Make sense of Reason abstractly and Construct viable Model with Use appropriate Attend to Look for and Look for and problems and quantitatively. arguments and mathematics. tools strategically. precision. make use of express regularity persevere in solving critique the reasoning structure. in repeated them. of others. reasoning. Evidence of Student Vocabulary Knowledge Skills Common Core Instructional Achievement Level Descriptors Attainment Essential Elements Students: Attribute Students know: Students understand EEK.MD.1-3. Level IV Students will: Given a variety of 2D and that/are able to: Classify objects Order objects according to attributes (big/smaller/smallest, EEK.MD.1-3. 3D objects, according to heavy/lighter/lightest). Words for describing attributes (big/small, Ex. Given two backpacks of different weight, describe or demonstrate which one is the measurable Describe measurable heavy/light). heavier. Use informal language attributes of objects. attributes of objects Ex. Given two cubes of different sizes, describe or demonstrate which cube is bigger (short, tall, heavy, light, fat, using informal and which cube is smaller. skinny, etc.) to describe language. Ex. Compare heights of two classmates to a standard such as a meter stick. measurable attributes of Ex. Compare sports balls (baseball, basketball, tennis ball, etc.) using various lengths objects such as length or objects have of yarn. weight. measurable attributes Ex. Given blocks of varying sizes, identify which are heavier/lighter and that can be smaller/bigger. described. Level III Students will: EEK.MD.1-3. Classify objects according to attributes (big/small, heavy/light). Ex. Given a big book and a small book, describe or demonstrate which one is bigger and which one is smaller. Ex. Given the shoe of a student and the teacher, identify which one is bigger and which one is smaller. Ex. Sort heavy and light objects according to weight. Ex. Given the hand of a student in the class and the hand of the teacher, identify which one is bigger and which one is smaller. Ex. Given two objects of varying weight, describe or demonstrate which is heavy/light or large/small. Level II Students will:
Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Evidence of Student Attainment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Given a variety of 2D and 3D objects, Use informal language (short, tall, heavy, light, fat, skinny, etc.) to describe measurable attributes of objects such as length or weight. Attribute Students know: Words for describing the measurable attributes of objects. Students understand that/are able to: Describe measurable attributes of objects using informal language. objects have measurable attributes that can be described. EEK.MD.1-3. Classify objects according to attributes (big/small, heavy/light). Level IV Students will: EEK.MD.1-3. Order objects according to attributes (big/smaller/smallest, heavy/lighter/lightest). Ex. Given two backpacks of different weight, describe or demonstrate which one is heavier. Ex. Given two cubes of different sizes, describe or demonstrate which cube is bigger and which cube is smaller. Ex. Compare heights of two classmates to a standard such as a meter stick. Ex. Compare sports balls (baseball, basketball, tennis ball, etc.) using various lengths of yarn. Ex. Given blocks of varying sizes, identify which are heavier/lighter and smaller/bigger. Level III Students will: EEK.MD.1-3. Classify objects according to attributes (big/small, heavy/light). Ex. Given a big book and a small book, describe or demonstrate which one is bigger and which one is smaller. Ex. Given the shoe of a student and the teacher, identify which one is bigger and which one is smaller. Ex. Sort heavy and light objects according to weight. Ex. Given the hand of a student in the class and the hand of the teacher, identify which one is bigger and which one is smaller. Ex. Given two objects of varying weight, describe or demonstrate which is heavy/light or large/small. Level II Students will: