session follow-up homeworkk.cc.4.b, k.cc.4.c, k.md.1 session follow-up homework family letter: make...

Common Core

I N V E S T I G AT I O N 1

Measuring and CountingDay Session Common Core Adaptation Common Core Standards

1 1.1 Measuring Our Shoes MP2, MP5, MP6K.CC.1, K.CC.4.a, K.CC.4.b, K.CC.4.c, K.MD.1

SESSION FOLLOW-UPHomework

Family Letter: Make copies of C2–C3, Family Letter, as a replacement for M1–M2, Family Letter.

2 1.2 Measuring Different Shoe Lengths

MP4, MP5, MP6K.CC.1, K.CC.4.a, K.CC.4.b, K.CC.4.c, K.CC.5, K.MD.1

3 1.3 Measuring with Sticks MP5, MP6, MP7K.CC.1, K.CC.4.a, K.CC.4.b, K.CC.4.c, K.CC.5, K.MD.1, K.MD.3

4 1.4 Comparing Lengths of Shoes

MP2, MP5, MP6, MP7K.CC.3, K.CC.4.a, K.CC.4.b, K.CC.4.c, K.CC.5, K.CC.6, K.MD.1, K.MD.2

5 1.5 Measuring with Cubes MP2, MP3, MP4, MP5, MP6K.CC.1, K.CC.4.a, K.CC.4.b, K.CC.4.c, K.CC.5, K.MD.1

6 1.6A Weight: Heavier or Lighter?

See p. CC15. MP5, MP6, MP7K.CC.4.a, K.CC.4.b, K.CC.5, K.MD.1, K.MD.2

7 1.6B Measuring and Comparing Weights

See p. CC20. MP5, MP6, MP7K.CC.4.a, K.CC.4.b, K.CC.5, K.MD.1, K.MD.2, K.MD.3

8 1.6C More Measuring and Comparing Weights

See p. CC24. MP2, MP5, MP6 K.CC.1, K.CC.4.a, K.CC.4.b, K.CC.4.c, K.CC.5, K.CC.6, K.MD.1, K.MD.2

Mathematical Practices (MP)

Domains• Counting and Cardinality (CC)• Operations and Algebraic Thinking (OA)•Measurement and Data (MD)• Geometry (G)

Measuring and Counting

Unit 4

Instructional Plan CC11

INV12_TEK_U04.indd 11 6/13/11 7:24 AM


Counting Some, Counting More Teach this Investigation as is.

Day Session Common Core Adaptation Common Core Standards

9 2.1 Revisiting Counting MP4, MP5, MP6K.CC.1, K.CC.3, K.CC.4.a–c, K.CC.5

10 2.2 Collect 10 Together MP3, MP7K.CC.1, K.CC.4.a–c, K.CC.5, K.OA.1–2, K.MD.3

11 2.3 Build On MP3, MP7K.CC.1, K.CC.3, K.CC.4.a–c, K.CC.5, K.OA.1–2

12 2.4 Roll and Record 2 MP1, MP2, MP3K.CC.1, K.CC.3, K.CC.4.a–c, K.OA.1–2

13 2.5 Quick Images: Ten-Frames

MP2, MP4, MP5K.CC.1, K.CC.3, K.CC.4.a–c, K.CC.5, K.OA.1–2


Changing Quantities: How Many Now? Teach this Investigation as is.


14 3.1 Racing Bears MP1, MP2, MP7K.CC.1, K.CC.4.a–c, K.CC.5, K.MD.3

15 3.2 Story Problems MP1, MP2, MP3, MP7K.CC.1, K.CC.3, K.CC.4.a–c, K.CC.5–6, K.OA.1–2

16 3.3 One More, One Fewer MP1, MP2, MP5K.CC.1, K.CC.3, K.CC.4.a–c, K.CC.5–6, K.OA.1–2

17 3.4 Double Compare MP2, MP3, MP4, MP5K.CC.1, K.CC.3, K.CC.4.a–c, K.CC.5–7, K.OA.1

CC12 UNIT 4 Measuring and Counting

INV12_TEK_U04.indd 12 6/23/11 4:14 PM


Changing Quantities: How Many Now?, continued


18 3.5 More or Less at the End? MP3, MP7, MP8K.CC.6, K.CC.7, K.OA.1, K.OA.2, K.MD.3

19 3.6 Build It/Change It MP2, MP4, MP5K.CC.6, K.CC.7, K.OA.1

20 3.7 Who Has More? MP2, MP3, MP8K.CC.1, K.CC.4.a–c, K.CC.6, K.CC.7, K.OA.1, K.OA.2


Ways to Make NumbersDay Session Common Core Adaptation Common Core Standards

21 4.1 Six Tiles in All MP4, MP5, MP8K.OA.3, K.G.1ACTIVITY

Six Tiles in AllTeaching NoteDescribing Relative Position The activities about arrangements of tiles in this investigation offer more opportunities to assess students’ understanding of words that describe relative position. Talk to students while they work, and ask them to describe their arrangements and to answer questions about them. For example: What color is the tile next to the green one?

DISCuSSIONSharing Our Arrangements

Teaching NoteDescribing Relative Position After discussing the arrangement, tell students you want to build a copy of it and will follow their instructions exactly. Ask them to give you step-by-step directions for building a connected pair with red on the left and blue on the right. Encourage the use of precise language by following their instructions in a way that exposes the need for it. For example: But you said, “Put a blue next to the red,” and I did that! Occasionally do this at the end of discussions throughout this investigation.

Instructional Plan CC13

INV12_TEK_U04.indd 13 6/13/11 7:25 AM


Ways to Make Numbers, continued


22 4.2 Quick Images: Square Tiles

MP3, MP5, MP7, MP8K.CC.1, K.OA.1, K.OA.2, K.OA.3, K.MD.3

23 4.3 Arrangements of 5 to 10 Tiles

MP4, MP5, MP7, MP8 K.OA.3, K.OA.4

24 4.4 Toss the Chips MP2, MP4, MP7K.CC.3, K.OA.1, K.OA.3, K.OA.4, K.MD.3

25 4.5 Quick Images in Pairs MP3, MP4, MP7K.OA.1, K.OA.2, K.OA.3, K.OA.4

26 4.6 Combinations of 6 MP4, MP5, MP7, MP8K.CC.1, K.OA.3, K.OA.4, K.MD.3

27 4.7 Arrangements of 6 MP3, MP4, MP7, MP8K.OA.3, K.0A.4

28 4.8 End-of-Unit Assessment and Arrangements of Numbers

MP4, MP6K.CC.1, K.CC.4.a, K.CC.4.b, K.CC.4.c, K.CC.5, K.OA.3

29 4.9 End-of-Unit Assessment and Arrangements of 7

MP2, MP3K.CC.1, K.CC.4.a, K.CC.4.b, K.CC.4.c, K.OA.3, K.OA.4

CC14 UNIT 4 Measuring and Counting

INV12_TEK_U04.indd 14 6/13/11 7:25 AM

s e s s i o n 1 . 6 A

Vocabularyweighheavy/lightweightheavier/lighterpan balance

Today’s Plan MaterialsAcTiViTy

Introducing Weight: Heavier or Lighter? 10 Min clAss

•c4, comparing Weights Makeatransparency.

•2–3 collections of 10–12 small objects to be weighed Labeleachobjectwithaletter(e.g.,A,B,C)andplaceeachcollectioninabox.

•Panbalance;smallshoe

MATH WoRKsHoP

Comparing Weights2A Comparing Weights2b Counting Jar

20–25 Min

2A •Student Activity Book,p.30Aorc4, comparing Weights Makecopies.(asneeded)

•MaterialsfromActivity12b •MaterialsfromSession1.2,p.33

DiscUssion

Comparing Weights10 Min clAss

•Students’completedcopiesofStudent Activity Book,p.30AorC4(fromMathWorkshop)

•MaterialsfromActivity1

session FolloW-UP

Practice •Student Math Handbook Flip Chart,p.36

Weight: Heavier or Lighter?Math Focus Points

Understanding what weight is

Comparing weights of different objects

Recording measurements with pictures, numbers, and/or words

Counting a set of objects and creating an equivalent set

Classroom RoutinesPatterns on the Pocket Chart: What Comes Next? Arrange an ABAB repeating pattern on the pocket chart, using ten pattern blocks (orange square, green triangle, orange square, green triangle, etc.). Follow the basic Patterns activity. Students hold up the block that they think is under each Question Mark Card.

session 1.6A Weight: Heavier or lighter? cc15

INV12_TEK_U04_S1.6A.indd 15 6/2/11 5:00 PM

A C T I V I T Y

Introducing Weight: Heavier or Lighter?

ClAss10 MIn

Display a small shoe.

We have been measuring the length of shoes from heel [point to the heel of the shoe] to toe [point to the toe of the shoe]. Are there any other ways we could measure this shoe?

Students might say:

“We can find out how wide it is.”

“You can put cubes across the toes.”

“We can measure how tall it is.”

Try students’ ideas, modeling the use of any new vocabulary (e.g., width, height, weight) as you do so. If students don’t suggest it, explain that the shoe’s weight can be measured, also.

We can measure the length of this object. We can also measure how much it weighs.

Ask students to share what they know about weight and how people figure out how much something weighs. Students will likely talk about how much they weigh, bathroom scales, the scale at the doctor’s office, and perhaps kitchen or grocery store scales.

Use some classroom objects of radically different weights, including the shoe, to introduce the concepts of heavy and light. Ask several students to hold first one, and then another object, and to think about which is heavy and which is light.

When you find out how much something weighs, you think about how heavy or light it is. Do you think this shoe is heavy or light? What about this dictionary? Why do you think so?

Today you are going to compare the weights of different objects. One way to do this is to use our hands or our arms. If I put a pencil in one hand, and the jar of paste in my other hand, I can feel their weight.

1 Activity 2 Math Workshop 3 Discussion 4 session Follow-Up

CC16 InVEsTIGATIOn 1 Measuring and Counting

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30A Unit 4 Session 1.6A

DateNameMeasuring and Counting

Comparing WeightsDraw the objects that were weighed. Circle the object that is heavier.

INV12_SEGK_U4.indd 1 6/1/11 8:37 AM

1 Activity 2 Math Workshop 3 Discussion 4 Session Follow-Up

Ask students to predict which object is heavier, and then demonstrate comparing the two objects. Lower the arm with the heavier object and slightly raise the arm with the lighter object.

A pan balance is another tool people use to measure weight. [Show students a pan balance.] We could use this pan balance to check and see if I was right that the paste weighs more than the pencil. I would put one object in one of the pans [point] and the other object in the other pan [point]. If we were right, what do you think will happen? Show me with your arms. Which side do you think will go up and which side will go down?

Model how to place one object on each side of the balance. Ask students what they notice and what they think it means. Again, connect this to what happened to your arms when you compared the two objects.

Model how to record the results using the transparency made from Comparing Weights (C4). Students should draw the heavier object on the side of the pan balance that is tilted down. The lighter object should be drawn on the side of the pan balance that is tilted up. Some students may prefer to draw the objects, and others may copy the labels (or letters) from the objects. Be sure students remember to circle the heavier object.

Show students where to find objects to measure and where to use the pan balances. 1

You and your partner will choose a pair of objects. Then, you will hold the objects and discuss which object is heavier. When you agree on which object is heavier, use the pan balance to compare the two objects and record your results on your recording sheets.

M At h W o r k S h o p

Comparing Weights20–25 Min

Explain that the following two activities are available during Math Workshop. Remind students what each activity entails, what materials are required, and where they are located.

2A Comparing Weights pAirS

Students compare the weight of classroom objects by holding them and then by using a pan balance. They use pictures or labels to record the results on Student Activity Book page 30A or C4.

As you observe, watch for any pairs of objects where students disagree about which object is heavier and lighter, to use in the discussion at the end of this session.

Differentiation1 English Language Learners Support

English Language Learners by previewing common classroom objects. Have students say the name of each object and act out how the object is typically used.

▲ Student Activity Book, Unit 4, p. 30A; resource Masters, C4

Session 1.6A Weight: heavier or Lighter? CC17


OngOing Assessment: Obser ving student s at Work

Students compare the weights of two objects using a pan balance.

• Can students tell which object is heavier by holding them? Do they hold both objects at once, or one at a time?

• How do students use the balance to compare weights? Do they put one object on each side? Do they know that the heavier object is lower? That the lighter object is higher?

• Do students record their comparisons accurately?

DifferentiAtiOn: suppor ting the range of Lear ner s

Some students may need additional practice comparing the weights of objects. Provide a reference object, such as a book. Have students hold the book in one hand and look around the classroom to find an object that is heavier, an object that is lighter, and one that is about the same weight.

Some students may have difficulty drawing the objects. Instead, help them write the letter of the object on their recording sheets.

2B Counting Jar inDiviDuALs

For complete details about this activity, see Session 1.2, page 36.

D i s C u s s i O n

Comparing WeightsCLAss10 min

math focus Points for Discussion Comparing weights of different objects

Students should have their results recorded on Student Activity Book page 30A or C4 available for the discussion. Choose a pair of objects with very different weights to discuss first.

1 Activity 2 math Workshop 3 Discussion 4 session follow-up

CC18 investigAtiOn 1 measuring and Counting



Who compared the [key] and the [paper clip]? Which is heavier? Which is lighter? How do know?

Students might say:

“The paper clip side went up and the key side went down.”

“The heavier thing went down.”

Does the heavier object always move down on the pan balance? Let’s check another pair of objects.

Invite a volunteer to share his or her results for two different objects. If different results were found for the same pair of objects, discuss why the results may be different. Then have the student demonstrate how he or she measured the objects on the pan balance.

S E S S I O N F O L L O W - U P

Practice Student Math Handbook Flip Chart: Use the Student

Math Handbook Flip Chart page 36 to reinforce concepts from today’s session. See page 190 in the back of Unit 4.

Session 1.6A Weight: Heavier or Lighter? CC19


s e s s i o n 1 . 6 B

Classroom RoutinesToday’s Question: Do You Have Long Sleeves? On chart paper, create a two-column table titled “Do You Have Long Sleeves?” with the heading “Yes” written at the top of one column and “No” at the top of the other column. Students respond by writing their names below the appropriate heading. Count the responses as a class and discuss what the results of the survey tell you. Continue to ask about and experiment with different ways to organize the data so that it is easier to tell which group has more.

Vocabularysame

Today’s Plan Materials

Measuring and Comparing WeightsMath Focus Points

Developing strategies for measuring the weight of an object




acTiViTy

Introducing Measuring Weight with Cubes 10 Min class

• c5, Measuring Weight with cubes Make a transparency.• Small object such as a glue stick; pan balance;

connecting cubes

MaTH WoRKsHoP

Measuring Weights2a Measuring Weight with Cubes2B Measuring Weight with Bears2c Comparing Weights2D Counting Jar

15–30 Min

2a • Student Activity Book, p. 30B or c5, Measuring Weight with cubes Make copies. (as needed)

• Measurement collections from Session 1.6A • Pan balance; connecting cubes2B • Student Activity Book, p. 30C or

c6, Measuring Weight with Bears Make copies. (as needed)

• Measurement collections from Session 1.6A • Pan balance; teddy bear counters2c • Materials from Session 1.6A, p. CC152D • Materials from Session 1.2, p. 33

Discussion

Checking In5 Min class

session FolloW-uP

Practice • Student Math Handbook Flip Chart, p. 19

cc20 inVesTiGaTion 1 Measuring and counting

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Measuring Weight with CubesDraw the object that was weighed and the cubes.

We measured with this: .

How much? cubes

How much? cubes

INV12_SEGK_U4.indd 2 6/1/11 12:19 PM


A C T I V I T Y

Introducing Measuring Weight with Cubes

ClASS10 MIn

Yesterday we talked about weight. You compared pairs of objects to see which was heavier or lighter. First you used your arms and hands to compare the objects, then you used the pan balance. Today we’re going to learn about another way to use the pan balance to find out how much something weighs.

We’ve been using cubes to think about how long something is. Today we’re going to use cubes to think about how heavy something is. I’m going to place one of our objects on one side of the pan balance. [Place an object that weighs 4 or 5 cubes in one of the pans.] What do you notice?

Students might say:

“That side went down like a seesaw.”

“Yeah, and that other side went up.”

To find out how many cubes the [glue stick] weighs, I’m going to put some cubes in the other pan. First I’m going to put only one cube in the pan. [Demonstrate.] What do you notice? Now I’m going to add another cube into the pan.

Continue adding one cube at a time, asking students to describe what they notice and what they think it means about which side is heavier/lighter. When the objects are balanced, spend some time discussing what students think that means. Then, add another cube so students can think about a situation where the cubes are heavier (weigh more) than the object. 1

[Kenji] said that neither object was heavier when the balance went straight across, that they were the same. Another way to say that is, it took [4] cubes to balance the [glue stick]. The [glue stick] weighs [4] cubes.

Ask students to suggest how they might record the weight of the objects. Using the transparency made from Measuring Weight with Cubes (C5), model two or three ways. Include suggestions that use pictures or numbers to show how many.

▲ Student Activity Book, Unit 4, p. 30B; Resource Masters, C5

Differentiation1 English Language Learners Act out the

action of the pan balance. Hold both arms straight out at shoulder height. Together say, “The same.” Next, tip one arm toward the floor and the other toward the ceiling. Wave the lower hand and say, “Heavier.” Wave the upper hand and say, “Lighter.”

Session 1.6B Measuring and Comparing Weights CC21



Teaching Note2 Choosing Appropriate Objects It is

important to choose objects that students can weigh with a pan balance. If objects are too large, they may not fit on the balance. If an object is too heavy, the number of cubes may be too large for the student to count accurately.

Do another example or two as needed. Then explain the task.

You and your partner will choose an object from a measurement collection and use cubes and a pan balance to weigh it. When you agree on how many cubes it weighs, record what you found out.

M AT h W o r k S h o p

Measuring Weights15–30 MiN

Explain that the following four activities are available during Math Workshop. Remind students what each activity entails, what materials are required, and where they are located.

2A Measuring Weight with Cubes pAirS

Students use cubes and a pan balance to measure the weight of classroom objects. They use pictures or numbers to record the results on Student Activity Book page 30B or C5.

oNgoiNg ASSeSSMeNT: obser ving Student s at Work

Students use nonstandard units (cubes) and a pan balance to measure weight.

• How do students use cubes and a pan balance to measure weight? Do they continue to add cubes after they have balanced the scale? Do they put cubes in both pans?

• How accurate are students as they count? How many cubes can they comfortably count? Fewer than 10? Fewer than 15?

• Are students recording their measurements accurately?

DiFFereNTiATioN: Suppor ting the range of Lear ner s

Some students may pile cubes on the pan, well past the point of balance. Others might place cubes on both sides as they try to achieve a balance. Help students who don’t understand or are losing track of what they are trying to find by working together to weigh an object together, as you did in Activity 1.

Students ready for more of a challenge can weigh heavier objects that require counting larger amounts. 2

CC22 iNVeSTigATioN 1 Measuring and Counting


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30C Unit 4 Session 1.6B

NameMeasuring and Counting

Measuring Weight with BearsDraw the object that was weighed and circles for the bears.


How much? bears

How much? bears

INV12_SEGK_U4.indd 3 6/15/11 4:17 PM


2B Measuring Weight with Bears PAirS

Students use teddy bear counters and a pan balance to measure the weight of classroom objects. They record their results on Student Activity Book page 30C or C6. For details about what to observe, see Activity 2A, page CC22.

2C Comparing Weights PAirS

For complete details about this activity, see Session 1.6A, page CC17.

2D Counting Jar inDiviDUAlS


D i S C U S S i O n

Checking InClASS5 Min

Take this opportunity to discuss any difficulties that you noticed while observing students at work. One possibility is to discuss a strategy you would like all students to consider (e.g., different ways to record weights, what to do if the weight is not close to a whole number of cubes or counters) or a common error or misconception you would like students to discuss (e.g., miscounting the cubes or counters).

The difficulty may be logistical (e.g., keeping track of which objects have been measured already and which have not) or management-related (e.g., moving around the room to measure objects without disturbing others).

Other alternatives include checking in with students about which activities they have been choosing (e.g., “Who already measured using teddy bear counters? Who still needs to do the Counting Jar?”), asking everyone to hold up a piece of work, or allowing students to raise a question or make a comment about today’s math class.

S E S S i O n F O l l O W - U P

Practice Student Math Handbook Flip Chart: Use the Student

Math Handbook Flip Chart page 19 to reinforce concepts from today’s session. See page 190 in the back of Unit 4.

▲ Student Activity Book, Unit 4, p. 30C; resource Masters, C6

Session 1.6B Measuring and Comparing Weights CC23

INV12_TEK_U04_S1.6B.indd 23 6/15/11 4:19 PM

s e s s i o n 1 . 6 C

Classroom RoutinesAttendance: Counting Around the Circle Take attendance by counting around the class. Then, spend a few minutes asking questions that focus on relative position. • Who is sitting next to [Dennis]? [Cindy], can you get up and move so that you are

sitting in between [Russell] and [Carmen]? Who is sitting beside [Kiyo]?Ask questions throughout the day that focus on other words that describe relative position, such as in front of and behind, while students are at their desks or in line.

Today’s Plan MaterialsMATH WoRKsHoP

Using the Pan Balance1A Measuring Weight with Cubes1B Measuring Weight with Bears1C Comparing Weights1D Counting Jar

20–30 Min 1A •MaterialsfromSession1.6B,p.CC201B •MaterialsfromSession1.6B,p.CC201C •MaterialsfromSession1.6A,p.CC151D •MaterialsfromSession1.2,p.33

DisCUssion

Sharing Comparisons10–15 Min ClAss

•Students’completedcopiesofStudent Activity Book,p.30BorC5(fromMathWorkshop)

session FolloW-UP

Practice •Student Activity Book,p.30DorC7, Which Has More? Makecopies.(asneeded)

More Measuring and Comparing WeightsMath Focus Points

Developing strategies for measuring the weight of an object




CC24 inVesTiGATion 1 Measuring and Counting

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1 Math Workshop 2 Discussion 3 Session Follow-Up

M AT H W O R K S H O P

Using the Pan Balance20–30 Min

Explain that the following four activities are available during Math Workshop. Remind students what each activity entails, what materials are required, and where they are located.

1A Measuring Weight with Cubes PAiRS

For complete details about this activity, see Session 1.6B, page CC22.

1B Measuring Weight with Bears PAiRS

For complete details about this activity, see Session 1.6B, page CC23.

1C Comparing Weights PAiRS

For complete details about this activity, see Session 1.6A, page CC17.

DiFFeRenTiATiOn: Suppor ting the Range of Lear ner s

Some students may easily judge the weights of objects. For these students, provide objects close in weight to compare, such as two geometric solids. Their predictions will require careful observation. Ask them to share their predictions and explain their choices. Then have them compare the two objects using the pan balance.

1D Counting Jar inDiviDUALS


Session 1.6C More Measuring and Comparing Weights CC25

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Practice


DateName

Session 1.6C Unit 4 30D

Which Has More?Record how many. Circle the set that has more.

1.

2.

note Students practice counting, writing numbers, and comparing quantities.

INV12_SEGK_U4.indd 4 5/4/11 3:54 PM

1 Math Workshop 2 Discussion 3 Session Follow-Up

D I S C U S S I O N

Sharing ComparisonsClaSS10–15 MIN

Math Focus Points for Discussion Developing strategies for measuring the weight of an object

Students should have their work from Measuring Weight with Cubes available for the discussion.

We used a pan balance to weigh objects. For the Measuring Weight with Cubes activity, you added cubes to the empty pan until it balanced with the [marker]. How many cubes did the [marker] weigh?

If students come up with different results, record each answer on chart paper or on the board. Then have students demonstrate how they weighed the object in question. Take the opportunity to discuss reasons why different people could measure the same object and get different results.

Repeat this procedure using one or two other objects, having volunteers demonstrate how they used the pan balance to weigh the object.

S E S S I O N F O l l O W - U P

Practice Practice: For reinforcement of this unit’s content, have

students complete Student Activity Book page 30D or C7.

▲ Student activity Book, Unit 4, p. 30D;Resource Masters, C7

CC26 INVESTIGaTION 1 Measuring and Counting

INV12_TEK_U04_S1.6C.indd 26 6/13/11 11:31 AM

C2 © Pearson Education, Inc., or its affiliates. All Rights Reserved. KUnit 4 Session 1.1

(continued)

Name DateMeasuring and Counting Family Letter

About the Mathematics in This Unit (page 1 of 2)

Dear Family,

Our class is starting a new unit in mathematics called Measuring and Counting.

The focus of this unit is on counting and measuring. Students line up craft sticks or

cubes to measure the length of objects, including outlines of their shoes. They also use

a pan balance to measure and compare the weights of objects. They develop visual

images for quantities up to 10 as they roll dot cubes, work with Ten-Frames, and find

many different ways to arrange a set of 5 to 10 tiles.

Students count and compare quantities throughout this unit. These activities

help students make connections between counting and combining, which helps them

begin to add and subtract small numbers. For example, they solve simple story

problems and play games involving finding the total when 1, 2, or 3 are added or

when 1 is taken away.

Throughout this unit, students will be working toward these goals:

Benchmarks/Goals examples

Measure the length of an object by lining up multiple units.

How many cubes long is Jack’s shoe?

2408

0_40

4v

INV12_BLMGK_U4.indd 2 6/1/11 7:52 AM

C3 © Pearson Education, Inc., or its affiliates. All Rights Reserved. KUnit 4 Session 1.1

Name DateFamily LetterMeasuring and Counting

About the Mathematics in This Unit (page 2 of 2)

Benchmarks/Goals examples

Count a set of up to 15 objects.

How many pennies are there?

Figure out what is one more or one fewer than a number.

What’s 1 more than 5? 5

In our math class, students engage in math problems and activities and discuss

the underlying concepts. They are asked to share their reasoning and solutions. It is

important that children solve math problems accurately in ways that make sense to

them. At home, encourage your child to explain his or her math thinking to you.

In the coming weeks, you will receive information about activities to do at home.


C4 © Pearson Education, Inc., or its affiliates. All Rights Reserved. KUnit 4 Session 1.6A


Comparing WeightsDraw the objects that were weighed. Circle the object that is heavier.

INV12_BLMGK_U4.indd 4 6/17/11 1:47 PM

C5 © Pearson Education, Inc., or its affiliates. All Rights Reserved. KUnit 4 Session 1.6B


Measuring Weight with CubesDraw the object that was weighed and the cubes.


How much? cubes

How much? cubes


C6 © Pearson Education, Inc., or its affiliates. All Rights Reserved. KUnit 4 Session 1.6B


Measuring Weight with BearsDraw the object that was weighed and circles for the bears.


How much? bears

How much? bears


C7 © Pearson Education, Inc., or its affiliates. All Rights Reserved. KUnit 4 Session 1.6C

Practice


DateName

Which Has More?Record how many. Circle the set that has more.

1.

2.

NOTE Students practice counting, writing numbers, and comparing quantities.


HOGAR

C2 © Pearson Education, Inc., or its affiliates. All Rights Reserved. KUnidad 4 Sesión 1.1

(continúa)

Nombre FechaMedir y contar Carta a la familia

Sobre las Matemáticas de esta unidad (página 1 de 2))

Estimada familia:

Nuestra clase está empezando una nueva unidad de Matemáticas llamada Medir y contar.

Esta unidad está enfocada en medir y contar. Los niños alinean palillos de manualidades o

cubos para medir la longitud de los objetos, incluyendo el contorno de sus zapatos. También

usan una balanza de platillos para medir y comparar los pesos de los objetos. Desarrollan

imágenes visuales para cantidades de hasta 10 lanzando dados, trabajando con marcos de 10

y hallando muchas y diversas maneras de ordenar un conjunto de 5 a 10 fichas cuadradas.

A lo largo de esta unidad, los niños cuentan y comparan cantidades. Estas actividades

ayudan a los niños a formar conexiones entre contar y combinar, lo cual les permite empezar

a sumar y restar números pequeños. Por ejemplo, resuelven problemas-cuento sencillos y

participan en juegos en los que se les pide que determinen el total cuando se suman 1, 2 y 3 o

cuando se quita 1.

A lo largo de esta unidad, los niños trabajarán para lograr los siguientes objetivos:

PUNTOS DE REFERENCIA/OBJETIVOS

EJEMPLOS

Medir la longitud de un objeto alineando varios objetos.

¿Cuántos cubos mide de largo el zapato de Jack?

2408

0_40

4v

INV12_SP_BLMGK_U4.indd 2 7/21/11 10:53 AM

C3 © Pearson Education, Inc., or its affiliates. All Rights Reserved. KUnidad 4 Sesión 1.1

Nombre FechaCarta a la familiaMedir y contar

Sobre las Matemáticas de esta unidad (página 2 de 2)

PUNTOS DE REFERENCIA/OBJETIVOS

EJEMPLOS

Contar un conjunto de hasta 15 objetos.

¿Cuántas monedas de 1¢ hay?

Determinar cuánto es uno más o uno menos que un número.

¿Cuánto es 1 más que 5? 5

En nuestra clase de Matemáticas los niños participan en problemas y

actividades de matemáticas, y comentan los conceptos más importantes. Se les pide

que comenten sus razonamientos y soluciones. Es importante que los niños

resuelvan problemas de matemáticas con precisión y mediante métodos que tengan

sentido para ellos. En casa, anime a su hijo/a a que le explique su razonamiento

matemático.

En las próximas semanas recibirá información sobre las actividades para hacer

en casa.

HOGAR


C4 © Pearson Education, Inc., or its affiliates. All Rights Reserved. KUnidad 4 Sesión 1.6A

FechaNombreMedir y contar

Comparar pesosDibuja los objetos que se pesaron.Encierra en un círculo el objeto que es más pesado.

INV12_SP_BLMGK_U4.indd 4 6/6/11 3:06 PM

C5 © Pearson Education, Inc., or its affiliates. All Rights Reserved. KUnidad 4 Sesión 1.6B

Medir pesos con cubos

Dibuja el objeto que se pesó y los cubos.

Medimos con esto: .

¿Cuánto pesa? cubos

¿Cuánto pesa? cubos



C6 © Pearson Education, Inc., or its affiliates. All Rights Reserved. KUnidad 4 Sesión 1.6B

Medir pesos con osos

Dibuja el objeto que se pesó y círculos para los osos.

Medimos con esto: .

¿Cuánto pesa? osos

¿Cuánto pesa? osos



C7 © Pearson Education, Inc., or its affiliates. All Rights Reserved. KUnidad 4 Sesión 1.6C

Práctica

NombreMedir y contar

¿Cuál tiene más?Anota cuántos hay. Encierra en un círculo el conjunto que tiene más.

1.

2.

NOTA Los niños practican cómo contar, escribir números y comparar cantidades.

Fecha

INV12_SP_BLMGK_U4.indd 7 6/20/11 10:39 PM

session follow-up homeworkk.cc.4.b, k.cc.4.c, k.md.1 session follow-up homework family letter: make...

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