measure, and compare a baseline for direct comparison in How can objects and shapes be Represent mathematical ideas in spatial relationships.) linear measurement; linear-height, described and measured in our concrete, pictorial, and symbolic that can be described, width, length (e.g., longer than, shorter forms (Use local materials measured, and than, taller than, wider than); mass gathered outside for concrete and compared. (e.g., heavier than, lighter than, same What do you notice about these pictorial representations.) as); capacity (e.g., holds more, holds shapes? less)) (eg. linear, mass, capacity) How are these shapes alike and Connecting and reflecting Single attributes (At this level, using different? Reflect (sharing the mathematical specific math terminology to name and thinking of self and others, identify 2D shapes and 3D objects is not including evaluating strategies expected.; sorting 2D shapes and 3D and solutions, extending, and objects using a single attribute; building posing new problems and and describing 3D objects (e.g., shaped questions) on mathematical like a can); exploring, creating, and thinking describing 2D shapes; using positional Connect mathematical concepts language, such as beside, on top of, to each other and to other areas under, and in front of) of 2D shapes and and personal interests (to develop 3D objects a sense of how mathematics helps Evidence of Experience (Show) us understand ourselves and the world around us (e.g., daily BIG IDEA What do we want students to DO? Content (& Elaborations) (Understand…) (Activities, lessons…) (Know) Concrete or pictorial graphs (creating Familiar events Questions to support inquiry with concrete and pictorial graphs to model (Analyzing data and students: the purpose of graphs and provide chance enables us to
Represent mathematical ideas in concrete, pictorial, and symbolic forms (Use local materials gathered outside for concrete and pictorial representations.) Connecting and reflecting Reflect (sharing the mathematical thinking of self and others, including evaluating strategies and solutions, extending, and posing new problems and questions) on mathematical thinking Connect mathematical concepts to each other and to other areas and personal interests (to develop a sense of how mathematics helps us understand ourselves and the world around us (e.g., daily measure, and compare spatial relationships.) that can be described, measured, and compared. How can objects and shapes be described and measured in our What do you notice about these shapes? How are these shapes alike and different? a baseline for direct comparison in linear measurement; linear-height, width, length (e.g., longer than, shorter than, taller than, wider than); mass (e.g., heavier than, lighter than, same as); capacity (e.g., holds more, holds less)) (eg. linear, mass, capacity) Single attributes (At this level, using specific math terminology to name and identify 2D shapes and 3D objects is not expected.; sorting 2D shapes and 3D objects using a single attribute; building and describing 3D objects (e.g., shaped like a can); exploring, creating, and describing 2D shapes; using positional language, such as beside, on top of, under, and in front of) of 2D shapes and 3D objects Evidence of Experience (Show) BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Familiar events (Analyzing data and chance enables us to Questions to support inquiry with students: Concrete or pictorial graphs (creating concrete and pictorial graphs to model the purpose of graphs and provide