the other is empty. The rock is heavy, and the cotton ball is light. The full water bottle is also heavy, and the yarn, the empty water bottle, and the cotton ball are light.

If you were to measure the rock, what measurable attributes would you observe? Answers will vary. Weight—I could measure the rock to see how heavy it is. Length—I could measure how long the rock is.

e. If you chose to measure weight, what words do you think would describe the weight of the rock? Answers will vary. The rock is heavy. 4. 5.

Give a Student Handout to each student. Have students explore the items with members of their group and then complete their Student Handouts.

FACILITATION TIP Give students a few minutes to explore the different classroom objects on their own and within small groups before facilitating the class discussion. Make sure each student gets a turn to touch and observe each piece.

FACILITATION TIP Invite students to help you determine how to measure a variety of objects that have different weights, volumes, lengths, and widths. Lead the discussion and write down students’ ideas.

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Measurement Lesson Calendar and Accessing Prior Knowledge 6.

STEMscopes Tip Located in the Acceleration section, Math Today is an activity in which students in all grades explore connections and applications of mathematics and other crosscurricular content through interactions with videos, photos, or articles provided by the Associated Press. This engaging activity can be used as a review or as a formative assessment.

Give students about 10 minutes to work, and then come back together as a whole group. Facilitate a class discussion about measurable attributes. This provides an opportunity to gather an understanding of prior student knowledge before beginning the lessons. Encourage students to support their answers, and check for understanding and misconceptions. Ask the following questions: a.

What were the measurable attributes you discovered? Answers will vary. I discovered length and weight.

What were some of the vocabulary words that you used to describe weight? Answers will vary. I used the words heavy and light.

What were some of the vocabulary words that you used to describe length? Answers will vary. I used the words short and long.

What attributes did you discuss for the rock? Weight

e. What words did you use to describe the weight of the rock? Heavy f.

What attributes did you discuss for the bigger yarn piece? Length

What words did you use to describe the length of the yarn? Long

h. What other objects in the room could we measure the length and/or weight of? Answers will vary. We could measure the length and weight of my pencil, the teacher’s desk, a lunchbox, etc. 7.

If students are struggling to complete this task, do the Foundation Builder to ﬁll the gap in prior knowledge before moving on to other parts of the scope.

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Intervention

Acceleration

Notes __________________________________________________________________________________________________________________________________________________

MEASUREMENT

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Measurement Hook – The Greater Capacity ACTIVITY PREPARATION Students compare two containers that can be measured for capacity to determine which has the greater capacity. Students determine the actual capacity of two containers using measurable units. Students name and sort measurable and nonmeasurable attributes for the two containers.

Materials

Preparation

Printed •

• •

1 Student Handout (per student)

Reusable • • • • • • •

Plan to show the Phenomena Video. Part II 

1 Phenomena Video (per teacher) 1 Projector (per teacher) 1 Small plastic jar with lid, opened and cleaned (per pair) 1 Small disposable cardboard or foam coffee cup, empty (per pair) 1 Disposable 16 oz. plastic water bottle, full of water (per pair) 1 Set of 25 linking cubes (per pair) 1 Resealable plastic bag (per pair)

 

Gather plastic jars, coffee cups, and water bottles. Fill 16 oz. plastic water bottles with water. Have paper towels available for possible spills. Print the Student Handout for each student. Place 25 linking cubes in a sealed plastic bag for each set of partners.

Consumable •

3 Rolls of paper towels (per class)

PROCEDURE AND FACILITATION POINTS Part I: Pre-Explore 1. FACILITATION TIP Before showing the video and reading the scenario, ask the class these questions: 1) Does anyone like hot cocoa? 2) If so, who makes hot cocoa for you? 3) What do they put your hot cocoa in?

FACILITATION TIP In the Hook activity, you are introducing the concept of volume. To provide context, use a bottle or cup of water. 4.

Introduce this activity toward the beginning of the scope. The class will revisit the activity and solve the original problem after students have completed the corresponding Explore activities. Show the Phenomena Video. Ask students the following questions: What do you notice? Where can you see math in this scenario? Allow students to share all ideas. Read the following scenario to the class: You think your grandma makes the best hot cocoa in the world. One day when you visit her, she says you can take home some of her special hot cocoa in a container, but she only has two containers from which to choose. You want to bring home the most hot cocoa possible, so you want to choose the container with the larger capacity. Your grandma says you can use water to test and figure out which container has the greater capacity. But before she will fill the container of your choice with hot chocolate, she wants you to report to her the capacity of each container using linking cubes as the units of capacity. When you choose the container and report the capacity, she will fill that container with hot cocoa for you. Which container will you choose? Discuss the following questions with the class: a.

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DOK-1 What information do we know? We want to take home the most hot cocoa possible. We have two containers to choose from. We are looking for the container with the larger capacity. We can use water to compare containers and ﬁgure out which container has the larger capacity. We will use linking cubes to measure capacity. © Accelerate Learning Inc. - All Rights Reserved

Engage

Explore

Explain

Elaborate

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Intervention

Acceleration

DOK-1 What information do we need to ﬁnd out? Which container will we FACILITATION TIP choose? How will we use the water to determine which container has Many schools have reusable plastic the larger capacity? How will we measure the capacity in units of linking tangrams. Take time to locate some for cubes? What are the capacities of both containers using units of linking students to use rather than making paper cubes? copies. Move on to complete the Explore activities.

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Part II: Post-Explore 1. 2.

After students have completed the Explore activities for this scope, show the Phenomena Video again and repeat the situation. Discuss the following questions with the class: a.

3. 4. 5.

FACILITATION TIP Provide two different-sized cups and have students predict which one has more volume.

DOK-1 What information do we need to ﬁnd out? Which container will we choose? How will we use the water to determine which container has the larger capacity? How will we measure the capacity in units of linking cubes? What are the capacities of both containers using units of linking cubes?

Give each student a copy of the Student Handout. Divide the class into pairs and give each pair an empty disposable coffee cup, an empty small plastic jar with lid, and a full 16 oz. water bottle. Discuss the following questions with the class: a.

DOK-3 What do you notice about the containers being used to measure capacity? They can hold liquid and other things inside of them.

DOK-2 What are some examples of objects that have measurable capacity? This means you can measure their capacity. Answers will vary. Jars, boxes, bottles, vases, cups, and bowls

DOK-2 What are some examples of objects that do not have measurable capacity? This means you cannot measure their capacity. Answers will vary. Pieces of paper, ribbon, jump ropes, hammers, and rocks

Instruct students to investigate the capacities of the containers. a.

Compare the capacities of the containers using water. Have students pour water from the 16 oz. water bottle into one of the containers until it is full. Then, have them pour the water from that container into the other container. i. If all water is poured and the water does not fill the second container, the second container has the greater capacity. ii. If the water fills the second container and there is still water left in the first container, the first container has the greater capacity. iii. If the water exactly fills the second container and there is no leftover water, the capacities of the containers are equal.

After students use water to check the capacities of the two containers, have them record which container has the larger capacity. That is the container they want to ﬁll with hot cocoa and circle on the Student Handout.

Next, have students measure the capacity of each of the containers using linking cubes.

FACILITATION TIP Be sure to have paper towels for possible spills as the students pour water from one container to another. Have students work in tubs to contain the water. FACILITATION TIP At this point of the lesson, have student groups develop a list of items that have volume.

STEMscopes Tip Depth of Knowledge (DoK) Levels are found on the Lesson Planning Resources page in the Essentials section of the Teacher Toolbox. A printable document lists the DoK levels for all elements of the scope. This resource gives teachers the ability to choose the appropriate DoK-leveled assignments to help students expand and deepen their mathematical thinking and reasoning.

i. Have students ﬁll each container with the linking cubes.

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Measurement Hook – The Greater Capacity ii. Tell students that when the container is full, they should count and record how many linking cubes it took to ﬁll that container. iii. Then, have students record the number of linking cubes it took to ﬁll each container all the way. d.

Ask students to discuss measurable and nonmeasurable attributes with their partners. On the Student Handout, have them give some examples of measurable and nonmeasurable attributes for the jar that is used in the activity.

Discuss the following questions with the class: a.

DOK-1 What is meant by capacity? The amount of liquid that an object can hold, or the amount of other units an object can hold, like linking cubes

FACILITATION TIP

Review with students how they have measured height, weight, and volume. Then ask, “In what ways can we measure a jar?”

DOK-2 What are some measurable attributes of a jar? Answers will vary. How tall (height), how heavy (weight), how much it can hold (capacity), how long (length)

DOK-2 What are some nonmeasurable attributes of a jar? Answers will vary. How breakable, how shiny, how dark, how hard, how soft, how bouncy, how ﬂuffy

DOK-2 What is a characteristic of an object that has measurable capacity? It contains a place to hold liquid.

FACILITATION TIP Groups can compile a list of other descriptions of the jar that are not measurable.

e. DOK-2 What is a characteristic of an object that does not have measurable capacity? It does not have a place to hold liquid. f.

DOK-4 How could you tell which container would hold more hot cocoa? Answers will vary based on the size of the jar and the coffee cup the teacher chooses. We could pour water into the jar until it was full. Then we could pour the water from the jar into the small coffee cup and it would not ﬁll it up. So, we would know the coffee cup has a larger capacity than the jar.

DOK-3 What was the difference in capacity in linking cubes between the jar and the small water bottle? Answers will vary based on the size of the jar and the coffee cup the teacher chooses. The jar held 6 linking cubes. The coffee cup held 8 linking cubes. The coffee cup held 2 more linking cubes than the jar, so the coffee cup had the larger capacity. Notes

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Explain

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Evaluate

Intervention

Acceleration

Notes __________________________________________________________________________________________________________________________________________________

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Measurement Explore 1 – What Can Be Measured Identifying Measurable Attributes ACTIVITY PREPARATION Students identify the measurable attributes of an item, such as length, width, height, capacity, and weight.

Standards for Mathematical Practice • • •

MP.2 Reason abstractly and quantitatively. MP.5 Use appropriate tools strategically. MP.6 Attend to precision.

Preparation

Materials

•

Printed • •

1 Student Journal (per student) 1 Exit Ticket (per student)

• •

Reusable (These are common items and should be easy to obtain, but substitutions can be made if necessary.) • • • • • • • • • • • • • • • •

1 Book (per class) 1 Water bottle (per class) 1 Stuffed animal (per class) 1 Shoe (per class) 1 Pair of sunglasses (per class) 1 Ball (per class) 1 Belt (per class) 1 Plastic cup (per class) 1 Picture frame (per class) 1 Bottle of nail polish (per class) 1 Tissue box (per class) 1 Jump rope (per class) 1 Measuring cup (per class) 1 Blanket, rolled up (per class) 1 Bowl (per class) 5 Containers (per class)

Plan to divide the class into 5 groups to complete this activity. Gather the various materials from the list above. These items should be similar to what you might ﬁnd at a yard sale. Gather and prepare 5 containers. Place 3 items into each container as follows:     

• •

Container 1 – book, water bottle, stuffed animal Container 2 – shoe, sunglasses, ball Container 3 – belt, cup, picture frame Container 4 – nail polish, tissue box, jump rope Container 5 – measuring cup, blanket, bowl

Place each container of items on a table to create ﬁve stations around the room. Print a Student Journal and an Exit Ticket for each student.

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Before reading the scenario, ask the class these questions: 1) Have you ever been to a garage sale? 2) What types of things were for sale at the garage sale? 3) What did you buy? FACILITATION TIP Using visuals such as images or actual objects, ask students, “Which objects could be measured? How could they be measured?” 214

Read the following scenario to the class: I recently cleaned out my house to prepare for a yard sale. I went through different rooms in my home and placed items I would like to sell into ﬁve containers. I need your help to go through these boxes and organize them. All of the items have many attributes. Some of those attributes are measurable, and some of those attributes are nonmeasurable. You and your group members will observe all of the items for sale and decide which attributes are measurable and which attributes are nonmeasurable for each item. Figuring out the measurable attributes will help me organize them for the yard sale. Will you help me gather this information so we can sort similar items for my yard sale based upon their measurable attributes? Divide the class into ﬁve groups. Assign each group a station at which to start. © Accelerate Learning Inc. - All Rights Reserved

4. 5.

Engage

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Explain

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Acceleration

Direct students’ attention to the items in the containers at their stations. Allow students a few moments to discover the manipulatives and experience how they work with their groups. Instruct students to explore each item in the container and discuss attributes that they notice about each item. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 What are some attributes you observe about this item? Answers will vary. Length, width, height, softness, color, weight, size, bounciness, capacity (how much it holds), reﬂectivity, etc.

DOK-2 Are all of those attributes measurable? No, some are measurable and some are not.

DOK-2 What do you think makes an attribute measurable? Answers will vary. You can compare it to something else and know which item has “more” of the attribute. You can use a tool to ﬁnd “how much” the attribute is.

DOK-2 What do you think makes an attribute nonmeasurable? Answers will vary. You cannot easily compare it to something else. You cannot ﬁnd “how much” of the attribute an item has.

e. DOK-2 When you are looking for measurable attributes, what might you look for? Answers will vary. You can look for how long something is, how wide something is, how heavy something is, how much something will hold, how tall something is, etc. f.

DOK-3 Would length be a measurable attribute for a sale item? Why? Yes, because you can compare the length of an item to the length of something else. You can measure the length of something using units (like linking cubes) and ﬁnd out how long it is.

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FACILITATION TIP First demonstrate for the whole class how to complete the Student Journal. Then have students complete them with their partners. FACILITATION TIP Have rulers, scales, beakers, and/or measuring cups available (perhaps asking to borrow these from science teachers) to provide students with the context of measuring. FACILITATION TIP The Intervention section includes a SmallGroup Intervention activity for the concepts of length, weight, and volume. Also consider projecting the Picture Vocabulary slideshow. FACILITATION TIP Demonstrate how to measure with a ruler, or choose to have a student demonstrate this to the class.

8. 9. 10.

DOK-3 Would cuteness be a measurable attribute for a sale item? No, FACILITATION TIP because you cannot compare the cuteness of two items. People might Use the example of a puppy to illustrate that think different things are cute. You cannot use tools to ﬁnd out how cute we cannot measure how cute it is but we something is. can measure how much it weighs (or what Give each student a Student Journal. They will circle the measurable attributes its mass is). for each yard sale item. Assist students in deciding the measurable attribute if FACILITATION TIP needed by reviewing the guiding questions in step 5 with student groups. The digital version of this Student Journal Before students move to the next station, give them a minute to share their has several color images that may impact answers with their groups and discuss why attributes were measurable or readability if copied in black and white. nonmeasurable for the objects at that station. After a few minutes, ask students to switch to the next container and repeat steps 3–7. After students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning.

FACILITATION TIP Depending on students’ reading abilities, consider having them take turns reading each row. The other group members could discuss the attributes.

Math Chat DOK-1 What were some of the measurable attributes you noticed about the different yard sale items? I noticed height, width, weight, length, and capacity. • DOK-1 What were some of the nonmeasurable attributes you noticed about the different yard sale items? I noticed the softness, cuteness, bounciness, and color of items. • DOK-2 What is one way you could tell if an item in the container had a measurable attribute? I could compare it to another item in the container to see which item had more of the attribute. If I had measuring tools (like linking cubes), I could see how many units an item had—like how many linking cubes tall a book was. •

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Measurement Explore 1 – What Can Be Measured Identifying Measurable Attributes •

• STEMscopes Tip Located under the Scopes tab, the Visual Glossary is an alphabetical list that provides learners with visuals of the key vocabulary and concepts in English and Spanish. Each visual includes the term, a written deﬁnition, and a speech button with narration. Some vocabulary also includes a 3- to 15-second video featuring real-world examples.

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DOK-3 What did you notice about the items that can be measured by capacity or how much they can hold? I noticed that you can only measure the capacity if you can put something inside it—like a liquid. DOK-2 What was similar about length and height? They are both measurable attributes. I noticed that both were measured by how long something was from end to end or bottom to top—like 10 linking cubes long or tall. DOK-2 What was different about length and height? Length is measured horizontally (students may act this out with their arms if they do not know the word horizontally.) Height measures how tall something is from bottom to top. DOK-3 Were there times when you looked at an object and wanted to circle an attribute before you realized it was a nonmeasurable attribute? Why? Give an example. Yes! Sometimes the nonmeasurable attributes describe the objects well. The picture frame was breakable, so I wanted to circle it. I had to remember that I could not measure how breakable something is, so it was a nonmeasurable attribute. I should not circle it even though it is a good word to describe a picture frame. DOK-3 Were there any attributes that caused disagreement in your groups as to whether or not they were measurable? Why? Give an example. Softness is a tricky attribute because I could tell some items were softer than other items if I compared them, but we had no way to measure softness and get a softness number.

Post-Explore FACILITATION TIP The digital version of this Exit Ticket has several detailed colored images that may impact students’ comprehension. Consider assigning it online so students can see the images clearly.

1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

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Elaborate

Evaluate

Intervention

Acceleration

Notes __________________________________________________________________________________________________________________________________________________

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Measurement Explore 2 – Comparing Length and Width ACTIVITY PREPARATION Students use direct comparison and actual measurement using nonstandard units to compare lengths and widths of different footprints.

Standards for Mathematical Practice • •

MP.5 Use tools strategically. MP.6 Attend to precision.

Materials

Preparation

Printed • • • •

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1 Student Journal (per student) 1 Evidence Footprint (per group) 1 Set of Suspect Footprints (per group) 1 Exit Ticket (per student)

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Reusable • •

1 Large resealable bag (per group) 25 Linking cubes (per group)

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Plan to divide the class into groups of 3 or 4 students to complete this activity. Print and cut out a set of Suspect Footprints 1–6 for each group of students. Print the footprints on one color of card stock. Place the cut-out footprints and 25 linking cubes in a large resealable bag or envelope. Print the Evidence Footprint on a different color of card stock than the Suspect Footprints. Place the Evidence Footprint card into the same bag as the other cutouts and linking cubes. Print a Student Journal and an Exit Ticket for each student.

Consumable •

2 Different colors of card stock (per group)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Before reading the scenario, ask the class these questions: 1) Have you ever tried to solve a mystery? 2) What was the mystery? 3) What clues did you have that helped you solve the mystery?

2. 3.

FACILITATION TIP This Explore activity is about examining evidence left by suspects. Consider using some crime scene tape to create an engaging atmosphere for students.

4. 5.

FACILITATION TIP Preview the Student Journal and consider giving it to students one page at a time. Print each page on a separate color so students can differentiate among them.

FACILITATION TIP On the Evidence Footprint, add some visual cues or pictures to help students understand the difference between length and width and where to record which on their journals. 218

Read the following scenario to the class: Yesterday on the playground, some mysterious footprints were found in the mud. I have a sample of the evidence and cutouts of the footprints from the suspects. We need to find out who was playing in the mud when they were not supposed to. Can you help me find out who it was? Divide the class into groups of 3 or 4. Direct students’ attention to the set of Suspect Footprints and the Evidence Footprint in the bag. Allow students a few moments to discover the manipulatives and experience how they work with their groups. Give a Student Journal to each student. Instruct students to measure the length of the Evidence Footprint and each suspect’s footprint using their linking cubes. Model how to do this in a wholegroup setting. Explain to students how to record the final measurement on the first page of the Student Journal. If the length of a footprint is not an exact number of cubes, show students how to choose a number up or down to the closest unit depending on how much of the cube is covering the end of the footprint. Repeat step 5 to model and guide students through measuring the width of each footprint. Instruct students to measure the width where they see the arrow on each footprint from left to right. Ask students to use their measurements to complete the comparison statements on the second page of their Student Journals. Assist with reading if needed.

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Engage

Explore

Explain

Elaborate

Evaluate

Instruct students to order the lengths of three suspects using the measurements they recorded on the ﬁrst page of their Student Journals. Monitor and talk with students as needed to check for understanding by using the following guiding questions:

Intervention

Acceleration

FACILITATION TIP Model how to measure one footprint with the linking cubes, and then allow students to measure the other footprints. FACILITATION TIP

DOK-1 How many cubes long is the Evidence Footprint? 10 cubes

Model for students how you would like DOK-1 How many cubes long is suspect ___’s footprint? Suspect 1 = 6 cubes, suspect 2 = 12 cubes, suspect 3 = 7 cubes, suspect 4 = 10 cubes, them to record the length in order. Some students may record the lengths rather than suspect 5 = 12 cubes, suspect 6 = 9 cubes write “Suspect 1” and so on. DOK-2 What do you notice about the length of the Evidence Footprint and each suspect’s footprint? Answers will vary. I noticed that the Evidence Footprint is longer than/shorter than/equal to suspect ___’s footprint.

DOK-3 How can you determine if a suspect’s footprint is longer or shorter than the Evidence Footprint? I can look at the distance from the bottom of the footprint to the top of the footprint. I can put a suspect’s footprint next to the Evidence Footprint and see which is longer or shorter.

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FACILITATION TIP Use visual aids for students to reference that show what the terms shorter than, longer than, and equal to mean.

e. DOK-1 How many cubes wide is the Evidence Footprint? 4 to 5 cubes f.

DOK-1 How many cubes wide is suspect ___’s footprint? Suspect 1 = 2 to 3 cubes, suspect 2 = 4 to 5 cubes, suspect 3 = 2 to 3 cubes, suspect 4 = 4 to 5 cubes, suspect 5 = 4 to 5 cubes, suspect 6 = 3 to 4 cubes

DOK-2 What do you notice about the width of the Evidence Footprint and each suspect’s footprint? Answers will vary. There were more footprints with the same width than there were with the same length.

h. DOK-3 How can we determine which suspect matches the evidence? We have to ﬁnd the suspect’s footprint with a length that is equal to the length of the Evidence Footprint. i. DOK-3 How did you decide how to put the Suspect Footprints from the longest to the shortest? I looked at the distance from the bottom of the footprint to the top of the footprint for each footprint. I used the cubes to check my answer.

FACILITATION TIP Ask students, “Who can be eliminated as suspects, and who are possible suspects based on the evidence?”

j. DOK-3 How can we determine which suspect matches the evidence? We can ﬁnd the suspect’s footprint with a length that is equal to the length of the Evidence Footprint. 10. 11.

After students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning.

Math Chat DOK-1 Describe length and width in your own words. Describe how each is measured. Length is how long something is. Width is how wide something is. I can measure length and width by putting a group of smaller objects end to end and counting them to ﬁnd the large object’s total length. • DOK-2 Which suspect footprints are shorter than the evidence footprint? How do you know? Suspects 1, 3, and 6. I know they are shorter because they are less than 10 cubes long. • DOK-2 Which suspect footprints are longer than the evidence footprint? How do you know? Suspects 2 and 5. I know they are longer because they are more than 10 cubes long. • DOK-2 Which suspect made the footprint in the mud? How do you know? It was suspect 4 because that footprint was the same length and width as the Evidence Footprint. They were equal. They were both 10 cubes long. •

FACILITATION TIP Ask student to use a sentence starter such as the following: Length is _______ Width is _______ FACILITATION TIP Again, provide students a sentence frame to use: Length is measured by _______. Width is measured by______

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Measurement Explore 2 – Comparing Length and Width •

STEMscopes Tip Housed in the Home section, the Content Unwrapped element provides a clarification of the instructional expectations. Each student expectation is dissected into what students should be doing and what they should know, as well as the implications for instruction. A vertical alignment shows how the topic progresses through applicable grade levels. FACILITATION TIP Take time to share with students some meaningful, real-world images about careers that use length and width in their everyday work. FACILITATION TIP The images in this Exit Ticket may be hard for students to successfully compare. (The snakes are curvy, the couches have different magnifications, the golf clubs are tilted). Take time to help students visualize the images in the first part and use their best judgement. For the second part, they use linking cubes.

•

DOK-3 How do you know the other suspects could not have made the footprint? Their footprints were either longer, shorter or wider than the Evidence Footprint. Therefore, they could not have been the one to play in the mud. DOK-1 How do you compare length and width? We can put two objects side by side and make sure their ends are lined up to compare length. We can also measure the length or width using small objects by lining up the small objects and counting how many it takes to measure the length of the larger object. DOK-2 Does the length or width of the footprint change if I turn my paper (changing from vertical to horizontal)? The length or width of the footprint does not change when we turn the paper because it is still ____ cubes long and ____ cubes wide. DOK-2 (Hold up one of the suspect’s footprints in one hand and the Evidence Footprint in the other. Raise one of your arms higher than the other so that the footprints are not directly side by side.) Does the length or width of these footprints change when I move my arms to hold one of them higher than the other? Explain. No, the lengths and widths of both footprints do not change because they are not getting longer, shorter, or wider; you are just moving them. DOK-3 What other times will you use length or width to measure items? We can use length to measure height, distance, size, etc. We can use width to measure size.

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

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Explain

Elaborate

Evaluate

Intervention

Acceleration

Notes __________________________________________________________________________________________________________________________________________________

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Measurement Explore 3 – Comparing Height ACTIVITY PREPARATION Students use direct comparison and actual measurement using nonstandard units to compare the heights of a group of children.

Standards for Mathematical Practice • •

MP.5 Use tools strategically. MP.6 Attend to precision.

Materials Printed • • • •

1 Student Journal (per student) 1 Set of Handprint Cutouts (per group) 1 Traceable Outline, projected (per teacher, optional) 1 Exit Ticket (per student)

Preparation • • • •

Reusable •

1 Resealable bag (per group)

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Consumable • •

Plan to have students work in ﬁve groups to complete this activity. Print one set of Handprint Cutouts for each group. Cut out each handprint along the dotted lines, and place the ten handprints into a resealable bag. Write one of the following names on each of the 5 sheets of butcher paper: Sonja, Henry, Anika, Roberto, and Emily. Create an outline of a child on each of the sheets of white butcher paper. Option 1: Use the Traceable Outline. Hang each piece of butcher paper on your whiteboard one at a time. Project the document onto your whiteboard, and adjust the size to equal the following measurements:

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5 Large white sheets of butcher paper (per teacher) 1 Roll of tape (per teacher)

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Sonja – 7 handprints tall Henry – 6 handprints tall Anika – 9 handprints tall Roberto – 8 handprints tall Emily – 10 handprints tall The easiest way to accurately measure might be to measure from the bottom of the butcher paper using the handprints, make a mark on the paper, and then adjust the projected image to that size. Trace the outline of the child onto the paper. Feel free to add faces and decorate. Option 2: Draw a stick-ﬁgure person or free draw the outlines if a projector is not available to use.

Print a Student Journal and an Exit Ticket for each student.

PROCEDURE AND FACILITATION POINTS FACILITATION TIP Before reading the scenario, ask the class these questions: 1) Have you ever been in a performance? 2) If so, what did you do (sing, dance, etc.)? 3) How did the teacher decide where you needed to stand? FACILITATION TIP

Read the following scenario to the class: The choir teacher is finalizing plans for the kindergarten spring program. Sonja, Henry, Anika, Roberto, and Emily will be singing the final song in the program. The choir teacher wants these students to stand on the steps of the stage. She needs our help to figure out each child’s height and arrange them in order from shortest to tallest. Can you help the choir teacher measure the height of these students? Divide the class into five groups.

Carefully choose four or ﬁve students to organize from shortest to tallest. Ask students, “What are some things we can use to measure the height of a person or object?” Be sensitive to the fact that some students may not want the class to focus on their height. Choose wisely or ask ahead of time if students want to participate. 222

3. 4.

5. 6.

Engage

Explore

Explain

Elaborate

Evaluate

Give one piece of butcher paper with a child’s name and outline and 10 Handprint Cutouts to each group. Direct students’ attention to the set of Handprint Cutouts and traced images on butcher paper. Allow students a few moments to discover the manipulatives and experience how they work with their groups. Give a Student Journal to each student. Encourage students to discuss what they think height means and how they will measure the height of the child. Ask the following questions: a.

DOK-1 How does the choir teacher need us to help her? We need to measure the height of each child and put them in order from shortest to tallest.

DOK-1 What do you think height measures? How tall something is

DOK-2 How could you use your Handprint Cutouts to measure the height of the child’s outline on your butcher paper? Answers will vary. We could line up the hands beside the outline.

Instruct students to measure the height of the child’s outline on their butcher paper using their set of Handprint Cutouts. They will record the number of handprints tall the child is on their Student Journals. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-2 Explain how you are measuring _____ (child’s name from scenario) height. We are starting at the feet and stacking the handprints until we reach the child’s head. We are making sure the handprints are lined up end to end with no gaps in between. Then, we count how many handprints tall the child is.

DOK-1 How many handprints tall is the child you are measuring? Sonja – 7, Henry – 6, Anika – 9, Roberto – 8, Emily – 10

DOK-3 What do you notice about the height of _____ compared to the height of _____? Answers will vary. I noticed that Henry is shorter than Emily. I can count how many handprints tall they both are, and I know that 6 is less than 10, so he is shorter than she is.

Intervention

Acceleration

FACILITATION TIP Place the large pieces of butcher paper in different locations around the room. Be sure to prepare the various children’s heights on the butcher paper and print the handprints.

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FACILITATION TIP Provide the materials to the students, and allow a few minutes to see whether student groups can ﬁgure out how to measure the height. Intervene as needed. FACILITATION TIP As an extension, tape some of the Handprint Cutouts to the door frame so students can measure themselves (or you!) sometime before or after class.

FACILITATION TIP Use a number line as a reference to compare the children’s heights.

DOK-2 How can you determine which child is the shortest/tallest? I can put their heights in order from least to greatest.

e. DOK-3 What strategy can you use to determine how many handprints shorter/taller one child is compared to another child? I can subtract their heights. 9. 10.

11. 12.

Rotate the pieces of butcher paper until each group has measured and recorded the height for all 5 traced outlines. Once all heights have been recorded, students will complete the comparison statements at the bottom of their Student Journals. They will determine how many handprints shorter or taller one child is compared to another. They will use the word bank to complete the comparison statements. Assist with reading if needed. After students have completed their Student Journals, bring the class together as a whole group. After the Explore, invite the students to a Math Chat to share their observations and learning.

FACILITATION TIP When all groups have completed their measurements, students can compare their results.

Math Chat •

•

DOK-2 Can you describe height in your own words? How is it similar to length? Height is how tall something is. It is similar to length because both attributes measure distance from one end to the other end of an object. DOK-1 Which child is the tallest? Emily

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Measurement Explore 3 – Classifying 3-D Solids • •

• • • STEMscopes Tip Found in the Engage section, the Foundation Builder is used to ﬁll the learning gaps identiﬁed in the Accessing Prior Knowledge activities and bridge students’ learning to the current scope. These activities use manipulatives to review prerequisite student knowledge. Also included are possible student preconceptions about a topic and suggestions on how to overcome those preconceptions.

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DOK-1 Which child is the shortest? Henry DOK-2 How many handprints taller is Emily than Henry? Explain how you found your answer. 4 handprints. I subtracted 10 – 6 = 4. I counted up from 6 to 10 and got 4. DOK-2 Which children are shorter than Roberto? How do you know? Henry and Sonja. I know they are shorter because they are less than 8 handprints tall. DOK-2 Which children are taller than Sonja? How do you know? Roberto, Anika, and Emily. I know they are taller because they are more than 7 handprints tall. DOK-2 If the choir teacher arranges the children from shortest to tallest, what will be their order? Henry, Sonja, Roberto, Anika, Emily DOK-2 Is Anika taller or shorter than Henry? How do you know? Anika is taller than Henry. Anika is 3 handprints taller than Henry. DOK-1 How do you compare height? We can put two objects side by side and make sure their ends are lined up. Then, we can see which object is longer or shorter. If one object is really short, then it is easy to ﬁnd objects that are much taller. We can also measure them using small objects by lining up the small objects and counting how many it takes to measure the height of the larger object. DOK-2 Do the heights of the children change if I turn the paper (changing from vertical to horizontal)? The heights of the children do not change when we turn the paper because they are still ____ handprints tall. DOK-2 (Hold up one of the pieces of butcher paper in one hand and another piece of butcher paper in your other hand. Raise one of your arms higher than the other so the children’s outlines are not directly side by side.) Do the heights of these children change when I move my arms to hold one of them higher than the other? Explain. No, the heights of both children do not change because they are not getting taller or shorter; you are just moving them.

Post-Explore FACILITATION TIP This Exit Ticket has some essential vocabulary for students. Read the directions with them and underline the terms such as shorter and taller. Also, the digital version has color that may affect printing.

1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

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Explain

Elaborate

Evaluate

Intervention

Acceleration

Notes __________________________________________________________________________________________________________________________________________________

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Measurement Explore 4 – Comparing Capacity ACTIVITY PREPARATION Students use direct comparison and actual measurement by using nonstandard units to compare the capacities of different cups.

Standards for Mathematical Practice • •

MP.5 Use tools strategically. MP.6 Attend to precision.

Materials

Preparation

Printed • •

1 Student Journal (per student) 1 Exit Ticket (per student)

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Plan to have students work in groups of 4 to complete this activity. Prepare 3 cups for each group. These cups need to be different sizes. Label the cups A, B, and C. Cup A should have medium capacity, cup B should have the largest capacity, and cup C should have the smallest capacity. An example is shown below.

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Provide each group a bag of yellow pom-poms or at least enough to ﬁll all three cups. If pom-poms are not available, yellow linking cubes will also work. Print a Student Journal and an Exit Ticket for each student.

Reusable • •

1 Resealable bag of yellow pom-poms (per group) 3 Cups of different sizes (per group)

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PROCEDURE AND FACILITATION POINTS FACILITATION TIP Before reading the scenario, ask the class these questions: 1) What is your favorite type of drink to drink when you are really thirsty? 2) What size cup do you use to drink your drink? 3) Do you always use the same size cup? FACILITATION TIP

Students can practice counting, with group members checking one another for accuracy. FACILITATION TIP Model for students how to effectively use the pom-poms as a measurement tool. Use some different containers to model, count, and record. 226

Read the following scenario to the class: Jazmine was riding home from running errands with her mom, and she noticed a lemonade stand by the park in her neighborhood. When she got home, she grabbed some money and rode her bike to the lemonade stand. By the time she made it to the stand, she was very thirsty. The stand had three size options for sale. She wanted to choose the cup that had the most capacity to quench her thirst! Which cup should she choose? Divide the class into groups of 4. Direct students’ attention to the three cups labeled A, B, and C and the yellow pom-poms or linking cubes. Allow students a few moments to discover the manipulatives and experience how they work with their groups. Instruct students to use the yellow pom-poms to ﬁnd the capacity of each cup. Encourage students to discuss and compare the capacities.

Engage

Explore

Explain

Elaborate

Evaluate

DOK-1 What attribute of these cups are you measuring? Capacity

DOK-3 How will you find the capacity of each cup? We will fill the cups with the yellow pom-poms until the cups are full. Then, we can dump out the set of pom-poms in each cup and count how many it took to fill that cup.

DOK-1 How many pom-poms did it take to ﬁll cup A? Cup B? Cup C? Answers will vary depending on the size of the cups and pom-poms being used. However, cup B should hold the most pom-poms, and cup C should hold the fewest pom-poms.

DOK-3 What do you notice about the capacities of these cups? Cup B has more capacity because it holds more pom-poms. Cup C has the smallest capacity because it holds the fewest pom-poms.

6. 7.

DOK-3 What would happen if you poured the pom-poms from cup C into cup B? The pom-poms would ﬁt in the cup, but they would not ﬁll the cup to the top.

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FACILITATION TIP Challenge students by having each group use different-sized pom-poms, marshmallows, or cotton balls to measure the volume.

FACILITATION TIP After students have ﬁnished their Student Journals, have them pour the contents of each cup into a different cup to verify their thinking.

Give each student a Student Journal. Ask students to record the number of pompoms that ﬁt into each cup. Students will complete the sentence stems and circle the cup that Jazmine should choose. After students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning.

Math Chat •

Acceleration

Monitor and talk with students as needed to check for understanding by using the following guiding questions:

e. DOK-3 What would happen if you poured the pom-poms from cup A into cup C? The pom-poms would not all ﬁt into cup C because it has less capacity. The pom-poms would spill out onto the table.

Intervention

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DOK-1 How can you describe capacity in your own words? Capacity is how much of a unit it takes to ﬁll up a container/object or how much it holds. DOK-2 Which cups have the same capacity? None of the cups have the same capacity. They were all different sizes. DOK-2 Which cups hold more than cup C? Cups A and B DOK-2 Which cups hold less than cup B? Cups A and C DOK-3 What do you notice about the capacities of these cups? Cup B holds the most pom-poms, so it has more capacity. Cup C holds the fewest pom-poms, so it has less capacity. Cup A has more capacity than cup C but less capacity than cup B. DOK-2 How would you put the three cups in order from the least capacity to the greatest capacity? If I know that Cup B has more capacity because it holds more pom-poms and Cup C has the smallest capacity because it holds the fewest pom-poms, then Cup A will go between them because it holds more pom-poms than Cup C but less pom-poms than Cup B. DOK-3 What would happen if I poured the pom-poms from cup B into either of the other two cups?The pom-poms would spill over the tops of the other cups because the other cups have less capacity. DOK-2 If Jazmine is thirsty and she wants the most lemonade, what cup should she use? Why? Cup B because it will hold the most lemonade DOK-3 How can you compare the capacity of two containers if you do not have units to ﬁll them? You can look at the sizes of the containers. If one is much larger than the other, then you know it will hold more.

STEMscopes Tip The Exit Ticket, located within each Explore, gives teachers insight into student learning. This quick formative assessment helps teachers guide their future instruction. It can also be used to reinforce the skills and concepts at any time during the scope. Exit Tickets, Answer Keys, and editable ﬁles are located on the right side of the screen in the list of print ﬁles.

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Measurement Explore 4 – Comparing Capacity •

DOK-2 What are some different items you can ﬁnd the capacities of? We can ﬁnd the capacities of backpacks, lunchboxes, supply boxes, bowls, buckets, ice chests, bath tubs, pools, etc.

Post-Explore FACILITATION TIP Preview this Exit Ticket with students. Help them focus on key vocabulary such as smaller, ﬁrst, and equal. Consider underlining the terms for them on a copy you project for them to see.

1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

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Measurement Explore 5 – Comparing Weight ACTIVITY PREPARATION Students use a balance scale to compare the weights of objects.

Standards for Mathematical Practice •

MP.2 Reason quantitatively and abstractly.

Materials

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1 Student Journal (per student) 1 Set of Vacation Bags (per teacher) 1 Set of Objects to Pack (per teacher) 1 Exit Ticket (per student)

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Reusable • • • • • • • • • • • • • •

MP.6 Attend to precision.

Plan to divide the class into 6 groups to complete this activity. Collect and balance 6 balance scales. Place one balance scale at each table or station around the room. Print and cut out all of the Objects to Pack. Place the cutouts for each station into their own resealable bag. Set up stations as follows: 

1 Pair of socks (per class) 1 Bottle of shampoo (per class) 1 Belt (per class) 1 Pair of jeans (per class) 1 Shirt (per class) 1 Phone charger (per class) 1 Pair of sunglasses (per class) 1 Bag with a toothbrush and toothpaste inside (per class) 1 Paperback book (per class) 1 Pair of sneakers (per class) 1 Hairbrush (per class) 1 Hair dryer (per class) 6 Balance scales (per class) 6 Resealable bags (per class)

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Consumable •

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Preparation

Printed • • • •

MP.5 Use tools strategically.

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Station 1 – 1 balance scale, 1 pair of socks, 1 bottle of shampoo, Objects to Pack, glue Station 2 – 1 balance scale, 1 belt, 1 pair of jeans, Objects to Pack, glue Station 3 – 1 balance scale, 1 shirt, 1 phone charger, Objects to Pack, glue Station 4 – 1 balance scale, 1 pair of sunglasses, 1 bag with a toothbrush and toothpaste inside, Objects to Pack, glue Station 5 – 1 balance scale, 1 paperback book, 1 pair of sneakers, Objects to Pack, glue Station 6 – 1 balance scale, 1 hairbrush, 1 hair dryer, Objects to Pack, glue Note that these items can be switched out based on availability. If using different objects, be sure to choose two objects with a noticeable weight difference at each station. We want students to see a clear difference in weight between the two when they place them on the balance scale. If changing out objects, the Objects to Pack will not work, and students will need to draw images on their Student Journals rather than gluing down the provided images of objects.

Plan to project Vacation Bags when reading the scenario. Print a Student Journal and an Exit Ticket for each student.

6 Glue bottles or sticks (per class)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP Before reading the scenario, ask the class these questions: 1) Has anyone been on an airplane? 2) If so, what types of items did you carry on the plane? 3) What did you use to carry all the items? FACILITATION TIP As you read the scenario, display some real objects from the list that have different weights, such as shoes and socks, as a reference. 230

1. 2.

Project Vacation Bags on the board. Read the following scenario to the class: You are leaving for vacation soon and need to pack your bags. You will be ﬂying to your destination, so you will be bringing a backpack as your carry-on and will need to check your suitcase at the airline counter. As you pack, you will need to pay close attention to the weight of your objects. You do not want to have to carry super heavy objects onto the plane with you, so only lightweight objects will go into your backpack. Your heaviest objects can be packed away in your suitcase. Which items will go in your backpack, and which items will go in your suitcase?

3. 4.

8. 9.

10. 11.

Engage

Explore

Explain

Elaborate

Evaluate

Divide the class into 6 groups. Assign each group a station at which to start. Direct students’ attention to the two objects and balance scale. Allow students a few moments to discover the manipulatives and experience how they work with their groups. Encourage students to hold objects with one in each hand and predict which one is heavier/lighter. Instruct students to carefully place the two objects onto the balance scale. They will need to observe the movement of the scale and determine which object makes one side of the scale go down while the other side goes up. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 What items are you measuring? Answers will vary. We are measuring a pair of socks and a bottle of shampoo.

DOK-3 Was your prediction correct? Explain. Answers will vary. Yes, I predicted the shampoo bottle weighed more than a pair of socks.

DOK-2 How do you know which item is lighter? The balance goes up.

DOK-2 How do you know which item is heavier? The balance goes down.

Give each student a Student Journal. Students will take one cutout of each object from the bag on the table. They will glue it on the balance scale in the correct position on their Student Journals. Remind students to pay close attention to the balance scale image when gluing down the pictures. Once their pictures are glued down, they will circle the answer to the question. Have students remove the objects from the balance scale and rebalance it before rotating to the next station. Once students have visited each station, have them return to their seats to complete the last page of their Student Journals independently by using the comparison data they collected at the stations. Explain that they need to decide which items weighed the least and circle those to go into their backpacks. Then, have them circle the items that weighed the most to go into their suitcases. After students have completed their Student Journals, bring the class together as a whole group. After the Explore to, invite students to a Math Chat to share their observations and learning.

Math Chat • • • • •

• • •

DOK-1 What items will you pack in your backpack? Socks, belt, sunglasses, book, phone charger, hairbrush DOK-1 What items will you pack in your suitcase? Jeans, sneakers, shampoo, shirt, toothbrush/toothpaste, hair dryer DOK-3 How could you tell which item weighed more? The side of the scale it was on went down more. DOK-3 How could you tell which item weighed less? The side of the scale it was on went up. DOK-2 What does it mean if the balance scale is uneven, with one side higher than the other? It means that the item(s) on the higher side is/are lighter or does not weigh as much as the item(s) on the lower side. DOK-2 What does it mean if the balance scale is level or the same on both sides? It would mean the two objects weigh the same. DOK-3 How could you compare the weight of two objects without using a balance scale? You could hold each item in one hand and decide which one feels heavier. DOK-3 Pretend you are a balance scale. Imagine that in your right hand there is a panda and in your left hand there is a bunny. What would you look like? Why? Students should act out being a balance scale. Their right arm should go down and their left arm should go up because a panda is heavier than a bunny.

Intervention

Acceleration

FACILITATION TIP Before students are assigned to a group and move to their stations, take time to model steps 4 and 5.

MEASUREMENT

Home

FACILITATION TIP After a couple of measurements, invite students to predict which is heavier and lighter and then verify with the scales.

FACILITATION TIP Students could use a physical response with their hands to demonstrate heavy and light.

FACILITATION TIP As students are working independently, assess their understanding of weight.

STEMscopes Tip Located under the Explain tab, Anchor Charts are designed to be used after teaching the Explore lessons. Creating anchor charts is a collaborative effort between teacher and students with each section illustrating the concepts covered in the individual Explores. A printable sample anchor chart is also included.

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MEASUREMENT

Measurement Explore 5 – Comparing Weight •

DOK-3 Now imagine there is a butterﬂy in your right hand and a bear cub in your left hand. What would you look like? Why? Students should act out being a balance scale. Their right arms should go up and their left arms should go down because a butterﬂy is lighter than a bear cub.

Post-Explore 1. 2. 3. 4.

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Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Notes __________________________________________________________________________________________________________________________________________________

MEASUREMENT

Home

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MEASUREMENT

Measurement Additional Scope Resources EXPLAIN ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Picture Vocabulary

Can be done independently

Show What You Know, Part 1

A slide presentation of important vocabulary terms along with a picture and deﬁnition

What Can Be Measured? Identifying Measurable Attributes Independent practice assignment that gives students an opportunity to demonstrate their learning

Anchor Chart

Show What You Know, Part 2

A guide to facilitating the creation of a chart with students for each scope

Comparing Length and Width Independent practice assignment that gives students an opportunity to demonstrate their learning

My Math Thoughts

Show What You Know, Part 3

A collection of journal prompts designed to allow students to explain their thinking and reﬂect on their learning

Comparing Height

Interactive Notebook

Show What You Know, Part 4

A cut-and-glue activity to process learning that can be added to a notebook for future reference

Comparing Capacity

Independent practice assignment that gives students an opportunity to demonstrate their learning

Show What You Know, Part 5 Comparing Weight Independent practice assignment that gives students an opportunity to demonstrate their learning

234

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ELABORATE ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Spiraled Review

MEASUREMENT

Home

Can be done independently

Life Connections

The Sign Shop A video and activity that introduce students to careers and everyday life experiences that highlight the mathematical concepts being learned in the classroom

A quick story to engage student interest along with four problems covering previously learned skills

Math Story

Fluency Builder

A Day of Measuring

Comparing Measurements

Reading passage that supports literacy and expands students’ ability to identify the information they need to solve problems

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

Problem-Based Task

Fluency Builder

Measure Matchup

Match the Comparison of Measurements

Independent or collaborative task that allows students to solve a challenging, meaningful problem in a real-world context

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

235

MEASUREMENT

Measurement Intervention and Assessment SMALL-GROUP PLANNER Depending on available time and your teaching style, use the resources provided in our Explain, Elaborate, Intervention, and Acceleration sections of this scope to move forward. Use the space below to organize next steps while keeping the needs of your students in mind. Some suggested resources have been listed. (Look online to see the full menu.)

Students who are still acquiring the concept and need remediation

Resources

Students

Notes

 Fluency Builder  Small-Group Intervention

Students who have mastered the concept and need extension

Students who are approaching mastery and need review

 Life Connections

236

 Interactive Practice

 Problem-Based Task  Math Today  Connection Station

Engage

Explore

Explain

Elaborate

Evaluate Evaluate

Intervention

Acceleration Acceleration

ASSESSMENT PLANNER

MEASUREMENT

Home

What prompts will be used?

What does mastery look like?

I can describe measurable attributes of objects such as length, height, width, or weight.

I can directly compare two objects with a measurable attribute in common to see which one has more/less of that attribute, and I can describe the difference.

I can compare and order common objects based on measurable attributes.

237

SCOPE 1

Data Analysis Scope Introduction SCOPE SUMMARY Students become familiar with collecting, sorting, and organizing their own data into two or three categories in response to a question. Using real-object and picture graphs, they represent data in vertical or horizontal models and interpret the data with the help of graph and category titles. Students draw their own conclusions and make predictions about the data. Student Expectations

K.MDR.7.2 Classify and sort up to ten objects into categories by an attribute; count the number of objects in each category and sort the categories by count. K.MDR.7.3 Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life.

VERTICAL ALIGNMENT Background Knowledge

Future Expectations

By the end of pre-kindergarten, students should know that objects can be counted and have developed one-to-one correspondence within 10. They should understand that the order of the counting sequence is always the same, regardless of what is counted, and the items counted can be chosen in any order. Students should be able to sort and classify objects into two groups based on their attributes and describe how the objects are similar and different. They should be able to collect real and pictorial data, organize it into graphic representations, and use mathematical language including more, less, same, longer longer, and shorter to describe the data.

In ﬁrst grade, students will learn to organize up to three categories of data by using tally marks to create picture and bar-type graphs with intervals of one. They will be able to draw conclusions and create and answer questions using data from the graphs.

Before beginning the lesson, students’ prior knowledge is assessed. The teacher assesses students, ability to:

Hook

Accessing Prior Knowledge

ENGAGE ACTIVITIES

•

sort various objects into groups based on type, color, size, or shape.

•

describe how the groups are the same or different.

At the beginning of the scope, students are introduced to the Hook. Through completing the Hook, students will demonstrate their ability to: •

create a real-object graph.

Students move on to the Explore activities and come back at the end of the explorations to repeat the activity and discuss what they found.

238

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Sorting Objects

Explore 2

Explore 1

EXPLORE ACTIVITIES

In this exploration, students will sort supplies into two or three categories based on attributes. Students will: •

decide how they want to sort and how many groups they will sort the supplies into.

Creating Picture Graphs In this exploration, students will sort buttons by various attributes and create picture graphs. Students will: •

create a picture graph and give their graph a title.

•

label the colors of the buttons along the bottom of the columns.

•

draw colored circles on the graph to represent each picture card.

In this exploration, students will create, ask questions, and draw conclusions about a real-object graph. Students will: •

decide how they want to sort the ﬁsh.

•

organize the data for their set of ﬁsh.

•

create a graph and make conclusions about their graphs.

Collecting Data and Creating Picture Graphs In this exploration, students will conduct a survey of each classmate’s favorite ice cream and create a graph based on the survey results. Students will: •

count the number of votes for each ﬂavor.

•

create a picture graph that represents the data they collected.

After students have solved the scenario, they share and discuss their ﬁndings. Then they complete an Exit Ticket to assess their learning.

As students solve the scenario, they discuss their learning with the class and conclude by completing an Exit Ticket for assessment.

Explore 5

Creating Real-Object Graphs and Drawing Conclusions

Explore 4

Explore 3

As students are working, the teacher monitors and adjusts, and leads a discussion about the students’ ﬁndings. Then the teacher has students complete an Exit Ticket to assess learning.

DATA ANALYSIS

Home

Drawing Conclusions from Picture Graphs In this exploration, students will ask questions and draw conclusions about a variety of picture graphs. Students will: •

rotate to different stations that have different graphs.

•

make conclusions about different graphs.

After solving the scenario, students discuss their learning with the class, complete an Exit Ticket for assessment, and then revisit the Hook to solve.

239

DATA ANALYSIS

Data Analysis Lesson Calendar and Accessing Prior Knowledge PLAN YOUR LESSONS Monday

Tuesday

Wednesday

Thursday

Friday

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Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ACCESSING PRIOR KNOWLEDGE

DATA ANALYSIS

Home

Students sort various objects into groups based on type, color, size, or shape. They describe how the groups are the same or different. This activity is intended to assess mastery of the following standard(s): CD-MA4.4b Sorts and classiﬁes objects using one or more attributes or relationships.

Materials

Preparation

Reusable • • • •

•

3–5 Thick markers of various colors, including red, yellow, blue, green (per student) 3–5 Thin markers of various colors, including red, yellow, blue, green (per student) 3–5 Colored pencils of various colors, including red, yellow, blue, green (per student) 3–5 Crayons of various colors, including red, yellow, blue, green (per student)

Each student will need one resealable bag with 3–5 thick markers, 3–5 thin markers, 3–5 colored pencils, and 3–5 crayons inside. Vary the colors so that each student’s bag is slightly different.

Consumable •

1 Resealable bag (per student)

Procedure and Facilitation Points 1. 2.

3. 4.

Give each student a resealable bag of thick markers, thin markers, colored pencils, and crayons. Read the following scenario to the class: The art teacher is going through her buckets and trying to organize the coloring tools. What are all of the possible ways she can sort them? Instruct students to sort their objects how they want to sort them and place the objects into piles so the groups are visible. Facilitate a class discussion about their sorts. This provides an opportunity to gather an understanding of prior student knowledge before beginning the lessons. Encourage students to support their answers, and check for understanding and misconceptions. Ask the following questions: a.

How did you choose to sort your objects? Answers will vary. I sorted them by color/shape/size.

Why did you decide to sort your objects that way? I put all of the markers together because they use ink, and all of the crayons and pencils go together because they do not use ink. Pencils, crayons, and thin markers are skinny, so I put all of those together, but the thick markers are fat, so I put them in their own group.

How are the objects in all of your groups the same? They are all used for coloring.

Can you mix your items back up and sort them differently? We sorted by type, but now we could sort by color.

FACILITATION TIP Expect students to be able to explain how they sorted the objects. Students could create their own categories and label them with a sticky note.

FACILITATION TIP Have different pairs of students share how they sorted the objects. Then have them discuss a different way to sort the objects.

If students are struggling to complete this task, do the Foundation Builder to ﬁll the gap in prior knowledge before moving on to other parts of the scope.

241

DATA ANALYSIS

Data Analysis Hook – Favorite Milk with Cookies ACTIVITY PREPARATION Students decide which type of milk they prefer with cookies and create a real-object graph.

Materials

Preparation

Printed •

• •

1 Milk Images, optional (per teacher)

Reusable • •

1 Phenomena Video (per teacher) 1 Projector (per teacher)

Plan to show the Phenomena Video. Gather a class set of empty white milk and chocolate milk cartons from the school cafeteria. These will be used to create the class’s real-object graph. The class can take a trip to the cafeteria when creating the real-object graph if it is easier to use unopened cartons. Another option is to print the Milk Images. Cut out the images, and allow students to choose their favorite milk from the two options.

Consumable • • •

1 Empty white or chocolate milk carton, optional (per student) 1 Anchor chart paper (per teacher) 1 Marker (per teacher)

PROCEDURE AND FACILITATION POINTS Part I: Pre-Explore 1.

FACILITATION TIP

Students can discuss in groups what information they know and then share it with the class. Consider having students refer back to this discussion after the lesson too.

FACILITATION TIP

With partners, have students describe the parties they have attended. Students can discuss what they did and ate at the parties as well as who attended. 5. 6.

DOK-1 What information do we know? We are baking cookies. We need to pour our favorite milk into a glass.

DOK-1 What information do we need to ﬁnd out? What is our favorite milk to drink with cookies?

Ask students to turn and talk about their favorite ﬂavor of milk. Move on to complete the Explore activities.

Part II: Post-Explore 1. 2.

242

After students have completed the Explore activities for this topic, show the Phenomena Video again and repeat the situation. Discuss the following questions with the class: a.

DOK-1 What information do we know? We are baking cookies. We need to pour our favorite milk into a glass.

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Gather students in a circle on the ﬂoor. Tell students that they will be creating a real-object graph. Put the sheet of anchor chart paper in the center of the circle on the ﬂoor. Discuss the following questions with the class: a.

DOK-2 What is a good title for our real-object graph? Favorite Milk

DOK-2 How many categories do we have, and what should we label them? Two, white and chocolate

DATA ANALYSIS

Home

Ask students to think about their favorite type of milk to drink with cookies. Direct FACILITATION TIP classroom attention to milk cartons or milk images. One at a time, students will Be prepared to address that some student choose their favorite type of milk. They will return to their spots in the circle and may have allergies or intolerance to the hold their cartons or images. milk represented in these images. One at a time, instruct students to place their cartons or images in the correct column. Remind students to start at the bottom of each column and line up the cartons or images one on top of the other. As a class, count how many total cartons are on each side, and write this amount somewhere in the column where students can easily see it. Discuss the following questions with the class: STEMscopes Tip a.

DOK-1 How many people in our class like to drink white milk with their cookies? Answers will vary depending on results.

DOK-1 How many people in our class like to drink chocolate milk with their cookies? Answers will vary depending on results.

DOK-1 Which type of milk did our class like most? Answers will vary depending on results.

DOK-2 How do you know? I counted the most milk cartons on this side. This side had more objects.

e. DOK-1 Which type of milk did our class like least? Answers will vary depending on results. f.

DOK-2 How do you know? I counted the least milk cartons on this side. This side had fewer objects.

DOK-3 How is this type of graph different from picture graphs we learned about? This graph uses real objects. We add each object to the graph we created.

Located in the Elaborate section, the Math Story supports the literacy-math connection. After reading or listening to the teacher read the real-world passage, students are tasked with ﬁnding information within the story to solve math problems that focus on the new skills learned in the scope and to answer literacy-based comprehension questions.

243

DATA ANALYSIS

Data Analysis Explore 1 – Sorting Objects ACTIVITY PREPARATION Students sort supplies into two or three categories based on attributes.

Standards for Mathematical Practice • • •

MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics. MP.7 Look for and make use of structure.

Preparation

Materials

• •

Printed • •

1 Student Journal (per student) 1 Exit Ticket (per student)

•

Reusable • • • • • • • •

1 Table basket (per group) 5 Markers, blue and red (per group) 5 Crayons, blue and red (per group) 5 Colored pencils, blue and red (per group) 5 Large plastic cups (per group) 1 Large resealable bag (per group) 1 Pair of scissors (per student) 12 Attribute blocks (per group):   

• •

Plan to have students work in groups of 3 or 4 to complete this activity. Gather 5 large plastic cups for sorting. Students will use 3 in Part I and 2 in Part II. Prepare a basket of materials for each group including markers, crayons, and colored pencils. Make sure the materials are all mixed together. Place the 12 attribute blocks into a large resealable bag for each group. Print a Student Journal and an Exit Ticket for each student.

4 Squares in two different colors 4 Triangles in two different colors 4 Rectangles in two different colors

Consumable • •

5 Index cards (per group) 1 Glue stick (per student)

PROCEDURE AND FACILITATION POINTS Part I: Sorting Art Supplies 1.

FACILITATION TIP After reading the scenario, provide a few objects that can be sorted and counted. Ask students, “How can these items be sorted and categorized?” FACILITATION TIP This is an opportunity for you to explain how sorting can be done in many different ways. 244

2. 3.

Read the following scenario to the class: The art teacher needs your help with organizing her supply baskets. By the end of the day, the art supplies have gotten mixed up. She needs you to sort the materials so they are ready for her ﬁrst class tomorrow morning. Look at your assigned basket of supplies. How would you organize these supplies into groups? Divide the class into groups of 3 or 4. Direct students’ attention to the basket of supplies and 3 large plastic cups. Allow students a few moments to discover the manipulatives and experience how they work with their groups. Instruct students to sort the supplies using the plastic cups as containers for each group. Students decide how they want to sort and how many groups they will sort the supplies into. © Accelerate Learning Inc. - All Rights Reserved

Engage

Explore

Explain

Elaborate

Evaluate

2. 3.

4. 5. 6.

DOK-2 How did you sort the basket of supplies for the art teacher? Answers will vary. We sorted by color. We sorted by type of supply. We sorted by size.

DOK-1 How many different types of supplies do you have in the basket? Three

DOK-2 Could you sort a different way? Answers will vary. Instead of sorting by color, the art teacher probably wants all the markers, crayons, and colored pencils to be sorted by type of supply.

DOK-2 If I sort by type of supply, what would I label each category? I would label the markers with an M, the crayons with a C, and the colored pencils with a Ch.

Give each student a Student Journal. Ask students to draw and color their sort into the 3 boxes at the top. Remind students to label the groups with just a letter to explain how they sorted the supplies.

Read the following scenario to the class: Wow! You did a great job helping the art teacher sort her materials for her ﬁrst class tomorrow morning. Now I need your help with some materials here in our classroom. I have some blocks from my math tub that are a mess. Can you help me ﬁnd a way to organize these blocks? Give each group a set of attribute blocks. Instruct students to sort attribute blocks into 2 plastic cups. Encourage students to sort the blocks into 2 groups this time, but they still get to decide how they want to sort them. Allow students time to share how they sorted the blocks by using the following sentence stem: I sorted the data by _____. Ask students to draw and color their sort on their Student Journals. Remind students to label the groups to explain how they sorted the attribute blocks. After students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning.

Math Chat • • • • •

Acceleration

Monitor and talk with students as needed to check for understanding by using the following guiding questions:

Part II: Sorting Attribute Blocks 1.

Intervention

DOK-2 How did you sort your blocks? I sorted the blocks by color. I sorted by number of sides. DOK-2 How did your sort compare to other groups? We sorted the same blocks, but our groups sorted by color, and the other group sorted by number of sides. DOK-2 How can we sort data in more than one way? We can sort by type, color, shape, and size. DOK-2 Why are labels important? Labels help keep data organized. They tell us how the objects were sorted. DOK-2 Why would we need to know how to sort objects into different groups? My mom sorts the laundry, so the dark clothes do not get washed with light clothes.

DATA ANALYSIS

Home

FACILITATION TIP Discuss how some problems have many solutions that may all be correct if students can explain their reasoning (the why).

FACILITATION TIP Before giving students the Student Journal, model how you want them to use pictorial representation. Some students may want to draw and color in detail when all they need is a mathematical representation.

STEMscopes Tip If the assessments reveal that some students have not yet reached mastery of the content, use the resources in the Intervention section, found along the scope menu. These are designed to support students who need help building their understanding of the skills and concepts in the scopes. This section includes a Small-Group Intervention activity that reviews previous skills or reteaches new skills, Supplemental Aids that can be used to assist with assignments, and a short assessment to determine students’ level of mastery after intervention. These materials can also be used in conjunction with the Elaborate activities, as afterschool support, or as a test-prep tool.

Post-Explore 1. 2. 3.

FACILITATION TIP Have students complete the Exit Ticket to formatively assess their understanding of the concept. This Exit Ticket has a digital version with Complete the Anchor Chart as a class. bright colors. Some students may struggle with cutting and gluing. Consider pre-cutting Have each student complete their Interactive Notebook. the toys that students need to sort.

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DATA ANALYSIS

Data Analysis Explore 2 – Creating Real-Object Graphs and Drawing Conclusions ACTIVITY PREPARATION Students create, ask questions, and draw conclusions from a real-object graph.

Standards for Mathematical Practice • • •

MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics.

Materials

Preparation

Printed • • •

• •

1 Student Journal (per student) 1 Real-Object Graph (per student) 1 Exit Ticket (per student)

•

Reusable • • •

2 Small resealable bags (per student) 1 Blue paper plate or 1 piece of blue construction paper (per student) 1 Dry-erase marker (per student)

•

Consumable •

10 Colored ﬁsh crackers (per student) 

•

2 purple



5 green



3 red

•

9 Colored ﬁsh crackers for the Exit Ticket (per student) 

•

Plan to have students work in pairs to complete this activity. Place 2 purple fish, 5 green fish, and 3 red fish into a resealable bag for each student. Note that if these colors are not available, another color can be substituted, and changes can be made on the Student Journal. Gather blue paper plates or construction paper for each student to use while sorting the fish. Place 3 purple fish, 2 green fish, and 4 red fish in a bag for each student to use for the Exit Ticket. Note that if these colors are not available, another color can be substituted, and changes can be made on the Exit Ticket. Print a Real-Object Graph for each student. Laminate it or place it into a sheet protector. Students will write on the graph with a dryerase marker. Print a Student Journal and an Exit Ticket for each student.

3 purple



4 red



2 green

1 Glue stick (per student)

PROCEDURE AND FACILITATION POINTS 1.

2. FACILITATION TIP

Between steps 3 and 4 take some time to help students brainstorm ways these items could be logically sorted. List the various ways. FACILITATION TIP

These graphing skills are essential throughout a student’s life. Slow down and emphasize that good graphs have titles and labels. Good graphs also are neat and easily readable. 246

Read the following scenario to the class: The STEMscopes Aquarium is donating fish to each classroom at our school. They need help keeping track of each set of fish they give to each classroom. Can we help the aquarium keep track of our set? Remember, be careful handling the fish! We don’t want them to get away! Direct students’ attention to the bag of fish, blue paper plate, Real-Object Graph, and dry-erase marker. Instruct students to pour the fish out of the bag and onto the plate. Students get to decide how they want to sort the fish. Encourage students to notice what is the same and what is different about each fish. Ask students to use the Real-Object Graph to organize the data for their set of fish. Guide students who are struggling to place fish in rows and only one fish per box. Encourage students to use the dry-erase markers to label their graphs and add a title. When they are finished, students can compare their real-object graphs with their partners’ graphs.

Engage

Explore

Explain

Elaborate

Evaluate

DOK-2 How did you sort your bag of ﬁsh? Answers will vary. I sorted by color.

DOK-2 How did you organize your fish on the graph? Answers will vary. I put the fish in rows and only one fish per box.

DOK-2 What do you notice about the graph? Answers will vary. It is missing labels. The graph is going across (horizontal). The graph has rows. We are using real objects. Each square on the graph represents a space for one object. DOK-3 What conclusions can you make now that you have organized your ﬁsh into categories? Answers will vary. I can see how many ﬁsh there are of each color. I can see which color we have more/less of.

e. DOK-2 What title might we give this graph? Answers will vary. Color of Fish, Aquarium Fish

7. 8.

Acceleration

Monitor and talk with students as needed to check for understanding by using the following guiding questions:

Intervention

Give each student a Student Journal. Ask students to glue or tape the ﬁsh from their bags onto the graph at the top of their Student Journals. Students will use the graph to answer the questions at the bottom with their partners. Students will then work with their partners to write their own question about the data and answer it. Encourage students to use the question frame that is provided to guide them in writing and answering their questions. After students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning.

DATA ANALYSIS

Home

STEMscopes Tip Located along the scope menu, the Acceleration section contains activities for students who have demonstrated they have mastered the skills and concepts of the scope. Enrichment options for all grades include an opportunity to explore ways math is connected and applied in real-world events. In Kindergarten through Grade 2, students make connections between math, science, and social studies through a hands-on activity. In Grades 3–5, students have the opportunity to express their creativity in an openended task. All activities are designed to help students reinforce their learning and extend their mathematical knowledge.

Math Chat • • • • •

• •

DOK-2 What helped you organize the data or different types of fish? We sorted our fish by similarities first. We used a grid and labeled the fish by colors. DOK-1 What is a real object graph? A graph created by using real objects we can touch and move around DOK-2 Why do we need titles and labels? To help keep the categories organized on our picture graphs and so everyone knows what the graph is about DOK-2 How can we draw conclusions? We look at the graph and find a detail, such as which color fish we had the most/least of. DOK-3 What is a different question that could be answered using the data from the graph on your Student Journal? What is the answer to your question? How many total fish were donated to the school? 10 fish DOK-2 What other objects could we use to create a real object graph? Shoes, supplies, math manipulatives, etc. DOK-4 What question could you ask outside of the classroom to collect and represent data? What is your favorite sport?

FACILITATION TIP Show students some simple real-world graphs that are clearly titled and labeled (or consider showing them some with missing titles and labels) to show how critical these attributes are.

FACILITATION TIP

Take some time to share some relevant real-world examples of data collection and graphs with students, such as lunch counts, Have students complete the Exit Ticket to formatively assess their understanding voting for class party rewards, number of of the concept. students present at school on Mondays vs Tuesdays. Encourage students to look Complete the Anchor Chart as a class. for graphs in books, in the news, on older Have each student complete their Interactive Notebook. siblings homework and report back.

Post-Explore 1. 2. 3.

FACILITATION TIP Preview the Exit Ticket and be prepared to provide data for students if needed.

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DATA ANALYSIS

Data Analysis Explore 3 – Creating Picture Graphs ACTIVITY PREPARATION Students sort buttons by various attributes and create picture graphs.

Standards for Mathematical Practice • • •

MP.1 Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others.

Materials

Preparation

Printed • • •

• •

1 Student Journal (per student) 1 Set of Button Picture Cards (per pair) 1 Exit Ticket (per student)

•

Plan to have students work in pairs to complete this activity. Print and cut Sets 1–3 Button Picture Cards for each pair. Print on card stock if desired. Place each set of buttons into its own resealable bag. Print a Student Journal and an Exit Ticket for each student.

Reusable • • • •

3 Resealable bags (per pair) 1 Red marker or crayon (per pair) 1 Yellow marker or crayon (per pair) 1 Green marker or crayon (per pair)

PROCEDURE AND FACILITATION POINTS 1.

FACILITATION TIP

As you prepare for Step 2, note that the Button Picture Cards have details and color that may require color printing on white card stock to make them effective for sorting.

3. 4.

FACILITATION TIP

Print and project these guiding questions as you discuss. Note students’ responses as they share.

DOK-2 What do you notice about the buttons? Answers will vary. They are all the same size. They are all different colors. They are all circles. They all have 4 holes in the middle.

DOK-2 What is the same/different about these buttons? Answers will vary. They are all the same size, but some are red, some are yellow, and some are green.

DOK-2 How did you sort these buttons? Answers will vary. We sorted by color.

FACILITATION TIP Consider printing the different pages of the Student Journal in different colors to help differentiate among them. Think about distributing them one at a time or as needed to keep the pages organized. 248

Read the following scenario to the class: Last night I was trying to sew a button onto my jacket. I had my buttons separated into three bags, but I couldn’t ﬁnd the button I needed. Can you help me sort and organize them to make it easier to look for a certain button next time? Direct students’ attention to the Set 1 Button Picture Cards. Allow students a few moments to discover the manipulatives and experience how they work with their partners. Encourage students to discuss what they notice about the picture cards. Instruct students to sort the picture cards. Students get to decide how they want to sort the buttons based on their observations and the attributes of the buttons. Monitor and talk with students as needed to check for understanding using the following guiding questions:

Give each student a Student Journal. Students will circle how they sorted the buttons, and then they will create a picture graph. Students will label the colors of the buttons along the bottom of the columns and give their graph a title. Finally, they will draw colored circles on the graph to represent each picture card.

6. 7.

Engage

Explore

Explain

Elaborate

Evaluate

Instruct students to use the data to answer the question for Set 1 on their Student Journals. As students are completing their Student Journals, ask the following questions: a.

DOK-2 What different categories should we use to sort this data? Answers will vary. Color (red, yellow, green), shape (ﬂower, heart, square), size (big, small)

DOK-2 What should we label the categories? Answers will vary. Color (R, Y, G), shape (F, H, S), size (B, S)

DOK-2 How is your picture graph similar to the picture cards? Answers will vary. I drew buttons on my graph that are the same color, shape, or size as the picture cards.

DOK-2 What could we title this graph? Answers will vary. Colors of Buttons, Shapes of Buttons, Sizes of Buttons

e. DOK-2 What do you notice from the graph? Answers will vary. I noticed that there are more ____ buttons than ____ buttons. 8.

9. 10.

Give students the other two sets (one at a time), and repeat steps 2–7. However, instead of answering a given question for Set 3, students will work with their partners to write their own question about the data and answer it. Encourage students to use the question frame that is provided to guide them in writing and answering their question. After students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning.

Math Chat • • •

•

DOK-3 How can I use pictures to represent data? We can use picture cards or draw pictures to show data. Each picture represents one object. DOK-2 Do the data or categories change if I turn the grid? No, it doesn’t change the data in the graph or the categories. DOK-2 Encourage students to share their picture graphs with a partner. How does your picture graph compare to your partner’s graph? We used the same colors but just put them in a different order. DOK-3 What is a different question that could be answered using the data from Set 1 on your Student Journal? What is the answer to your question? Which color has the least buttons? Green DOK-4 What question could you ask outside of the classroom to collect and represent data? What is your favorite season?

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

Intervention

Acceleration

FACILITATION TIP Complete Set 1 together as a whole class so you can guide students through steps a–e. Post steps a–e in simple language for students to see and refer to as they complete the other sets more independently.

DATA ANALYSIS

Home

STEMscopes Tip Daily Numeracy, located in each grade level under the Scopes tab, provides short activities focused on developing students’ mental math strategies and number sense. These activities are designed to increase students’ ability to reason with numbers and build their thinking and reasoning skills. A Daily Numeracy overview, a description of what it looks like in the classroom, and an example of a daily numeracy plan give teachers the tools to implement the program. In addition, links in a Daily Numeracy Teacher Toolbox provide teachers with resources they can use alongside the activities to help students develop an understanding of the relationships and connections in math.

FACILITATION TIP Continue to look for relevant real-world examples of older students, grown-ups, and workers collecting and representing data in helpful ways.

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DATA ANALYSIS

Data Analysis Explore 4 – Collecting Data and Creating Picture Graphs ACTIVITY PREPARATION Students conduct a survey of each classmate’s favorite ice cream. They use this data to create a picture graph.

Standards for Mathematical Practice • • •

MP.1 Make sense of problems and persevere in solving them. MP.4 Model with mathematics. MP.6 Attend to precision.

Materials

Preparation

Printed • • •

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1 Student Journal (per student) 1 Set of Ice Cream Votes (per student) 1 Exit Ticket (per student)

• •

Plan to have students work with partners to complete this activity. Print and cut out a set of Ice Cream Votes for each student, and place them in a resealable bag. Print a Student Journal and an Exit Ticket for each student.

Reusable • •

1 Resealable bag (per student) 1 Pair of scissors (per student)

Consumable • •

1 Glue stick (per student) 1 Pack of crayons (per student)

PROCEDURE AND FACILITATION POINTS Part I: Collecting Data FACILITATION TIP

Before reading the scenario, take a moment to reassure students that it is not a real event.

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FACILITATION TIP

To save time, take a quick survey of students’ choices. Have students raise their hands as you state each ﬂavor and have students help you count. Allow students to use a tally line or circle if it easier than making a check mark in the box.

4. 5.

Read the following scenario to the class: STEMscopes Treats is having a grand opening this Saturday, and you have all been invited! They are giving out free samples of their yummy chocolate, vanilla, and strawberry ice cream. To be better prepared for the event, they have asked each of you to RSVP with your favorite flavor to be sure they have enough ice cream waiting for you to try. They have sent you a survey sheet and a blank picture graph. They need you to work together to collect and represent the data before sending it back to them to prepare for the big event! Give each student a Student Journal. Direct students’ attention to the survey on the first page. Instruct students to go around the room and ask each student in the class to say their choice for favorite flavor. As each student says their choice, students will put a check mark in the large box beside that flavor of ice cream. Remind students to put a check mark for their own choice. After the survey is completed, students will meet with their partners to count the number of votes for each flavor. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 What does each check mark represent? One classmate’s vote

DOK-2 How can we figure out how many classmates like each flavor? We can count the check marks in the box beside each flavor.

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

DOK-1 How many classmates chose vanilla? Answers will vary.

e. DOK-1 How many classmates chose strawberry? Answers will vary.

DATA ANALYSIS

Home

Part II: Creating a Picture Graph 1.

Instruct students to use the precut Ice Cream Votes and the graph on page 2 of their Student Journals to create a picture graph that will represent the data they collected. Remind students to label the categories on the graph. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 What does each picture represent? One student vote

DOK-1 How many pictures did you glue in each box? One

DOK-2 What can you write to label each category? The names of the ﬂavors: C for chocolate, V for vanilla, and S for strawberry

Part III: Drawing Conclusions 1.

2. 3.

Once students have created their picture graphs, they will answer the questions on page 3 of their Student Journals. If necessary, read each question aloud to the students. Students should use their data to help them answer the questions. After students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning.

Math Chat •

•

• •

DOK-3 How did the survey help you create your picture graph? I counted how many check marks there were for each flavor, and that told me how many pictures of ice cream I needed for each flavor on my graph. DOK-2 How are your survey and picture graph similar? They represent the same information. They both have three categories and show the votes for favorite ice cream flavor. DOK-2 How are your survey and picture graph different? We used a check mark to represent each vote on our survey. Our picture graph has a picture of an ice cream cone to represent each vote. DOK- 3 What information can we learn from our graph? Different flavors of ice cream that are our favorite, how many people like each flavor, which flavor is the most/least popular DOK-1 What flavor did most of our class choose? Answers will vary. DOK-1 What flavor did the least of our class choose? Answers will vary.

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

STEMscopes Tip Content Support, located in the Home section of each scope, is primarily for teachers who need additional background knowledge to fully support student understanding. This element includes the reasons a concept is being taught a certain way by explaining what the students have already learned; misconceptions students may have about the concepts being taught; obstacles teachers might encounter throughout the scope; what students will be learning, including the mathematical vocabulary; and detailed strategies for instruction that include examples and assessment questions. Finally, teachers are given insight to the concepts students will learn next.

FACILITATION TIP Emphasize the words most and least. Post them on a word wall or anchor chart and encourage students to become ﬂuent saying and reading these comparison words. Some older students continue to struggle when comparison words are included in story problems. Encourage your students to underline them or re-read the scenarios carefully before answering.

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DATA ANALYSIS

Data Analysis Explore 5 – Drawing Conclusions from Picture Graphs ACTIVITY PREPARATION Students ask questions and draw conclusions from a variety of picture graphs.

Standards for Mathematical Practice • • •

MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.7 Look for and make use of structure.

Materials

Preparation

Printed • • •

•

1 Student Journal (per student) 1 Set of Station Picture Graphs (per teacher) 1 Exit Ticket (per student)

• •

Plan to divide the class into 5 groups to complete this activity. When grouping students, try to have at least one strong reader in each group. Print one set of Station Picture Graphs, in color if possible. Put one picture graph at each table or in a designated area of the room. Print a Student Journal and an Exit Ticket for each student.

PROCEDURE AND FACILITATION POINTS 1.

FACILITATION TIP If time and space are limited, these station activities can be completed as a whole group. The teacher can project the images and students can count and record at their desks.

Read the following scenario to the class: Mrs. Hesson is so excited about a new school year with her kindergartners! In order to get to know her students a little bit better, she starts each morning with a class survey about their favorite things. This information will help her learn about their likes and dislikes. She needs your help answering some questions by using the surveys and graphs her students created. Divide the class into 5 groups. Try to have at least one strong reader in each group. Give each student a Student Journal. Direct students’ attention to the picture graph and the corresponding station number on their Student Journals. Instruct students to answer the questions on their Student Journals by using the graphs at their stations. Encourage them to use the provided word banks for spelling. Students can also write the ﬁrst letter of the word or draw a picture to answer the questions if needed. Stations 2 and 4 challenge students to use the data to ask and answer their own questions. Encourage students to use the question frames that are provided to guide them in writing and answering their questions. As a group ﬁnishes a station, they move to the next station as instructed by the teacher. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-2 What did you notice about this graph? Answers will vary. I noticed it’s about ice cream toppings. There are more sprinkles. Chocolate syrup is the least favorite topping.

DOK-1 How many votes does one picture equal? One vote

DOK-1 What category has the most in each? Answers will vary. Sprinkles

DOK-1 What category has the least in each? Answers will vary. Chocolate syrup

FACILITATION TIP Post questions a-d for students to see and read as they work independently or collaborate. (Emphasize most/least).

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5. 6.

Engage

Explore

Explain

Elaborate

Evaluate

•

• • •

Acceleration

Math Chat •

Intervention

DATA ANALYSIS

Home

DOK-3 How did you determine which questions could be answered by each picture graph? We could determine which question could be answered by looking at the titles, categories, and pictures on the picture graphs. DOK-3 How did the survey chart help you decide which picture graph was correct at Station 5? We counted the check marks. Each check mark was equal to one picture. We chose Picture Graph B because it had the same number of pictures of apples and oranges as the check marks for apples and oranges on the survey sheet. DOK-3 What is a different question that could be answered using the data from the graph at Station 3? What is the answer to your question? How many people voted for a dog as their favorite pet? 9 people DOK-2 How were the picture graphs different? They represented different information. They have different pictures. Some were going across (horizontal) and some were going up and down (vertical). DOK-2 How were the picture graphs the same? They all represented some kind of information. They all used pictures. Each picture was equal to one vote. DOK-3 Why is drawing conclusions important? It helps us make decisions. It helps us plan, survey, and organize the data we collected. DOK-3 What conclusions can you draw from looking at a picture graph? We can draw conclusions by looking at the different categories on the picture graph, ﬁnding a detail about the graph, comparing two of the categories, or ﬁnding the most/least.

Print the Math Chat (from the Print Files) questions and project them to help guide this discussion. Consider creating a chart to compare similarities and differences. Record students’ conclusions as they share their responses.

STEMscopes Tip In Kindergarten through Grade 2, the Connection Station, located in the Acceleration section, connects gradelevel math, science, and social studies concepts. During a hands-on activity, students have the opportunity to apply their mathematical thinking and reasoning skills to standards-based science and/or social studies subject matter.

Post-Explore 1. 2. 3. 4.

FACILITATION TIP This Exit Ticket could be given prior to this Explore to see if students are ready to move on to the next scope. Consider using it as a pre-assessment.

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DATA ANALYSIS

Data Analysis Additional Scope Resources EXPLAIN ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Picture Vocabulary

Can be done independently

Show What You Know, Part 1

A slide presentation of important vocabulary terms along with a picture and deﬁnition

Sorting Objects Independent practice assignment that gives students an opportunity to demonstrate their learning

Anchor Chart

Show What You Know, Part 2

A guide to facilitating the creation of a chart with students for each scope

Creating Real-Object Graphs and Drawing Conclusions Independent practice assignment that gives students an opportunity to demonstrate their learning

My Math Thoughts

Show What You Know, Part 3

A collection of journal prompts designed to allow students to explain their thinking and reﬂect on their learning

Creating Picture Graphs

Interactive Notebook

Show What You Know, Part 4

A cut-and-glue activity to process learning that can be added to a notebook for future reference

Collecting Data and Creating Picture Graphs

Independent practice assignment that gives students an opportunity to demonstrate their learning

Show What You Know, Part 5 Drawing Conclusions from Picture Graphs Independent practice assignment that gives students an opportunity to demonstrate their learning

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Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ELABORATE ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

DATA ANALYSIS

Home

Can be done independently

Spiraled Review

Life Connections

A quick story to engage student interest along with four problems covering previously learned skills

A video and activity that introduce students to careers and everyday life experiences that highlight the mathematical concepts being learned in the classroom

Math Story

Fluency Builder

Planning the End-of-Kindergarten Celebration

Match Objects to Picture Graphs

Reading passage that supports literacy and expands students’ ability to identify the information they need to solve problems

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

Problem-Based Task Favorite Shapes Independent or collaborative task that allows students to solve a challenging, meaningful problem in a real-world context

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DATA ANALYSIS

Data Analysis Intervention and Assessment SMALL-GROUP PLANNER Depending on available time and your teaching style, use the resources provided in our Explain, Elaborate, Intervention, and Acceleration sections of this scope to move forward. Use the space below to organize next steps while keeping the needs of your students in mind. Some suggested resources have been listed. (Look online to see the full menu.)

Students who are still acquiring the concept and need remediation

Resources

Students

Notes

 Fluency Builder  Small-Group Intervention

Students who have mastered the concept and need extension

Students who are approaching mastery and need review

 Life Connections

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 Interactive Practice

 Problem-Based Task  Math Today  Connection Station

Engage

Explore

Explain

Elaborate

Evaluate Evaluate

Intervention

Acceleration Acceleration

ASSESSMENT PLANNER

DATA ANALYSIS

Home

What prompts will be used?

What does mastery look like?

I can classify and sort up to ten objects into categories by attribute.

I can count the number of objects in each category and sort the categories by count.

I can collect, sort, and organize data into two or three categories.

I can use data to create realobject and picture graphs.

I can ask and answer questions based on real-object and picture graphs to solve problems relevant to everyday life.

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SCOPE 1

Patterns Scope Introduction SCOPE SUMMARY Students create, extend, and describe repeating patterns with numbers and shapes. They describe patterns involving the passage of time using words and phrases related to actual events.

VERTICAL ALIGNMENT

Student Expectations

K.PAR.6.1 Create, extend, and describe repeating patterns with numbers and shapes, and explain the rationale for the pattern. K.PAR.6.2 Describe patterns involving the passage of time using words and phrases related to actual events.

Background Knowledge

Future Expectations

By the end of prekindergarten, students can create and extend simple repeating patterns. Students associate and describe the passage of time with actual events. This is an abstract concept for young children. They understand the routine of the daily schedule and when it is “outside time” or “center time.” It is important to focus on the passage of time rather than telling time. They use simple strategies to solve mathematical problems and communicate how they solve them.

In ﬁrst grade, students investigate, create, and make predictions about repeating patterns with up to 3 elements as a series of shapes or a number string. They also identify, describe, and create growing, shrinking, and repeating patterns based on the repeated addition or subtraction of 1s, 2s, 5s, and 10s.

Before beginning the lesson, students’ prior knowledge is assessed to address any missing student needs and skills required for content mastery. Students are assessed to determine if they can: •

Hook

Accessing Prior Knowledge

ENGAGE ACTIVITIES For the hook, students will solve for a scenario using a pop toy model. Students will: •

create and extend a simple, repeating pattern.

create, extend, and describe a repeating pattern.

Students move on to the Explore activities and come back at the end of the explorations to repeat the activity and discuss what they found.

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Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

PATTERNS

Home

Number Patterns In this exploration, student groups will explore a scenario about patterns on houses. Students will: •

Explore 2

Explore 1

EXPLORE ACTIVITIES

create, extend, and describe number patterns.

In this exploration, students work through a scenario involving a collection of kites and pattern blocks. Students will: •

After students have had time to explore and solve the scenario, they will discuss their learning and complete an Exit Ticket for assessment.

Explore 3

Shape Patterns

create, extend, and describe patterns.

Once students have solved the scenario, they discuss their learning with the class and ﬁnish by completing an Exit Ticket.

Passage of Time In this exploration, students will explore a scenario involving the passage of time. Students will: •

describe patterns about time.

After completing the activity, students share their learning, complete an Exit Ticket, then revisit the Hook to solve. Notes __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________

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PATTERNS

Patterns Lesson Calendar and Accessing Prior Knowledge PLAN YOUR LESSONS Monday

Tuesday

Wednesday

Thursday

Friday

260

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

PATTERNS

Home

ACCESSING PRIOR KNOWLEDGE Students create and extend a simple, repeating pattern. This activity is intended to assess mastery of the following standard(s): CD-MA4.4c Creates and extends simple, repeating patterns.

Materials

Preparation

Reusable • •

•

10 Two-colored counters (per student) 1 Resealable bag (per student)

Prepare a resealable bag of 10 two-colored counters for each student.

Procedure and Facilitation Points 1.

Read the following scenario to the class: Trevion decided to create a game for his friends to play called “What Comes Next?” To play the game, one player creates a pattern, and the other players have to guess what comes next. Do you want to play “What Comes Next?” Create the ﬁrst pattern to model how to ﬂip the counters to create a simple, repeating pattern. Ask students to guess what comes next. Continue to model until students are ready to create their own patterns. Allow students to take turns creating a pattern with their counters for the other students to guess what comes next. Monitor the creation of patterns to make sure they are simple and repeating. Facilitate a class discussion about their patterns. This provides an opportunity to gather an understanding of prior student knowledge before beginning the lessons. Encourage students to support their answers, and check for understanding and misconceptions. Ask the following questions: a.

How did you create your pattern? Answers will vary. I started with one red counter, and then I ﬂipped over two counters to yellow. Then, I laid down another red counter.

What comes next? How do you know? Answers will vary. Two yellow counters would come next because the pattern is red, yellow, yellow, red, yellow, yellow.

What other patterns can you create? Answers will vary. I can stack counters; start with one counter, then two counters, then three counters, etc.

If students are struggling to complete this task, do the Foundation Builder to ﬁll the gap in prior knowledge before moving on to other parts of the scope.

FACILITATION TIP To engage students, consider modeling some physical response patterns with clapping, tapping, and singing. FACILITATION TIP If students seem proﬁcient with simple patterns, allow them to create more complex repeating patterns, for example, red, blue, green, blue, green, red, blue, green, blue, green. FACILITATION TIP Students could use shape tiles instead of colored counters. The patterns would be formed the same way. FACILITATION TIP Before allowing students to take turns creating patterns, provide some constraints so that the patterns are simple and repeating. Are students allowed to stack or have the counters move around in space up/down on the desk? FACILITATION TIP The Foundation Builder addresses the possible confusion about the word pattern that some students might have. Patterns for sewing, wood-work, or other crafts are not the same as a mathematical repeating pattern.

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PATTERNS

Patterns Hook – Pop a Pattern ACTIVITY PREPARATION Students create, extend, and describe a repeating pattern using a pop toy model.

Materials

Preparation

Printed •

• •

1 Student Handout (per student)

Reusable • • •

Plan to show the Phenomena Video. For Part II, print the Student Handout for each student and hand out the crayons (orange, yellow, green, blue, and purple).

1 Phenomena Video (per teacher) 1 Set of crayons (per student) 1 Projector (per teacher)

PROCEDURE AND FACILITATION POINTS Part I: Pre-Explore 1.

FACILITATION TIP

Before showing the video and reading the scenario, ask the class these questions: 1) Does anyone have a pop toy? 2) If so, what does it look like? 3) Do you pop the pop toy in any certain way or pattern?

FACILITATION TIP If other shapes and sizes of pop toys are available, allow students to create their own patterns to copy in their groups. This can be done when the activity is complete.

DOK-1 What information do we know? We know that the child is playing with a pop toy.

DOK-1 What information do we need to ﬁnd out? We need to ﬁnd out what the pattern is that the child is popping.

Move on to complete the Explore activities.

Part II: Post-Explore 1. FACILITATION TIP The directions on the Student Handout say “Color the pop toy in the pattern the child created on the video. Add numbers to show what the child popped ﬁrst, second, and third.” Be ready to model where and how many numbers you want students to write. 262

After students have completed the Explore activities for this topic, show the Phenomena Video again and repeat the situation. Discuss the following questions with the class: a.

DOK-1 What information do we know? We know that the child is popping a pattern on a pop toy.

DOK-1 What information do we need to ﬁnd out? We need to ﬁnd out what the pattern is that the child is popping.

4. 5.

Engage

Explore

Explain

Elaborate

Evaluate

Instruct students to represent the pattern by coloring the circles on the pop toy on the Student Journal in the same pattern that the child performed on the video. After they color their pop toy, students will touch the circles on the Student Handout to demonstrate the pattern. Ask students to complete the sentence by describing the pattern. Encourage students to use the crayons and what they learned about patterns to create their own pattern on the Student Handout. Ask students to complete the sentence to describe their pattern. Discuss the following questions with the class: a.

DOK-2 Can you describe the way the child popped the circles on the pop toy? Answers will vary. They began with the bottom red row and popped the circles with both hands from the outside of the toy to the inside of the toy.

DOK-1 What was the pattern that the child created with the pop toy? The pattern was 6 red, 6 orange, 6 green, 6 green, 6 blue, 6 purple popping from outside to inside.

DOK-2 What is a different pattern the child could have created? Answers will vary. They could have popped from the top down: purple, blue, green, green, orange, red and then repeat.

DOK-2 What type of pattern did you create? Answers will vary depending on the pattern created by each student.

Intervention

Acceleration

FACILITATION TIP

PATTERNS

Home

Keep an eye out for students who don’t pay attention to the pattern and just color whatever they want. Make sure students understand that they should be following a pattern. FACILITATION TIP Challenge students to draw a pattern on their paper, then recreate that pattern on the pop toy. This is the reverse of the directions in the lesson.

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PATTERNS

Patterns Explore 1 – Number Patterns ACTIVITY PREPARATION Students create, extend, and describe number patterns on houses.

Standards for Mathematical Practice • • • •

MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics. MP.7 Look for and make use of structure. MP.8 Look for and make use of regularity in repeated reasoning.

Preparation

Materials

• •

Printed • • •

1 Student Journal (per student) 1 Set of Number Cards (per pair) 1 Exit Ticket (per student)

• •

Reusable •

1 Resealable bag (per pair)

Plan to divide the class into pairs to complete this activity. Print and cut out the Number Cards, and place them in a resealable bag for each pair of students. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1–20 Number Chart Supplemental Aids elements in the Intervention section.

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Before reading the scenario, ask the class these questions: 1) Where have you seen numbers today? 2) What were the numbers on? FACILITATION TIP Watch for students who just try to continue the number series instead of following the repeating pattern. FACILITATION TIP Before giving each student a Student Journal, do some oral repetition of patterns together. For example, write and say “10-210-2-10-2” aloud and together so they can hear the pattern. Repeat with a few more examples. 264

2. 3.

Read the following scenario to the class: As I walked to school today, I noticed that there were so many numbers all around me. Some of the numbers I saw were on the houses in my neighborhood. The ﬁrst house I saw had the number 1, the next house had the number 2, and the third house had the number 3. Then, as I walked further, I saw on the next block 1, 2, 3 again! Wow! What a mystery! Can you help me ﬁgure out what the numbers on the houses in the next block will be? Give each student a Student Journal and each pair of students a set of Number Cards. Instruct students to discuss what they notice about Set A’s pattern. Students will complete the pattern using the Number Cards and record the remaining number pattern on their Student Journals. Allow students a few moments to discover the pattern and work with their number cards. Ask the following questions: a.

DOK-1 What pattern do you see? I see 1, 2, 3, 1, 2, 3.

DOK-1 What numbers come next? 1, 2, 3

7. 8.

Engage

Explore

Explain

Elaborate

Evaluate

After students have completed the ﬁrst set, instruct them to complete the rest of the house patterns on their Student Journals. Remind them to discuss the pattern with their partners and use the Number Cards to assist in completing the remaining number pattern. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-2 How are you representing the pattern? Answers will vary. I place the number cards in a row and repeat the pattern. I say the pattern to my partner.

DOK-2 How would you describe the pattern? Answers will vary. This pattern repeats two numbers: 6, 7.

Intervention

Acceleration

FACILITATION TIP

PATTERNS

Home

Allow groups who ﬁnish early to create their own patterns. One partner can create the pattern, while the other partner completes it. Then the partners can swap roles.

After students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning.

Math Chat • •

•

• •

DOK-2 What do you notice about the patterns you completed? The patterns repeated 2, 3, or 4 numbers over and over. DOK-2 How did you determine the pattern for each group of houses? I used the Number Cards and said the numbers out loud to my partner so I could see and hear the numbers that were repeated. DOK-1 If I saw the numbers 13, 14, 15, what would be the next three numbers in the pattern? If the pattern stayed the same, the next three numbers would be 13, 14, 15. DOK-3 Why do you think house numbers follow a pattern? It makes it easier for people like a mailman to ﬁnd the correct house. DOK-3 Where are some other places we see number patterns in the world around us? I notice that the numbers on our calendar are the same each month. In music class, we clap patterns counting 1, 2, 3, etc. The numbers on the clock keep repeating.

Post-Explore 1. 2. 3.

FACILITATION TIP Support students by using the tone of your voice, making it high or low to help them hear and see the patterns.

FACILITATION TIP For a challenge, you could have students ﬁll in missing numbers in the middle of a calendar, or in the middle of another pattern that is discussed.

Have students complete the Exit Ticket to formatively assess their understanding FACILITATION TIP of the concept. This Exit Ticket has two parts, be prepared Complete the Anchor Chart as a class. to read aloud the directions for the second Have each student complete their Interactive Notebook. part with students.

265

PATTERNS

Patterns Explore 2 – Shape Patterns ACTIVITY PREPARATION Students create, extend, and describe patterns using a collection of kites and pattern blocks.

Standards for Mathematical Practice • • • •

MP.1 Make sense of problems and persevere in solving them. MP.3 Construct viable arguments and critique the reasoning of others. MP.6 Attend to precision. MP.8 Look for and express regularity in repeated reasoning.

Materials

Preparation

Printed • • •

• •

1 Student Journal (per student) 1 Set of Kite Cards (per pair) 1 Exit Ticket (per student)

•

Reusable • •

1 Set of pattern block manipulatives (per pair) 2 Resealable bags (per pair)

Plan to divide the class into groups of 2 to complete this activity. Print and cut out the Kite Cards, and place them in a resealable bag for each pair of students. Gather a set of pattern blocks, and place them in a resealable bag for each pair of students as follows: 

• •

8 triangles, 8 squares, 8 hexagons, 8 trapezoids, and 8 rhombuses

Print a Student Journal and an Exit Ticket for each student. Go Digital! Have students explore or present their solutions by using virtual manipulatives! The Pattern Block manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Pattern Blocks)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Before reading the scenario, ask the class these questions: 1) Has anyone ever ﬂown a kite? 2) If so, what did the kite look like? 3) What did you like best about ﬂying the kite?

FACILITATION TIP When you preview the Kite Cards, consider the small shapes and colors before printing for students. You may need to project them under a document camera for students to complete the activities. 266

Read the following scenario to the class: The STEMscopes toy factory is designing kites to be ready for spring. They want these kites to be special, so each kite should have a shape pattern. They’re running out of time and need help to finish. Can you help finish the kites? Divide the class into groups of two, and give each student pair a set of Kite Cards and a bag of pattern block manipulatives. Instruct students to look at each pattern and determine what comes next to extend and finish the pattern. Students will use the pattern block manipulatives to build and extend the pattern with their partners.

6. 7. 8.

Explore

Explain

Elaborate

Evaluate

Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

Engage

DOK-1 What is the repeating pattern? Answers will vary. The pattern is triangle, triangle, hexagon or green, green, yellow.

• •

•

Acceleration

FACILITATION TIP Watch for students who are confused by the more complex patterns, such as hexagon, hexagon, trapezoid.

FACILITATION TIP DOK-2 How did you determine what comes next? Answers may vary. We looked at the pattern to see what is repeating. Then, we used the pattern Challenge students to use the geometry blocks to build the pattern again. words as much as possible.

Give students a Student Journal, and instruct them to trace their pattern blocks into each box to extend the pattern for each kite. When students have completed kites 1–5, encourage them to create their own kite pattern for Kite 6 by tracing their pattern blocks. After all students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning.

Math Chat •

Intervention

PATTERNS

Home

DOK-2 What did you notice about the patterns you completed? The kites had a group of 2, 3, or 4 shapes/colors repeating. DOK-2 How did you determine the pattern on each kite? I created the pattern using the pattern block manipulatives, and then I repeated the pattern. DOK-2 How could you create a pattern using a square and a triangle? I could place square, square, triangle, triangle, square, square, triangle, triangle. Or I could use the colors of the shapes: orange, orange, green, green, orange, orange, green, green. DOK-3 What would be the next set of shapes in the following pattern? Explain. 1 blue, 1 red, 1 blue, 2 red, 1 blue, 3 red, 1 blue … The next set of shapes would be 4 red shapes because the pattern increases by one red shape after the blue shape. DOK-3 Where are some other places we see shape patterns in the world around us? Many animals have repeating shape patterns on their bodies, like a snake, for example.

FACILITATION TIP Struggling students may have trouble tracing. Consider allowing them to show you their extended patterns as they work. FACILITATION TIP If students want to add an extra challenge, they can add color to the pattern. For example, red triangle, blue triangle, hexagon.

FACILITATION TIP

Be prepared and have on hand some additional authentic examples of patterns in the real world. Examples include music Post-Explore and dance, animal communications (birds), 1. Have students complete the Exit Ticket to formatively assess their understanding road signs, trash pick up day, pay day etc. of the concept. FACILITATION TIP 2. Complete the Anchor Chart as a class. This Exit Ticket may require color printing 3. Have each student complete their Interactive Notebook. and asks students to cut and glue items. Be prepared to provide extra time or have adult support for this assessment. Notes __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________

267

PATTERNS

Patterns Explore 3 – Passage of Time ACTIVITY PREPARATION Students describe patterns involving the passage of time.

Standards for Mathematical Practice • • •

MP.3 Construct viable arguments and critique the reasoning of others. MP.7 Look for and make use of structure. MP.8 Look for and make use of regularity in repeated reasoning.

Materials

Preparation

Printed • • •

• • •

1 Student Journal (per student) 1 Set of Weather Words (per pair) 1 Exit Ticket (per student)

Plan to have students work with a partner to complete this activity. Print Weather Words for student each pair. Print a Student Journal and an Exit Ticket for each student.

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Before reading the scenario, ask the class these questions: 1) Have you ever watched a weather reporter talk about the weather? 2) What types of weather does a weather reporter talk about? 3) If you were a weather reporter, what would you say about today’s weather?

2. 3.

FACILITATION TIP If the days of the week and months of the year are not already posted in the classroom, be sure to include them on your word wall or large anchor chart. Include the other words in the Student Journal (yesterday, tomorrow, earlier, later, before and after).

4. 5. 6.

FACILITATION TIP In the temperature section, if the exact temperature is not known, students may use words such as hot, cold, warm, or cool. These words are listed under “Outside Conditions” on the set of Weather Words.

FACILITATION TIP Project idea: Allow students to record themselves presenting their weather reports. As part of their presentation, have students explain one pattern they have learned about in the passage of time. 268

8. 9.

Read the following scenario to the class: I have exciting news! You have been chosen to be the local weather reporter for the day. They have given you a script, but some of the information is missing. Once you ﬁll in the information, you will be ready to go. Don’t forget to rehearse your script! Are you ready to report the weather? Divide students into pairs. Give a Student Journal to each student and a set of Weather Words to each pair of students. Allow time for students to get familiar with the words on the Student Journal. Read and discuss the Weather Words if needed. Instruct students to complete each section of the script using what they know about the local weather and the words listed in Weather Words. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 What is the passage of time word being used here in the script? Answers will vary. This section says “Day of the Week.”

DOK-1 What word will you use to complete this section? Answers will vary. The day of the week is Friday.

Encourage students to practice reading the script with their partners. Allow students to present to the class if time permits in order to practice the words that describe the passage of time. After students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite students to a Math Chat to share their observations and learning. © Accelerate Learning Inc. - All Rights Reserved

Engage

Explore

Explain

Elaborate

Evaluate

• • • • • •

•

DOK-1 What are the days of the week? Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, and Sunday DOK-2 What pattern do you notice? Sunday always comes after Saturday. The pattern never ends. Once you get to Sunday, you move back to Monday. DOK-1 What are the months of the year? January, February, March, April, May, June, July, August, September, October, November, and December DOK-2 What pattern do you notice? April always comes before May. The pattern never ends. Once you get to December, you move back to January. DOK-1 What is something you did yesterday? Today? Yesterday, I had soccer practice. Today, I watched my favorite tv show. DOK-1 What will you do tomorrow? Tomorrow, I will go visit my grandma. DOK-3 Can you describe a pattern that occurs every morning? Afternoon? Evening? I brush my teeth every morning. I eat a snack when I get home every afternoon. I take a bath every evening before I go to bed. DOK-4 How can describing the passage of time help you outside of school? It will help me understand my parents when they describe my schedule.

Post-Explore 1. 2. 3. 4.

Acceleration

FACILITATION TIP

Math Chat •

Intervention

PATTERNS

Home

Print these Math Chat questions from the Print Files and use them to guide your discussion. FACILITATION TIP If needed, use songs or repetitive chanting to help students memorize the days of the week and months.

FACILITATION TIP Find ways to incorporate passage of time words into daily activities and encourage students to use them ﬂuently. For example, “What day do we have hamburgers for lunch this week? Do we have math before or after lunch on Tuesdays? Do we get hot dogs or hamburgers earlier in the week?” FACILITATION TIP Consider using this Exit Ticket as a learning tool rather than an individual assessment. Support students by reading the activities and choices together.

269

PATTERNS

Patterns Additional Scope Resources EXPLAIN ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Picture Vocabulary

Can be done independently

Show What You Know, Part 1

A slide presentation of important vocabulary terms along with a picture and deﬁnition

Number Patterns Independent practice assignment that gives students an opportunity to demonstrate their learning

Anchor Chart

Show What You Know, Part 2

A guide to facilitating the creation of a chart with students for each scope

Shape Patterns Independent practice assignment that gives students an opportunity to demonstrate their learning

My Math Thoughts

Show What You Know, Part 3

A collection of journal prompts designed to allow students to explain their thinking and reﬂect on their learning

Passage of Time Independent practice assignment that gives students an opportunity to demonstrate their learning

Interactive Notebook A cut-and-glue activity to process learning that can be added to a notebook for future reference

270

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

PATTERNS

Home

ELABORATE ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Spiraled Review

Can be done independently

Life Connections

The Soccer Game A video and activity that introduce students to careers and everyday life experiences that highlight the mathematical concepts being learned in the classroom

A quick story to engage student interest along with four problems covering previously learned skills

Math Story

Fluency Builder

Shopping Patterns

Number Patterns

Reading passage that supports literacy and expands students’ ability to identify the information they need to solve problems

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

Problem-Based Task

Fluency Builder

Modeling Dough Shapes

Shape Patterns

Independent or collaborative task that allows students to solve a challenging, meaningful problem in a real-world context

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

271

PATTERNS

Patterns Intervention and Assessment SMALL-GROUP PLANNER Depending on available time and your teaching style, use the resources provided in our Explain, Elaborate, Intervention, and Acceleration sections of this scope to move forward. Use the space below to organize next steps while keeping the needs of your students in mind. Some suggested resources have been listed. (Look online to see the full menu.)

Students who are still acquiring the concept and need remediation

Resources

Students

Notes

 Fluency Builder  Small-Group Intervention

Students who have mastered the concept and need extension

Students who are approaching mastery and need review

 Life Connections

272

 Interactive Practice

 Problem-Based Task  Math Today  Connection Station

Engage

Explore

Explain

Elaborate

Evaluate Evaluate

Intervention

Acceleration Acceleration

PATTERNS

Home

What prompts will be used?

What does mastery look like?

I can create repeating patterns with numbers and shapes.

I can extend repeating patterns with numbers and shapes.

I can describe repeating patterns with numbers and shapes.

I can explain the rationale or the pattern of numbers and shapes.

I can describe patterns involving the passage of time using words and phrases related to actual events.

273

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K Georgia Math Teacher Guide

Kindergarten Teacher Guide

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