Week 5 and 6 Major Concepts: Learning Standards: Processes (1) Mathematical Process Standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: Weight/Mass Students will learn about capacity including how to measure April 8 12 (A) apply mathematics to problems arising in everyday life, society, and the – workplace; using standard and nonstandard units. April 15 - 19 (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution; (C) select tools, including real objects, manipulatives, paper/pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems; (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; (E) create and use representations to organize, record, and communicate mathematical ideas; (F) analyze mathematical relationships to connect and communicate mathematical ideas; and (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. Instruction Resources Assessment Interventions Extensions and Stations enVision Math Topic 18 Measurement stations Curriculum Key Vocabulary weight, mass, heavier, lighter, pound, ounce, gram, equipped with scales and Assessment # 7 – kilogram enVision Math Tools balances Scales Items students can weight to Math background for the teacher: find the mass and weight. Balances The weight of an object is a measure of how heavy it is. The mass of an object is how much matter is in it. Gram weights Mass is measured by using a balance comparing a known amount of matter to an unknown amount of matter. Weight is measured on a scale. items like sand, water, rice, beans that Students begin to grasp the concept of weight by holding objects and students can manipulate Intervention/Extension Product/Project stating which is heavier or lighter. Teach students how to read a scale and a balance. funnels (for pouring) Students will work with the Students will make Teach students the difference between a scale and a balance and teacher to weigh and record a chart and collect when it is appropriate to use each. the weight of items. Students data comparing the will work with the teacher to weight and mass of find the mass of items using objects found in the a balance. classroom.
Week 5 and 6 April 8 – 12 April 15 - 19 Major Concepts: Weight/Mass Learning Standards: Students will learn about capacity including how to measure using standard and nonstandard units. Processes (1) Mathematical Process Standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (A) apply mathematics to problems arising in everyday life, society, and the workplace; (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution; (C) select tools, including real objects, manipulatives, paper/pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems; (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; (E) create and use representations to organize, record, and communicate mathematical ideas; (F) analyze mathematical relationships to connect and communicate mathematical ideas; and (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. Instruction Resources Interventions Extensions and Stations Assessment Key Vocabulary – weight, mass, heavier, lighter, pound, ounce, gram, kilogram Math background for the teacher: The weight of an object is a measure of how heavy it is. The mass of an object is how much matter is in it. Mass is measured by using a balance comparing a known amount of matter to an unknown amount of matter. Weight is measured on a scale. Students begin to grasp the concept of weight by holding objects and stating which is heavier or lighter. Teach students how to read a scale and a balance. Teach students the difference between a scale and a balance and when it is appropriate to use each. enVision Math Topic 18 enVision Math Tools Scales Balances Gram weights items like sand, water, rice, beans that students can manipulate funnels (for pouring) Measurement stations equipped with scales and balances Items students can weight to find the mass and weight. Intervention/Extension Students will work with the teacher to weigh and record the weight of items. Students will work with the teacher to find the mass of items using a balance. Curriculum Assessment # 7 Product/Project Students will make a chart and collect data comparing the weight and mass of objects found in the classroom.
2nd%20Grade%205th%20Six%20Weeks%202012%20-%202013.docx