2.7B 2-2D and 2-3D figures and how they are alike and different

2.7  the student uses attributes to identify 2 and 3 dimensional geometric figures.  The student compares and contrasts 2 and 2 dimensional geometric figures or both
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1.6a  describe and identify 2D geo figures, including circles, triangles, rectangles, and squares (a special type of rectangle) 1.6b  describe and identify 3D geo figures, including spheres, rectangular prisms (including cubes), cylinders and cones	2.7b  use attributes to describe how 2-2D figures or 2-3D figures are alike or different	3.8  the student uses formal geometric vocabulary.  The student is expected to identify, classify, and describe 2D figures, 3D figures, or both by their attributes.
use attributes to describe how 2-2D figures or 3-2D figures are alike or different                                                   use—to employ for some purpose; put into service; make use of describe—to give an account of in words; to tell in words what something or someone is like

Activities:

• Use a double bubble map to compare 2-2D or 2-3D figures
• Model using correct vocabulary (face, edge, vertices, sides, base) when comparing and contrasting
• Use manipulateives to physically touch the attributes while comparing

good math writing activity to use with 2D and 3D shapes












Anchor Stations:

2.6B Related Numbers

2.6  the student uses patterns to describe relationships and make predictions
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1.4  the student uses repeating patterns and additive patterns to make predictions.  The student is expected to identify, describe, and extend concrete and pictorial patterns in order to make predictions and solve problems	2.6B  identify patterns in a list of related number pairs based on real-life situations and extend the list	3.7A  generate a table of paired numbers based on a real life situation such as insects and legs. 3.7B  identify and describe patterns in a table of related number pairs based on a meaningful problem and extend the table
Identify patterns in a list of related numbers based on real-life situations and extend the list

Activities:



Anchor Stations:

2.2 A Fractions

2.2  the student describes how fractions are used to name parts of a whole object or sets of objects
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1.2A  separate a whole into two, three, or four equal parts and use appropriate language to describe the parts such as “three out of 4 equal parts” 1.2B  use appropriate language to describe part of a set such as “three out of the eight crayons are red”	2.2A  use concrete models to represent and name fractional parts of a whole object (with denominators of less); (only fractions of a whole at this time)	3.2B  compare fractional parts of whole objects or sets of objects in a problem situation using concrete models
Use concrete models to represent  and name fractional parts of a whole object

Activities:

• Use 10 to 12 different color pom poms to represent a whole caterpillar.  Then Write fractions for three different colors in sentence format and numerator over denominator format.

Anchor Stations:

Spiral Review

2.3C addition and subtraction--addition regrouping

2.3 Number, operation, and quantitative reasoning. The student adds and subtracts whole numbers to solve problems.
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1.3B Use concrete and pictorial models to apply basic addition and subtraction facts (up to 9+9=18 and 18-9=9)	2.3 C select addition or subtraction to solve problems using two-digit numbers, whether or not regrouping is necessary (addition and subtraction at this time---addition with regrouping at this time)	3.3B Select addition or subtraction and use the operation to solve problems involving whole numbers through 999
Select addition to solve problems using two-digit numbers, whether or not regrouping is necessary Select subtraction to solve problems using two-digit numbers, whether or not regrouping is necessary Select - to choose in preference to another or others; pick out Solve - to work out the answer or solution to (a mathematical problem)

Activities:

• begin solving word problems only using the numbers needed - no extra information
• begin with only 1 step problems
• display answer choices in words 

Anchor Stations:

2.3C Addition or Subtraction to Solve Problems (ONLY Addition at this time)

2.3 Number, operation, and quantitative reasoning.  The student adds and subtracts whole numbers to solve problems.
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1.3B Use concrete and pictorial models to apply basic addition and subtraction facts (up to 9+9=18 and 18-9=9)	2.3 C select addition or subtraction to solve problems using two-digit numbers, whether or not regrouping is necessary (only addition at this time)	3.3B Select addition or subtraction and use the operation to solve problems involving whole numbers through 999
Select addition to solve problems using two-digit numbers, whether or not regrouping is necessary Select subtraction to solve problems using two-digit numbers, whether or not regrouping is necessary Select - to choose in preference to another or others; pick out Solve - to work out the answer or solution to (a mathematical problem)

Activities:

• Model using CISD Problem Solving Map
• involve a written description of the addition or subtraction used on the map
• join, separate, add, subtract, compare
• Posters of the PS map for small group work one day per week
• NEW Poster Math - Problem solving every other Friday

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Possible Test Questions:

2.8 Number Line

2.8 The student recognizes that a line can be used to represent a set of numbers and its properties.  The student is expected to use whole number to locate and name points on a number line.
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1.7 G Compare and order two or more objects according to temperature (from hottest to coldest)	2.8 The student recognizes that a line can be used to represent a set of numbers and its properties.  The student is expected to use whole number to locate and name points on a number line.	3.12 use a thermometer to measure temperature
recognizes that a line can be used to represent a set of numbers recognizes that a line can be used to represent its properties use whole numbers to locate points on a number line use whole numbers to name points on a number line recognizes - to identify as something previously seen, known, etc.                       to identify from knowledge of appearance or characteristics use—to employ for some purpose; put into service; make use of

Activities:

• Create a human number line and manipulate who comes before, who comes after, or between
• Students make their own number line by cutting a 100 chart
• fill in missing numbers on a number line during calendar
• asking question such as "What number is 2 greater than 81?"
• Have students take out a text book and ask them to find a page number.  If the number is close to 1 they should look in the front of the book.  If the number is larger, they should look towards the end of the book.

Anchor Activites:

2.5A Patterns in Numbers

 

2.5 Patterns, relationships, and algebraic thinking.  The student uses patterns in numbers and operations.
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1.5A Use patterns to skip count by twos, fives and tens 1.5B find patterns in numbers, including odd and even	2.5A find patterns in numbers such as in a 100s chart	3.6A Identify and extend whole-number and geometric patterns to make predictions and solve problems
find patterns in numbers such as in a 100s chart  find - to locate, attain, or obtain by search or effort            to discover or ascertain through observation, experience, or study

Activities:

• Provide opportunities for students to verbalize what changes and what stays the same in columns and rows (100 chart during calendar)
• Use transparent chips or different color crayons to color odd/even, tens, fives, twos.
• shower curtain made into a large 100 chart.  Have students move around to place numbers on the chart

Anchor Activities:

• Students use inside-outside dice to row a number and find in hundreds chart.  If the number is odd color blue &  if the number is even color green.

Possible Assessment Questions:

2.7A Attributes of two-and three-dimensional geometric figures

 

2.7 The student uses attributes to identify two-and three-dimensional geometric figures.  The student compares and contrasts two- and three-dimensional geometric figures or both.
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1.6A describe and identify two-dimensional geometric figures, including circles, triangles, rectangles, and squares (a special type of rectangle) 1.6B describe and identify three-dimensional geometric figures, including spheres, rectangular prisms (including cubes), cylinders and cones	2.7A describe attributes (the number of vertices, faces, edges, sides) of two -and three dimensional geometric figures such as circles, polygons, spheres, cones, cylinders, prisms, and pyramids, etc.	3.8 The student uses formal geometric vocabulary. The student is expected to identify, classify, and describ e two-dimensionsl figures, three dimensional figures, or both by their attributes.
describe attributes (the number of vertices) of two dimensional geometric figures such as circles. describe attributes (faces) of two dimensional geometric figures such as circles. describe attributes (edges) of two dimensional geometric figures such as circles. describe attributes (sides) of two dimensional geometric figures such as circles. describe attributes (the number of vertices) of two dimensional geometric figures such as polygons. describe attributes (faces) of two dimensional geometric figures such as polygons. describe attributes (edges) of two dimensional geometric figures such as polygons. describe attributes (sides) of two dimensional geometric figures such as polygons. describe attributes (the number of vertices) of two dimensional geometric figures such as spheres. describe attributes (faces) of two dimensional geometric figures such as spheres. describe attributes (edges) of two dimensional geometric figures such as spheres. describe attributes (sides) of two dimensional geometric figures such as spheres. describe attributes (the number of vertices) of two dimensional geometric figures such as cones. describe attributes (faces) of two dimensional geometric figures such as cones. describe attributes (edges) of two dimensional geometric figures such as cones. describe attributes (sides) of two dimensional geometric figures such as cones. describe attributes (the number of vertices) of two dimensional geometric figures such as cylinders. describe attributes (faces) of two dimensional geometric figures such as cylinders. describe attributes (edges) of two dimensional geometric figures such as cylinders. describe attributes (sides) of two dimensional geometric figures such as cylinders. describe attributes (the number of vertices) of two dimensional geometric figures such as prisms. describe attributes (faces) of two dimensional geometric figures such as prisms. describe attributes (edges) of two dimensional geometric figures such as prisms. describe attributes (sides) of two dimensional geometric figures such as prisms. describe attributes (the number of vertices) of two dimensional geometric figures such as pyramids. describe attributes (faces) of two dimensional geometric figures such as pyramids. describe attributes (edges) of two dimensional geometric figures such as pyramids. describe attributes (sides) of two dimensional geometric figures such as pyramids. describe - to give an account of in words; to tell in words waht something or someone is like

Activities:

• 2-D Scavenger hunt to relate the shapes to real world
• 3-D Match vocabulary to real world objects (ex: touch the face of a tissue box)
• 3-D Match the attributes of a real world object and pictorial representation
• Model creation of 3-D shapes with marshmellows and toothpicks, magnets, or other materials

Anchor Stations:

• Using magazines, students cut out pictures of 3D shapes and make a circle map.

Possible Test Questions:

2.9a

2.9  The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative language to solve problems and answer questions.  The student selects and uses nonstandard units to describe length, area, capacity, and weight/mass.  The student recognizes and uses models that approximate standard units (from both SI, also known as metric, and customary systems) of length, weight/mass, capacity, and time
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1.7a   Estimate and measure length using non-standard units such as paper clips or sides of color tiles	2.9a  Identify concrete models that approximate standard units of length and use them to measure length	3.11a  Use linear measurement tools to estimate and measure lengths using standard units
identify concrete models that approximate standard units of length use them (concrete models) to measure length identify—to recognize or establish as being a particular person or thing; verify the identity of use—to employ for some purpose; put into service; make use of

Activities:

• Construct your own rulers using one inch color tiles
• Choose reasonable tools to measure the length of objects around the room
• Discuss reasonableness for objects that are measured (Why does a smaller object take more to measure with than a larger object?)

Anchor Stations:

• Kim Sutton:  Measure the Path
• Let's Measure Packet of interactive activities
• Measure objects with 2 different units of measure and compare the lengths

Possible Test Questions:

2.11 b

2.11   The student organizes data to make it useful to interpreting information.
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1.10a  Draw conclusions and answer questions using information organized in real-object graphs, picture graphs, and bar-type graphs	2.11b  draw conclusions and answer questions based on picture graphs and bar-type graphs	3.13b  Interpret information from pictographs and bar graphs
draw conclusions based on picture graphs                                                   bar-type graphs answer questions based on picture graphs                                                    bar-type graphs draw—to sketch (someone or something) in lines or words; delineate; depict to frame or formulate; to draw a distinction answer—to speak or write in response to; reply to

Activities:

Anchor Stations:

Possible Test Questions: