Nov21_Math1stUnit4Update

```CCGPS Mathematics
Unit 4: Sorting, Comparing, and Ordering
November 21, 2013
Update presentations are the result of collaboration between members of 2012
and 2013 Unit Review and Revision Teams and classroom teachers
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Elementary Mathematics Specialist
These materials are for nonprofit educational purposes only. Any other use may
SORTING, COMPARING, AND ORDERING
STANDARDS
• MCC.1.MD.1 Order three objects by length; compare the
lengths of two objects indirectly by using a third object.
• MCC.1.MD.2 Express the length of an object as a whole
number of length units, by laying multiple copies of a shorter
object (the length unit) end to end; understand that the
length measurement of an object is the number of same-size
length units that span it with no gaps or overlaps. Limit to
contexts where the object being measured is spanned by a
whole number of length units with no gaps or overlaps.
• MCC.1.MD.3 Tell and write time in hours and half-hours using
analog and digital clocks.
• MCC.1.MD.4 Organize, represent, and interpret data with up
number of data points, how many in each category, and how
many more or less are in one category than in another.
MEASUREMENT STANDARDS
• In the original unit, emphasis was on nonstandard
units of measure
• After reviewing the measurement and data
progressions document and looking vertically at
were added and changed to focus more on using
standard units of measure interchangeably with
non-standard units
• A better picture of this can be seen in the unit
overview Measurement Trajectory document
(pushed out to you, too!)
MEASUREMENT TRAJECTORY
WHAT STUDENTS KNOW WHEN THEY
GET TO US…
WIKI QUESTION…KINDERGARTEN
MD.3-CLASSIFY OBJECTS INTO GIVEN
CATEGORIES; COUNT THE NUMBERS OF
OBJECTS IN EACH CATEGORY AND SORT
THE CATEGORIES BY COUNT.
Classifying
vs.
sorting
STANDARDS
• MCC.1.MD.1 Order three objects by length; compare the
lengths of two objects indirectly by using a third object.
• MCC.1.MD.2 Express the length of an object as a whole
number of length units, by laying multiple copies of a shorter
object (the length unit) end to end; understand that the
length measurement of an object is the number of same-size
length units that span it with no gaps or overlaps. Limit to
contexts where the object being measured is spanned by a
whole number of length units with no gaps or overlaps.
• MCC.1.MD.3 Tell and write time in hours and half-hours using
analog and digital clocks.
• MCC.1.MD.4 Organize, represent, and interpret data with up
number of data points, how many in each category, and how
many more or less are in one category than in another.
FORMATIVE ASSESSMENT LESSON
• There is a Measurement FAL
• It has been inserted early in the unit, but its use is up
to the discretion of the individual teacher based on
the needs of his or her students.
• 2/3 of the way through the unit is a great place…
GOT FALS?
WHICH HOLDS MORE, LESS, SAME
• Task 2 - Breaking and Making a Ruler
• Designed to allow students to explore standard units
of measure
EXTENDED UNIT OVERVIEW
• Additional information in the teaching strategies
and other sections because of the changes to the
unit
• Writing in Mathematics
• Number Talks
• Standards for Mathematical Practice specific to the
• Background Knowledge and Common
Misconceptions
• Additional Extension and Remediation Activities and
Opportunities
Feedback
What it looks like:
http://elschools.org/student-work/butterfly-drafts
Feedback
http://ccgpsmathematicsk-5.wikispaces.com/
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Elementary Mathematics Specialist
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