Knowledge of the difference following: quarter till ___, quarter after ___, ten till between the minute and hour ___, ten after ___, and half past ___. hands and their purposes Knowledge of concept of Students should understand that there are 2 cycles and half-hours of 12 hours in a day - a.m. and p.m. Recording Knowledge that there are their daily actions in a journal would be helpful for intervals between each making real-world connections and understanding number on the clock face the difference between these two cycles. An interactive whiteboard or document camera may be used to help students demonstrate their thinking. Examples of possible questions about time: Will it take longer to walk to the door or to write your name? Will it take longer to walk to the park? Why do you think so? You are measuring how much time it to [eat your lunch]. What are you counting? Show me how you are measuring. 2.MD.8: Solve word Essential Skills and Knowledge Since money is not specifically addressed in problems involving dollar Ability to identify both sides of kindergarten, first grade, or third grade, students currency should have multiple opportunities to identify, bills, quarters, dimes, Ability to count money (dollar nickels, and pennies, using $ count, recognize, and use coins and bills in and bills, quarters, dimes, nickels, and ¢ symbols appropriately. out of context. They should also experience and pennies) Example: If you have 2 making equivalent amounts using both coins and Ability to count mixed sets of dimes and 3 pennies, how bills. bills” should include denominations up “Dollar currency many cents do you have? to one hundred ($1.00, $5.00, $10.00, $20.00, Ability to count on Knowledge of and ability to $100.00). apply possible strategies such as drawing pictures, using Students should solve story problems connecting coins, using a number grid, the different representations. These using a number line, using representations may include objects, pictures, symbols and/or numbers charts, tables, words, and/or numbers. Students should communicate their mathematical thinking
Knowledge of the difference between the minute and hour hands and their purposes Knowledge of concept of and half-hours Knowledge that there are intervals between each number on the clock face following: quarter till ___, quarter after ___, ten till ___, ten after ___, and half past ___. Students should understand that there are 2 cycles of 12 hours in a day - a.m. and p.m. Recording their daily actions in a journal would be helpful for making real-world connections and understanding the difference between these two cycles. An interactive whiteboard or document camera may be used to help students demonstrate their thinking. Examples of possible questions about time: Will it take longer to walk to the door or to write your name? Will it take longer to walk to the park? Why do you think so? You are measuring how much time it to [eat your lunch]. What are you counting? Show me how you are measuring. 2.MD.8: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? Essential Skills and Knowledge Ability to identify both sides of currency Ability to count money (dollar bills, quarters, dimes, nickels, and pennies) Ability to count mixed sets of currency Ability to count on Knowledge of and ability to apply possible strategies such as drawing pictures, using coins, using a number grid, using a number line, using symbols and/or numbers Since money is not specifically addressed in kindergarten, first grade, or third grade, students should have multiple opportunities to identify, count, recognize, and use coins and bills in and out of context. They should also experience making equivalent amounts using both coins and bills. “Dollar bills” should include denominations up to one hundred ($1.00, $5.00, $10.00, $20.00, $100.00). Students should solve story problems connecting the different representations. These representations may include objects, pictures, charts, tables, words, and/or numbers. Students should communicate their mathematical thinking
Unit_Work_with_Time_and_Money081712.docx