Context,; FNESC fnesc.ca/k-7/) to BIG IDEA What do we want students to Content (& Elaborations) mathematical concepts (Understand…) DO? (Know) (Activities, lessons…) direct measurement (Non-uniform units Objects and shapes Questions to support inquiry with are not consistent in size (e.g., children’s have attributes students: hands, pencils); uniform units are (Geometry and How are these shapes alike consistent in size e.g., interlocking cubes, Measurement: We and different? standard paper clips).; understanding the can describe, What stories live in these importance of using a baseline for direct measure, and shapes? comparison in linear measurement; using compare spatial What 2D shapes can you find multiple copies of a unit; iterating a single relationships.) that in nature? unit for measuring (e.g., to measure the can be described, length of a string with only one cube, a measured, and student iterates the cube over and over, compared. keeping track of how many cubes long the string is); tiling an area; rope knots at intervals; using body parts to measure; Book: An Anishnaabe Look at Measurement by Rhonda Hopkins and Robin King-Stonefish hand/foot tracing for mitten/moccasin making) with non-standard units and uniform) Comparison of 2D shapes and 3D objects (sorting 3D objects and 2D shapes using one attribute, and explaining the sorting rule; comparing 2D shapes and 3D objects in the environment; describing relative positions, using positional language (e.g., up and down, in and out); replicating composite 2D shapes and 3D objects (e.g.,
Context,; FNESC fnesc.ca/k-7/) to mathematical concepts BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Objects and shapes have attributes (Geometry and Measurement: We can describe, measure, and compare spatial relationships.) that can be described, measured, and compared. Questions to support inquiry with students: How are these shapes alike and different? What stories live in these shapes? What 2D shapes can you find in nature? direct measurement (Non-uniform units are not consistent in size (e.g., children’s hands, pencils); uniform units are consistent in size e.g., interlocking cubes, standard paper clips).; understanding the importance of using a baseline for direct comparison in linear measurement; using multiple copies of a unit; iterating a single unit for measuring (e.g., to measure the length of a string with only one cube, a student iterates the cube over and over, keeping track of how many cubes long the string is); tiling an area; rope knots at intervals; using body parts to measure; Book: An Anishnaabe Look at Measurement by Rhonda Hopkins and Robin King-Stonefish hand/foot tracing for mitten/moccasin making) with non-standard units and uniform) Comparison of 2D shapes and 3D objects (sorting 3D objects and 2D shapes using one attribute, and explaining the sorting rule; comparing 2D shapes and 3D objects in the environment; describing relative positions, using positional language (e.g., up and down, in and out); replicating composite 2D shapes and 3D objects (e.g.,