Unit Description
This is the third unit of the
Transitional First Grade mathematics curriculum. In this unit students
explore numbers and number relationships through a variety of counting
experiences. They begin to explore ways to use pictures, numerals, objects,
and words to represent the quantity they count. In addition, students explore
the concept of measurement. Throughout the unit students are encouraged to
share their strategies, work cooperatively, use materials, and communicate
both orally and on paper about how they are solving problems.
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Enduring Understandings
·
Experiences allow communication and deepen
understanding of quantities in any environment.
·
Recognizing and
creating relationships help create
meaning in our environment.
·
Putting one’s own ideas into words and appreciating other’s
perspectives helps develop deeper understandings.
·
The strategy and thinking process is more important than
just the answer.
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Essential Questions
·
How do we count?
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Why do we count?
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Is there more than one way to count?
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What is measurement?
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Why do we measure?
·
How did you get your answer?
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GLEs: 1, 4, 8, 9, 10, 11, 17, 22, 23, 24
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Students will know…
· Numerals represent
specific quantities.
· One-to-one
correspondence is essential in counting.
· Spatial environment can
be mathematically analyzed through measurement.
· Problem solving
involves many strategies.
· There are many
materials/tools to help in problem solving.
· Communicating
mathematical thinking helps us gain deeper understanding.
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Students will be able
to…
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Count forward and
backward
·
Identify numerals
·
Compare sets
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Identify penny, nickel, dime, and quarter
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Identify value of penny, nickel, dime, and quarter
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Use the cent sign
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Estimate
·
Use vocabulary to describe and compare lengths and amounts
·
Tell time to the hour
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