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COMMON CORE

Unit 5 MEASURE AND ESTIMATE LENGTHS IN STANDARD UNITS. Traditional Calendar. ENVISIONS. ESSENTIAL QUESTIONS. COMMON CORE. 11-1 (MG 1.1) Understanding Measurement 11-2 (MG 1.2) Measuring Length Using Different Units 11-3 (MG 1.1) Inches 11-4 (MG 1.1) Centimeters

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COMMON CORE

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  1. Unit 5 MEASURE AND ESTIMATE LENGTHS IN STANDARD UNITS Traditional Calendar ENVISIONS ESSENTIAL QUESTIONS COMMON CORE 11-1 (MG 1.1) Understanding Measurement 11-2 (MG 1.2) Measuring Length Using Different Units 11-3 (MG 1.1) Inches 11-4 (MG 1.1) Centimeters 11-5 (NS 6.1) Estimating Measurements 11-6 (MG 1.3) Problem Solving: Use Objects Topic 11 Test (Form A) Test Review Topic Opener and Interactive Math Story 2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 2.MD.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 11-1 How can you measure the length of an object using nonstandard units? 11-2 How does the size of the measuring tool affect the measurement? 11-3 How are standard units, such as inches, used to measure length? 11-4 How can you measure length using centimeters? 11-5 How do you estimate the length of an object and then measure it to the nearest inch? 11-6 How can you use objects to measure lengths that are not straight? VOCABULARY New length unit height inch (in.) nearest inch centimeter (cm.) nearest centimeter Review estimate 1

  2. Unit 5 MEASURE AND ESTIMATE LENGTHS IN STANDARD UNITS Traditional Calendar STRATEGIC SUPPORT MATHSTART INVESTIGATIONS Investigations Unit 9: 1.1, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5 Unit 9: 1.2, 1.4, 1.5, 1.6, 3.1, 3.3, 3.5, 3.6A Unit 9: 3.2, 3.3, 3.4 Unit 9: 1.4, 1.5, 1.6, 2.2, 3.2, 3.4 Centers: 11-1 Make Your Measurement, Helping Hands 11-2 Comparing Clips and Cubes, Listen and Learn 11-3 Estimation Nation, Play a Game 11-4 Estimate and Measure, Look and See 11-5 What’s Your Guess?, Try Together 11-6 Strings and Things, Look and See Minute Math Problem of the Day DIGITAL RESOURCES www.pearsonsuccessnet.com - eTools - eTool Workshop - Games - Animated Glossary NOTES http://www.funbrain.com/funbrain/measure/ http://www.hbschool.com/elab/act_3_24.html http://www.funbrain.com/funbrain/measure/ http://www.hbschool.com/elab/act_3_24.html http://www.funbrain.com/funbrain/measure/ http://www.hbschool.com/elab/act_3_24.html http://www.funbrain.com/funbrain/measure/ http://www.hbschool.com/elab/act_3_24.html 2

  3. Traditional Calendar UNIT 6 RELATE ADDITION AND SUBTRACTION LENGTH ENVISIONSS ESSENTIAL QUESTIONS COMMON CORE 8-1 (NS 6.0) Finding the Closest Ten 8-2 (NS 6.0) Estimating Sums 8-3 (NS 6.0) Estimating Differences 8-4 (MR 2.1) Problem Solving: Using Reasoning Topic 8 Test (Form A) Test Review Topic 9: Topic Opener and Interactive Math Story 8-1 How do you find the closest ten to a two-digit number? 8-2 How can you estimate a two-digit sum? 8-3 Can you estimate a difference by subtracting tens and then looking at the ones? 8-4 How can you use reasoning and estimation to determine whether there is more or less than a given amount and solve problems? 2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.. VOCABULARY Review digits ones tens New about closest ten estimate 3

  4. Traditional Calendar UNIT 6 RELATE ADDITION AND SUBTRACTION LENGTH MATHSTART STRATEGIC SUPPORT INVESTIGATIONS Investigations Unit 9: 1.5, 1.6, 2.2, 2.3, 3.2, 3.5 Unit 1: 1.3, 1.4, 1.5, 2.1, 2.4, 3.2, 3.3 Unit 3: 1.4, 2.4, 4.3 Unit 6: 1.3, 1.4, 2.4, 2.6, 3.2, 4.3 Unit 8: 2.1, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.4 Minute Math Problem of the Day • Centers: • 8-1 Making Tens, Look and See • 8-2 Is Fifty Cents Enough?, Try Together • 8-3 Estimating with Dimes, Try Together • 8-4 Estimate to Solve, Listen and Learn • Review What You Know! • 1. Use models of tens and ones to write a number. (items 1-2)Intervention System: A24 • Make a ten to add. (items 3-5)Intervention System: B15 DIGITAL RESOURCES www.pearsonsuccessnet.com - eTools - eTool Workshop - Games - Animated Glossary NOTES Grand Slam Math is an interactive program designed to help you become better at solving word problems. The questions start out easy and get a little harder as you go. Don't worry, we won't throw too many curve balls! Take your time, read the questions carefully, and have fun with math! Math Cats Story Problems Word Problems with Katie Addition and Subtraction Adventure AAA Math Adding 3 two-digit numbers 4

  5. UNIT 7 Use A NUMBER LINE TO REPRESENT WHOLE NUMBERS Traditional Calendar ENVISIONS ESSENTIAL QUESTIONS COMMON CORE 9-1 How can you use models to add a one-digit number to a two-digit number? 9-2 How can you model and record adding a one-digit number to a two-digit number? 9-3 How can you use paper and pencil to add one-digit numbers to two-digit numbers? 9-4 How can you use place-value models and the standard algorithm to add a two-digit number to a two-digit number ? 9-5 How can you use paper and pencil and the standard algorithm to add a two-digit number to another two-digit number? 9-6 How can you solve a problem using pictures and number sentences? 9-1 Regrouping 10 Ones for 1 Ten 9-2Models to Add Two-and One-Digit Numbers 9-3Adding Two-and One-Digit Numbers 9-4 Models to Add Two-Digit Numbers 9-5Adding Two-Digit Numbers 9-6Problem Solving: Draw a Picture and Write a Number Sentence 2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram. VOCABULARY New regroup Review digits ones tens 5

  6. Traditional Calendar UNIT 7 Use A NUMBER LINE TO REPRESENT WHOLE NUMBERS MATHSTART STRATEGIC SUPPORT INVESTIGATIONS Minute Math Problem of the Day Centers: 9-1 Twenty-Five Plus, Play a Game 9-2 Models to Written Record, Listen and Learn 9-3 Comparing Answers, Try Together 9-4 Index Card Addition. Look and See 9-5 Missing Parts, Play a Game 9-6 Parts Everywhere, Look and See Investigations Unit 1: 1.3, 1.4, 1.5, 2.1, 2.4, 3.2, 3.3 Unit 3: 1.4, 2.4, 4.3 Unit 6: 1.3, 1.4, 2.4, 2.6, 3.2, 4.3 Unit 8: 2.1, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.4 DIGITAL RESOURCES www.pearsonsuccessnet.com - eTools - eTool Workshop - Games - Animated Glossary NOTES http://www.dupagechildrensmuseum.org/aunty/ http://www.fi.edu/school/math2/oct.html http://nrich.maths.org/public/monthindex.php?mm=2 6

  7. Traditional Calendar UNIT 8:REPRESENT AND INTERPRET DATA ENVISIONS ESSENTIAL QUESTIONS COMMON CORE 2.MD.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole number units.. 2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems using information presented in a bar graph. 16-1Organizing Data 16-2Range and Mode 16-3Pictographs and Bar Graphs 16-4Pictographs and Bar Graphs 16-5Problem Solving: Use a Graph 16-1 How can you use a bar graph to organize and compare data? 16-2 How can you find the range and mode of a data set? 16-3 How does showing data in a pictograph and a tally chart help you compare that data? 16-4 How can you use the data in a tally chart to make a bar graph? 16-5 How can you solve a problem by using a graph? VOCABULARY New bar graph data range mode symbol pictograph Review fewer least less more 7

  8. Traditional Calendar UNIT 8:REPRESENT AND INTERPRET DATA MATHSTART STRATEGIC SUPPORT INVESTIGATIONS Investigations Unit 9: 1.5 Investigations Unit 4: 1.4A, 1.7, 2.3, 2.5, 2.6 Unit 5: 2.3 Minute Math Problem of the Day Centers: 16-1 A Group Bar Graph, Look and See 16-2 No Mode Here, Try Together 16-3 We’re A Pictograph, Look and See 16-4 A Group Bar Graph, Try Together 16-5 Our Favorite Sports, Play a Game DIGITAL RESOURCES www.pearsonsuccessnet.com - eTools - eTool Workshop - Games - Animated Glossary NOTES http://www.mathsisfun.com/data/graphs-index.html http://www.apples4theteacher.com/math.html#measurementgames http://www.myschoolhouse.com/courses/O/1/17.asp http://www.mathsisfun.com/data/graphs-index.html http://www.apples4theteacher.com/math.html#measurementgames http://www.myschoolhouse.com/courses/O/1/17.asp 8

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