… · web view · 2017-06-21the mathematics curriculum provides sequential and comprehensive...

District OverviewThe mathematics curriculum provides sequential and comprehensive K-12 instruction in a collaborative, student-centered learning environment that fosters critical thinking, creativity, skillful problem-solving, and effective communication in order to enable all students to adapt to an ever-changing, global society and increase college and career readiness. An emphasis has been placed on conceptual understanding, higher-order thinking, and problem solving skills to prepare students for 21st century careers. This is further embedded through the integrated use of technology into daily lessons. Instruction focuses on meaningful development of mathematical ideas at each grade level where students are given the opportunity to explore, engage, and take risks with content as they build and expand their knowledge and understanding of mathematics. Students will experience mathematics as a coherent and useful subject within the context of real-life situations. In all, the curriculum aims to reach high standards while encouraging curiosity and building confidence in a collaborative atmosphere.

Grade 1 DescriptionIn Grade 1, instructional time during the greater part of 180 school days, should focus on several areas:

represent and solve problems involving addition and subtraction understand and apply properties of operations and the relationship between addition and subtraction represent and interpret data understand place value and properties of operations to add and subtract measure lengths indirectly and by iterating length units tell and write time reason with shapes and their attributes

Grade 1 Units/Topics

Topic 1: Solve Addition and Subtraction Problems to 10 Topic 2: Fluently Add and Subtract Within 10 Topic 3: Addition Facts to 20 : Use Strategies Topic 4: Subtraction Facts to 20: Use Strategies Topic 5: Work with Addition and Subtraction Equations Topic 6: Represent and Interpret Data Topic 7: Extend the Counting Sequence Topic 8: Understand Place Value Topic 9:Compare Two-Digit Numbers Topic 10: Use Models and Strategies to Add Tens and Ones Topic 11:Use Models and Strategies to Subtract Tens Topic 12: Measure Lengths

Topic 13:Time Topic 14: Reason with Shapes and Their Attributes Topic 15: Equal Shares of Circles and Rectangles

Subject: Mathematics

Grade: 1

Suggested Timeline: 11 Days

Unit Title: Topic 1: Solve Addition and Subtraction Problems to 10

Unit Overview/Essential Understanding: In Topic 1 students will expand on addition and subtraction skills. Students will develop a deep understanding of addition and subtraction by working on “add to”, “put together”, “take from”, “take apart”, and “compare” problems.

Unit Objectives:At the end of this topic students will be able to:

solve addition problems involving situations of adding one part to another part solve addition problems involving situations of putting two parts together solve addition word problems by breaking apart a total number of objects solve subtraction problems involving taking from a group solve subtraction problems that involve comparing to find how many more objects are in one group than another group solve subtraction problems that involve comparing to find how many fewer objects are in one group than another group solve addition problems by finding a missing addend solve problems involving putting together or taking apart construct math arguments in order to solve addition and subtraction problems

Focus Standards Addressed in this Unit: CC.2.2.1.A.1- Represent and solve problems involving addition and subtraction within 20

Important Standards Addressed in this Unit:N/A

Misconceptions: Students may use the words “and” and “is” in an equation instead of using “plus” and “equals”. Students may misplace numbers in the equation. The equal sign means “the same as “. Some students may think that when they see the word fewer in a problem, that they should always subtract. These problems can be

solved with addition or subtraction. Students may become confused with the different parts of the bar model. The number on the top is the whole and the two sections

below are the parts.

Concepts/Content: Addition and Subtraction

Competencies/Skills: Use addition and subtraction

within 20 to solve word problems by using objects, drawings, and equations with a symbol for the unknown number to represent the problem

Add and subtract within 20. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction and creating equivalent but easier or known sums

Description of Activities: Connecting cubes are needed to show “put

together” and “take away” Classroom objects to show “put together” and

“take away” in real life. Objects may include pencils, markers, eraser, etc.

Assessments: Topic Assessment 1

Interdisciplinary Connections:Science: Students will draw a journal to reflect animal babies and their parents; discuss animal baby names, habitats, and parent/baby bonding; create and solve addition and subtraction stories about the animals and their babies.

Additional Resources: www.pearsonrealize.com www.abcya.com Pearson, enVisionmath2.0

Subject: Grade: Suggested Timeline: 12 Days

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Mathematics 1

Unit Title: Topic 2: Fluently Add and Subtract Within 10

Unit Overview/Essential Understanding: In Topic 2, students will use strategies to develop fluency with adding and subtracting within 10. These strategies include counting on and counting back, using doubles and near doubles, adding with 5, adding to 10, adding in any order, and thinking addition to subtract.


add by counting on from a number use doubles to solve problems solve problems using near doubles facts use a ten-frame to solve addition facts with 5 and 10 use the same addends to write two different equations with the same sum count back to solve subtraction problems use addition facts to 10 to solve subtraction problems solve word problems by drawing pictures and writing equations



Misconceptions: Students may think that the order of the number matters in addition sentences. Students might add 2 when they see the word double. Remind students to double the lesser addend and then add 2 for near doubles. Looking at two rows of the ten-frame is easier than looking at only 1 row to add 5 first. Students will confuse the order in which a subtraction equation is written. Students will struggle to understand how the part/part whole model is different in addition than subtraction. Students will not “jump” on to the next number the correct number of times to find the right number.





Description of Activities: Connecting cubes are needed to show “put

together” and “take away” Classroom objects to show “put together” and

“take away” in real life. Objects may include pencils, markers, eraser, etc.

Two sided counters can be used in ten frames to show addition and subtraction problems

Part/part whole mats are used to represent numbers

Number lines are used to show the representation of numbers in order


Interdisciplinary Connections:Science: Students will make a journal documenting how animals live in their habitats and how their habitats help them survive. Students can create addition and subtraction problems to go along with the pictures.



Grade: 1




Unit Title: Topic 3: Addition Facts to 20: Use Strategies

Unit Overview/Essential Understanding: In Topic 3 students will expand on addition skills. Students will develop a deep understanding of addition strategies such as:

counting on using an open number line doubles doubles plus 1 doubles plus 2 make 10 to add


count on to add using a number line count on to add using an open number line memorize doubles facts use doubles facts to solve doubles plus one facts use doubles facts to solve doubles plus two facts make 10 to add numbers to 20 solve addition problems using different strategies solve different type of addition word problems critique the reasoning of others by using known information about addition and subtraction



Misconceptions: Students will not count the correct number of “jumps” when using a number line. Students often count the first addend. Students may not recognize “doubles plus 2” facts as being 2 apart from each other.

Students confuse “doubles plus 1” facts with “doubles plus 2 facts”. The open number line confuses students who do not understand how to make 10 and numbers using 10.

Concepts/Content: Addition

Competencies/Skills: Use addition within 20 to solve

word problems by using objects, drawings, and equations with a symbol for the unknown number to represent the problem

Add within 20. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction and creating equivalent but easier or known sums

Description of Activities: Students use regular numbers lines to find the

sum. Students use open numbers lines to first find 10

then subtract that number from the other addend, finding the last hop leading to their answer.

Students use connecting cubes to model doubles and doubles plus 1 and doubles plus 2 facts.

Students use double ten frames and counters to show making 10.


Interdisciplinary Connections:Science: Students will draw a journal to show what different animals eat, their teeth, and how they survive to meet their own needs.



Grade: 1




Unit Title: Topic 4: Subtraction Facts to 20: Use Strategies

Unit Overview/Essential Understanding: In Topic 4 students will expand on subtraction skills. Students will develop a deep understanding of subtraction by working on such strategies:

count to subtract make 10 to subtract fact families think addition to subtract


use a number line to subtract by counting on or counting back make subtraction easier by making 10 to subtract count on to subtract using 10 as a landmark make addition and subtraction facts using the same three numbers use addition facts to find subtraction facts explain strategies used to solve subtraction problems solve different types of addition and subtraction problems with unknowns in different positions use reasoning to write and solve number stories

Focus Standards Addressed in this Unit: CC.2.2.1.A.1- Represent and solve problems involving addition and subtraction within 20 CC.2.2.1.A.2 – Understand and apply properties of operations and the relationship between addition and subtraction


Misconceptions: Students may not understand that you need to subtract twice when using the doubles tens frame to subtract. Students may not understand how an addition equation can be used to solve a subtraction equation. Students may not understand the relationship between the subtraction and addition equations with the same missing part. Students may have difficulty writing story problems without the use of counters.





Description of Activities: Students use number lines to count on or count

back to subtract Students use counters and double ten frames to

count on or count back. Students use the bar model to show missing

parts with counters.


Interdisciplinary Connections:Science: Students will draw pictures of the day sky and the night sky. They will write subtraction problems about objects that appear in the sky.



Grade: 1


Unit Title:



Topic 5: Work with Addition and Subtraction Equations

Unit Overview/Essential Understanding: In Topic 5 students will expand on subtraction skills. Students will develop a deep understanding of subtraction by working on such strategies:

understanding the equal sign solve for the unknown add three addends understanding addition and subtraction situations


find the unknown number in an equation determine if addition and subtraction equations are true or false find the missing numbers in equations to make them true use different strategies to solve word problems with 3 addends solve word problems involving comparisons use precision to determine the missing number or symbol in an equation

Focus Standards Addressed in this Unit: CC.2.2.1.A.1- Represent and solve problems involving addition and subtraction within 20 CC.2.2.1.A.2 – Understand and apply properties of operations and the relationship between addition and subtraction


Misconceptions: Students may have difficulty finding the missing addend. Students may have difficulty determining if an equation is true or false. Students may have difficulty understanding the meaning of the equal sign in the longer equations. Using a balance or a picture of a balance could help them to understand how they should be the same or have the “same value as”. Students may think that the order in which you add 3 numbers together is important. When in actuality, it doesn’t matter what order

they are added in.Concepts/Content:

Addition and SubtractionCompetencies/Skills:

Use addition and subtraction within 20 to solve word problems by using objects, drawings, and equations with a symbol for the

Description of Activities: Students use counters to show word problems. Students use the bar model to show missing

parts with counters.

unknown number to represent the problem



Interdisciplinary Connections:Science: Students will make a journal to show how animals, such as dolphins, use sonar. They will make up addition and subtraction problems about the animals that use sonar to communicate.



Grade: 1


Unit Title:



Topic 6: Represent and Interpret Data

Unit Overview/Essential Understanding: In Topic 6 students will explore concepts of data analysis involving up to three categories of data Students will work with data in the following ways:

collect, represent, and analyze use tally marks to represent data and then record it in tally charts create picture graphs from tally charts compare data that asks “how many more” and “how many fewer” “put together” and “take apart” problems with given data values in each category


organize data the categories collect and organize information using a picture graph interpret organized data use a picture graph to interpret data use perseverance to solve problems about sets of data

Focus Standards Addressed in this Unit: CC.2.4.1.A.4- Represent and interpret data using tables/charts


Misconceptions: Students will be confused about the fifth tally being diagonal to the previous four. Students may have difficulty when counting the pictures in the graph and include the one on the far left, which is needed to identify the

category in the graph.

Concepts/Content: Represent and Interpret Data

Competencies/Skills: Organize, represent, and interpret

data with up to three categories Ask and answer questions about

the data

Description of Activities: Students organize data into three categories and

interpret data in tally marks to answer questions about data and make comparisons with data.

Students use survey data presented in tally charts to make picture graphs.

Students analyze data presented in tally charts or picture graphs.

Students model each of the problems by using connecting cubes to show each of the categories.

Assessments:

Topic Assessment 6

Interdisciplinary Connections:Science: Students will make a journal to show the types of phones people use and have used. They will create graphs to show your results.



Grade: 1


Unit Title: Topic 7: Extend the Counting Sequence



Unit Overview/Essential Understanding: In Topic 7 students will extend the counting sequence to write, say, and add numbers to 120 by:

counting by 1s to the next number counting by 10s to the next number understanding the importance of the place of each digit understanding the visual patterns when adding 1 and/or ten


understand that the decade numbers are built on groups of 10 (the oral names are similar but not the same as the number of tens counted)

counting forward by 1s to 120 follows the same place-value counting rules as counting forward by 1s to two-digit numbers counting with place-value patterns can be seen on a number chart use an open number line to show counting by tens and ones determine any given number by the last number said when the numbers are counted

Focus Standards Addressed in this Unit: CC.2.1.1.B.1 – Extend the counting sequence to read and write numerals to represent objects CC.2.1.1.B.2 – Use place value concepts to represent amounts of tens and ones and to compare two digit numbers


Misconceptions: Students may still have difficulty counting the values of 10. Students may still struggle to write numbers 11 to 13. Students may still struggle to count pictures accurately, that represent large numbers.

Concepts/Content:

Numerical SequenceCompetencies/Skills:

Count to 120, starting at any numbers less than 120.

Read and write numbers up to 120 and represent a number of objects with a written numeral.

Description of Activities: Students use a hundred chart to help counting

on by 1s and 10s. Students use an open number line to identify

and show patterns in numbers. Students identify “shortcuts” to counting large

numbers.


Interdisciplinary Connections:Science: Students will create a journal to show a representation of animal parents and their babies to show how high you can count.



Grade: 1


Unit Title: Topic 8: Understand Place Value

Unit Overview/Essential Understanding:



In Topic 8 students will strengthen their understanding of the place-value system by: making a group of 10 counting 10s and 1s to include all 2-digit numbers


understand that numbers can be used to tell how many numbers 11 through 19 can be shown as a group of 10 and some more and can be written as a number word understand that the decade numbers to 100 are built on groups of 10 understand when counting groups of tens and ones, the groups can tell how many there are in all draw a number to show the number of tens and ones look for patterns in math to help solve problems

Focus Standards Addressed in this Unit: CC.2.1.1.B.2 – Use place value concepts to represent amounts of tens and ones and to compare two digit numbers


Misconceptions: Students may confuse the digits in a two-digit number between which one is the tens digit or the ones digit. Students may not be able to see the groups of ten without counting each row.

Concepts/Content: Place Value

Competencies/Skills: Compare two two-digit numbers

based on meanings of the tens and ones digits

Add within 100, including adding a two-digit number, and adding a two-digit number and a multiple of 10 using concrete models or drawings

Relate the strategy to a written method and explain the reasoning used

Description of Activities: Students use counters to show number 11 to 19. Students use connecting cubes or base ten

blocks to show the number of 10s and 1s in a number.

Assessments:

Topic Assessment 8

Interdisciplinary Connections:Science: Students will make a journal to show pictures of a tilting globe and the sun at different times of the year, labeling summer and winter. They will describe the patterns seen.



Grade: 1


Unit Title: Topic 9: Compare Two-Digit Numbers

Unit Overview/Essential Understanding: In Topic 9 students will identify number patterns to compare two-digit numbers by:

identifying 1 more, 1 less; 10 more, 10 less



using the symbols >, =, and <Unit Objectives:At the end of this topic students will be able to:

find numbers that are more or less than a given number use a hundred chart to find 1 more, 1 less, and 10 more, 10 less use the place-value blocks to compare 2 two-digit numbers compare two numbers using a greater than, a less than, or an equal to sign compare and write two-digit numbers that are greater than or less than other two-digit numbers make sense of a problem and find the best way to solve it

Focus Standards Addressed in this Unit: CC.2.1.1.B.2 – Use place value concepts to represent amounts of tens and ones and to compare two digit numbers CC.2.1.1.B.3 – Use place value concepts and properties of operations to add and subtract within 100


Misconceptions: Students may confuse the locations of the numbers that are 1 more, 1 less, 10 more, and 10 less on a hundred chart. Students may not realize that they need to compare the ones in any two numbers only after they have compared the tens and the tens

are the same. Students may confuse numbers that have the same digits but in different order. Students may not realize that the number line extends in both directions when identifying numbers that are less than or greater than

any given number.




Add within 100, including adding a two-digit number, and adding a two-digit number and a multiple of 10 using concrete models or drawings

Relate the strategy to a written

Description of Activities: Students use place value blocks in order to

determine the number that is 1 more and 1 less. Students use hundred charts as a tool for

counting by 1s and 10s. Students use place value blocks to show

numbers with like digits. Ex 73 and 37. Students use a number line to show numbers

that are greater than or less than.

method and explain the reasoning used


Interdisciplinary Connections:Science: Students will make a journal to show light shining on objects that are see-through and not see-through. They will make up and solve number stories about shining light in different objects.



Grade: 1


Unit Title: Topic 10: Use Models and Strategies to Add Tens and Ones

Unit Overview/Essential Understanding: In Topic 10 students will add a 2-digit numbers to a 1-digit number with the sum less than 100 by:

adding tens adding 10 to a number



adding tens and ones making a 10 to add adding 2-digit numbers


add 2 multiples of 10 use mental math to add tens to two-digit numbers use a hundred chart to add tens and ones use a number line to solve addition problems solve addition problems by using blocks or drawings make a ten to help solve addition problems add 2 two-digit numbers solve addition problems using different strategies model and solve problems by drawing a picture and writing an equation

Focus Standards Addressed in this Unit: CC.2.1.1.B.3 – Use place value concepts and properties of operations to add and subtract within 100


Misconceptions: Students may write the number of tens rather than the value of the group. Students may incorrectly add the tens together and assign it to the ones digit in the answer. Ex 4+23=26 Students may incorrectly think that they need to have exactly ten ones in order to make a ten. Students may forget to turn the group of ten ones in a ten and add it to the rest of the tens in the problem.




Add within 100, including adding a two-digit number, and adding a two-digit number and a multiple

Description of Activities: Students use tens rods to model addends as

they solve problems involving adding tens. Students first use tens rods to model addends as

they add 10 to a given two-digit number to help identify patterns in their sums and draw conclusions in number patterns.

of 10 using concrete models or drawings


Students use a hundred chart to move columns or rows when adding 10s and 1s.

Students use either addend in a problem on an open number line to find the answer.

Students draw pictures of the addends and circle the ones and tens that they are adding.

Students will need to determine if they can make a 10 combining the addends.


Interdisciplinary Connections:Science: Students will make a journal to discuss the stars that you can see from where you live. They will make up and solve addition problems about the stars.



Grade: 1


Unit Title: Topic 11: Use Models and Strategies to Subtract Tens

Unit Overview/Essential Understanding: In Topic 11 students will focus on subtracting multiples of 10 less than 100 by:

subtracting 10 using addition to subtract tens subtracting 10 using Mental Math




use models to subtract tens use a hundred chart to subtract a multiple of 10 from another multiple of 10 use an open number line to solve subtraction problems use addition to subtract tens use mental math to subtract 10s from a two-digit number use different strategies to subtract

Focus Standards Addressed in this Unit: CC.2.1.1.B.3 – Use place value concepts and properties of operations to add and subtract within 100


Misconceptions: Students may think that the answer to 50-10 is 4. Students may move down the hundred chart, adding instead of subtracting.


Competencies/Skills: Subtract multiples of 10 in the

range 10-90, using concrete models or drawings


Description of Activities: Students connect the concept of subtracting

basic facts to subtracting tens. Students subtract 10s by moving up the hundred

chart on decade. Students will use an open number line to show

subtracting by hopping to the left with each hop representing 10.

Students will use their understanding of the inverse relationship between addition and subtraction.

Students will subtract 10s by moving up the hundred chart off decade.

Students will work on using different strategies in order to solve subtraction problems to figure out which method may be easier.


Interdisciplinary Connections:Science: Students will make a journal to discuss different tools that we use to solve problems. They will draw some simple tools that solve simple problems, and make up and solve simple subtraction problems about tools.



Grade: 1


Unit Title: Topic 12: Measure Lengths

Unit Overview/Essential Understanding: In Topic 12 students will focus on one measurable attribute of an object:

comparing the length of three objects to determine which is the longest and the shortest comparing the length of two objects to determine which one is longer or shorter by indirectly measuring a third object (the transitive

property) using smaller objects to measure length of longer objects with no gaps or overlaps

Unit Objectives:



At the end of this topic students will be able to: order objects by length indirectly compare objects by length use objects to measure length use cubes and other units to compare lengths and heights of objects choose an appropriate tool and use it to measure a given object

Focus Standards Addressed in this Unit: CC.2.4.1.A.1 – Order lengths and measure them both indirectly and by repeating length units


Misconceptions: Students may have difficulty comparing the lengths of two objects close in size. They may need to check their work by drawing dotted

lines vertically from the end of each object that is not aligned vertically with the ends of the other objects. Some students may not line up the objects properly at the ends for an accurate measurement. Students may forget to measure from side to side and instead may measure the height.

Concepts/Content:

Measurement and DataCompetencies/Skills:

Order three objects by lengths; compare the lengths of two objects indirectly by using a third object

Use standard and non-standard units of measurement to express the length of an object in a whole number of length units

Understand that the length measurement of an object is the numbers of the same-size length units

Description of Activities: Students will compare and order by length using

a pencil, a pencil, and a paintbrush. Students will compare a shoe and a pencil by

measuring them with a piece of yarn. Students will use connecting cubes as a

measurement tool. Students will choose between cubes, paper clips,

or a piece of yarn to appropriately measure items.


Interdisciplinary Connections:Science: Students will make a journal that will depict animals that can glow in the dark. They will think about how you could measure these animals.



Grade: 1


Unit Title: Topic 13: Time

Unit Overview/Essential Understanding: In Topic 13 students will focus on telling and writing time to the hour and half hour using both analog and digital clocks by:

learning about the hour and minute hands writing time to the hour telling time to the half hour




tell time to the hour tell time to the hour using analog and digital clocks tell time to the half hour use reasoning to tell and write time

Focus Standards Addressed in this Unit: CC.2.4.1.A.2 – Tell and write time to the nearest half hour using both analog and digital clocks


Misconceptions: Students may have difficulty when reading the analog clock, to determine which is the hour hand and the minute hand. Students may have difficulty understanding that they need to write to zeros to show no minutes for “o’clock”. Students may have difficulty when writing the half hour to show the correct hour. (ex 4:30 when it shows 5:30)

Concepts/Content: Time

Competencies/Skills: Tell and write time in hours and

half hours using analog and digital clocks.

Description of Activities: Students will discuss the use of clocks in their

everyday life. Students will identify time to the hour. Students will discuss ways that analog and digital

clocks are the same and how they are different. Students will discuss where the minute hand

would go to show half of an hour. Students use tables to understand and organize

events in a scheduled order of the day.


Interdisciplinary Connections:Science: Students will make a journal to show different musical instruments. They will circle or highlight the part of the instrument that vibrates to make the sound.





Grade: 1


Unit Title: Topic 14: Reason with Shapes and Their Attributes

Unit Overview/Essential Understanding: In Topic 14 students will deepen their understanding of defining and non-defining attributes of two-dimensional and three dimensional shapes by:

identifying sides, vertices, and closed shapes focusing on the difference between defining and non-defining attributes of a shape drawing and building shapes using defining attributes creating composite shapes by putting together some shapes identifying attributes of 3-D shapes focusing on the difference between defining and non-defining attributes of a 3-D shapes

distinguishing between some defining and non-defining attributes


use attributes to match shapes define 2-D shapes by their attributes use materials to build and draw 2-D shapes combine 2-D shapes to make another 2-D shape define 3-D shapes by their number of edges, vertices, and faces or flat surfaces choose defining attributes of 3-D shapes combine 3-D shapes to make another 3-D shape find differences among various shapes

Focus Standards Addressed in this Unit: CC.2.3.1.A.1 – Compose and distinguish between two-and three-dimensional shapes based on their attributes


Misconceptions: Students may have difficulty identifying the number of vertices. Students may have difficulty choosing which attributes to choose that are true about a shape. Students may have difficulty differentiating between vertices and sides. Students may have difficulty covering an object to its entirety without going outside its border. Students may have difficulty understanding that a cube is a special rectangular prism that has squares for all of its faces.

Concepts/Content:

Two and Three Dimensional Shapes

Competencies/Skills: Compose two and three

dimensional shapes and distinguish between attributes

Build and draw shapes to possess attributes

Description of Activities: Students identify patterns in classroom objects

in order to match them with two-dimensional shapes.

Students will construct arguments to explain whether shapes are similar.

Students will create rectangles using classroom objects.

Students will use pattern blocks to create larger two-dimensional shapes.

Students will compare classroom objects to three-dimensional shapes.

Students will use attributes of 3-D shapes to justify other 3-D shapes.

Students use ones cubes to create 3-D shapes. Students will reason about a feature that is

common to many objects.


Interdisciplinary Connections:Science: Students will make a journal showing different buildings using circles, squares, rectangles, cylinders, and rectangular prisms. They will show how shapes can be put together to make new shapes.



Grade: 1


Unit Title: Topic 15: Equal Shares of Circles and Rectangles

Unit Overview/Essential Understanding: In Topic 15 students will deepen their understanding of equal share by:

decomposing circles and squares into partitionsUnit Objectives:At the end of this topic students will be able to:

determine whether shapes are divided into equal parts divide shapes into 2 and 4 equal shares and use words to describe those shares understand that more equal shares of the same whole create smaller shares make a drawing or diagram to show a problem about equal shares



Focus Standards Addressed in this Unit: CC.2.3.1.A.2 – Use the understanding of fractions to partition shapes into halves and quarters


Misconceptions: Students may have difficulty realizing that the rectangle does not have four equal sides. Students may think that having more shares means the shares are larger.

Concepts/Content:

FractionsCompetencies/Skills:

Partition circles and rectangles into two and four equal shares.

Understand that decomposing into more equal shares creates smaller shares.

Description of Activities: Students will use circles to create

representations of equal shares. Students will create accurate representations of

different fractions using circles and rectangles. Students will analyze the relationships between

halves, fourths, and wholes as they compare equal shares.

Students will use a drawing to represent a real world object.


Interdisciplinary Connections:Science: Students will make a journal showing different objects that have wheels. They will describe the shapes that you see. They will think reflect on: How could you divide the shapes into equal shares? Tell how wheels are used to move people and things.




… · web view · 2017-06-21the mathematics curriculum provides sequential and comprehensive...

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