Teacher Directions Capacity Pre-Assessment. 2 2 point sample response: Includes some language of comparison
|
|
|
- Benedict Rogers
- 5 years ago
- Views:
Transcription
1 Teacher Directions Capacity Pre-Assessment Teacher: Read the problems and directions to students. Repeat the problems as many times as needed. Power Standard 1.4.E Describe the connection between the size of the measurement unit and the number of units needed to measure something. Question 1: 2 points b. less pencils than paper clips 2 2- point sample response: Includes some language of comparison less The pencil is bigger (longer) OR The paper clips are smaller (shorter). 1 1 point sample response: Knows fewer, cannot explain why it is fewer less 0 0 point response: Student shows little or no understanding. Question 2: 2 points b. less applies than popcorn pieces 2 2- point sample response: Includes some language of comparison but with limited understanding. fewer The apple is bigger (or takes up more space) OR The popcorn is smaller. 1 1 Knows fewer, cannot explain why it is fewer Fewer 0 0 point response: Student shows little or no understanding. Question 3: 2 points a. more tiles than paper clips Question 4: 2 points (generalize above rubric for scoring response) 2 2 point sample response: Includes some language of comparison The soup can is heavier/bigger OR The plastic rings are light/smaller. 1 1-point response One must be heavier (isn t sure which one) 0 0 point response: Student shows little or no understanding. Meets Standard: 6/8 points
2 Name Capacity Pre-Assessment 1. Chloe is measuring the length of a shoe with paper clips. The shoe s length is about 6 paper clips. Next, Chloe wants to measure the shoe with pencils. What will Chloe need to measure the length of the shoe? a. more pencils than paper clips b. less pencils than paper clips c. same number of pencils as paper clips 1
3 2. Nico fills the bucket with a lot of popcorn. Next, Nico would like to fill the same bucket with apples. What will Nico need to fill the bucket with apples? a. more apples than popcorn pieces b. less apples than popcorn pieces c. same number of apples as popcorn pieces 2
4 3. Grace is measuring the pencil using paper clips. The pencil is about 5 paperclips long. Next, Grace would like to measure the pencil using tiles. What will Grace need to measure the length of the pencil? a. more tiles than paper clips b. less tiles than paper clips c. same number of tiles as paper clips 3
5 4. It takes 18 plastic rings to balance Tori s cup. It takes 1 can of soup to balance Tori s cup. soup op Why does it take 18 plastic rings, but only one can to balance Tori s cup? 4
6 Class Notes (Sample) Mathematical Idea: Measurement / Capacity Name of Student Christina Comments about Understanding + Accurately compares 2 containers This one holds more, - lining up units for length Derek + - vocabulary, its less more Alex + Ready to measure with standard units - Meredith + Understands how unit size affects # needed when concrete - mental math Callie + Understands meas. Length and weight - more experience with capacity 5
7 Class Notes Mathematical Idea: Measurement / Capacity Name of Student Comments about Understanding 6
8 Teacher Directions Capacity Post Assessment Teacher: Read the problems and directions to students. Repeat the problems as many times as needed. Power Standard 1.4.E Describe the connection between the size of the measurement unit and the number of units needed to measure something. Question 1: 2 points a. more tiles than paper clips Question 2: 2 points 2 2- point sample response: Includes some language of comparison but with limited understanding. More tiles than paper clips The tiles are shorter (or smaller) OR The paper clips are longer. 1 1 point sample: Knows that it is more tiles, but cannot explain why More tiles than paper clips Cannot explain why 0 0 point response: Student shows little or no understanding. b. Less soccer balls than marbles Question 3: 2 points Question 4: 2 points 2 2 point sample response: Includes some language of comparison but with limited understanding. Less soccer balls than marbles The ball is bigger (or takes up more space) OR the marbles are smaller. 1 1-point sample: Knows that it is less, but cannot explain why Less soccer balls than marbles 0 0 point response: Student shows little or no understanding. b. Less pencils than paper clips (generalize above rubric for scoring response) 2 2- point sample response: Includes some language of comparison but with limited understanding. The wooden cubes are lighter OR the marbles are heavier. 1 1 point sample response. Knows one is heavier, not sure which one. 0 0 point response: Student shows little or no understanding. Meets Standard: 6/8 7
9 Name Capacity Post-Assessment 1. Natasha is measuring the length of a shoe with paper clips. The shoe s length is about 5 paper clips. Next, Natasha wants to measure the shoe with tiles. What will Natasha need to measure the length of the shoe? d. more tiles than paper clips e. less tiles than paper clips f. same number of tiles as paper clips 8
10 2. Liam fills the basket with marbles. Next, Liam would like to fill the same basket with soccer balls. What will Liam need to fill the basket with soccer balls? d. more soccer balls than marbles e. less soccer balls than marbles f. same number of soccer balls as marbles 9
11 3. Jenny is measuring the bookmark using paper clips. I LOVE READING!!! The bookmark is about 4 paperclips long. Jenny would like to measure the bookmark using pencils. What will Jenny need to measure the length of the bookmark? c. more pencils than paper clips d. less pencils than paper clips e. same number of tiles as paper clips 10
12 4. It takes 8 metal marbles to balance Caden s cup. It takes 15 wooden cubes to balance Caden s cup. Why does it take 15 wooden cubes and only 8 metal marbles to balance Cadens s cup? 11
13 Student Reflection Name: These are the things I know about measurement 12
14 Teacher Reflection Taken from Five Easy Steps to a Balanced Math Program 1. What worked? What didn t? 2. What will I do differently next time? 3. What student work samples do I have? 4. What suggestions can I provide for other teachers who use this unit? 13
15 14
1. There are 3 yellow apples, 6 red apples, and 7 green apples in a bowl. How many apples in all?
First Grade Teacher Key Directions: Will be read aloud to full group of students exactly as written. Say: Spell the best you can give your best guess. Teacher can clarify where to write each new number
Grade K Module 3 Lessons 1 19
Eureka Math 2015 2016 Grade K Module 3 Lessons 1 19 Eureka Math, Published by the non-profit Great Minds. Copyright 2015 Great Minds. No part of this work may be reproduced, distributed, modified, sold,
C, 3. Home Connection 26 H Activity. 1 Set out your game board and place your deck of coordinate cards face down.
Home Connections Home Connection 26 H Activity NOTE TO FAMILIES This week we played an exciting game to practice mapping skills. In the game, both players are searching for buried treasure. Coordinate
Essentials. Week by. Week
Week by Week MATHEMATICS Essentials 9 Nifty Numbers Flash models of -digit numbers on overhead using bean sticks, or needlepoint canvas. Have students color in the corresponding number on a hundred board
Inch by Inch NAME. Measure the distance from the left edge of the ruler to the arrow. The following example shows 1 2 inch. 1. inches. 2.
Inch by Inch NAME Measure the distance from the left edge of the ruler to the arrow. The following example shows 1 2 inch. 1. inches 2. inches 3. inches Resources for Teaching Math 2009 National Council
Foundation Stage. Using and applying mathematics. Framework review. Use developing mathematical ideas and methods to solve practical problems
Foundation Stage Using and applying mathematics Use developing mathematical ideas and methods to solve practical problems Look at the apples. Are there more green apples or more red apples? How can you
envision Test Reviews Alternative tests
envision Test Reviews or Alternative tests 16 topic test reviews that can be used to review for the envision topic test, or given as an alternative testing option. Kid friendly, easy to read, great skill
Paper 1. Calculator not allowed. Mathematics test. Remember. First name. Last name. School YEAR 7 LEVELS 3 4
Ma YEAR 7 LEVELS 3 4 Mathematics test Paper 1 Calculator not allowed First name Last name School 2007 Remember The test is 45 minutes long. You must not use a calculator for any question in this test.
Mathematics Materials Collections 2018 Year-End Model Spring Assessment Window
Mathematics Materials Collections 2018 Year-End Model Spring Assessment Window Dynamic Learning Maps (DLM ) testlets sometimes call for the use of specific materials. Materials are identified in the Testlet
Smiley Face Math Grade 1 Worksheet I. 1. Tori found 4 pink shells and 5 gray shells. How many shells did she find? Show the problem with counters.
Smiley Face Math Grade 1 Worksheet I Name: 1. Tori found 4 pink shells and 5 gray shells. How many shells did she find? Show the problem with counters. Answer: Tori found shells in all. 4 pink shells 2.
Problem of the Month. Fair Games. Problem of the Month Fair Games Page 1
Problem of the Month Fair Games The Race Rules: There are three players: Yellow, Blue and Red. Each player puts a token on the Start square of their color path. The players take turns by spinning the spinner.
1-20 Diagnostic Interview Assessment
Chapter 1 Diagnostic Interview ment Materials ten frames (see eteacher Resources) two-color counters hundred chart (see eteacher Resources) base-ten blocks (tens) Model Numbers to 20 Place 2 ten frames
Maths Challenge. Can you sort the cutlery in your house into different sets?
Can you sort the cutlery in your house into different sets? How did you do it? SSM78 1 Can you add up the numbers on a car registration plate? CA6 2 Can you find 4 different sized shoes in your house and
Performance Task. Asteroid Aim. Chapter 8. Instructional Overview
Instructional Overview Performance Task Launch Question Summary Teacher Notes Supplies Mathematical Discourse Writing/Discussion Prompts Apps take a long time to design and program. One app in development
Exam Style Questions. Revision for this topic. Name: Ensure you have: Pencil, pen, ruler, protractor, pair of compasses and eraser
Name: Exam Style Questions Ensure you have: Pencil, pen, ruler, protractor, pair of compasses and eraser You may use tracing paper if needed Guidance 1. Read each question carefully before you begin answering
Measurement and Data: Measurement
Unit 14 Measurement and Data: Measurement Introduction In this unit, students will learn to directly compare objects by capacity, height, length, and weight. They will describe a container as holding more
Math. Workbook. Answer Keys. Put On Your Thinking Cap! Chapter 10 Weight. Practice 1: Comparing Things. Chapter Review/Test
Answer Keys Part B Workbook MATH WORKBOOK Math Marshall Cavendish Education Chapter 0 Weight Practice : Comparing Things Pages Jansen 2 John 3 as heavy as; as heavy as 4 lighter than; heavier than The
Monster Marionette ART GRADE LEVEL FOURTH FIFTH MATERIALS
MATERIALS FOR STUDENT: (one per student unless otherwise noted) FloraCraft Make It: Fun Foam: Rectangular pieces (arms & legs) cut from large Foam Block: Four 1" x 3" x 1" thick, Four 1" x 2 1/2" x 1"
Vocabulary Cards and Word Walls Revised: May 23, 2011
Vocabulary Cards and Word Walls Revised: May 23, 2011 Important Notes for Teachers: The vocabulary cards in this file match the Common Core, the math curriculum adopted by the Utah State Board of Education,
More, Fewer, or the Same?
More, Fewer, or the Same? Reporting Category Number and Number Sense Topic Identifying two sets as containing more, fewer, or the same number of concrete objects Primary SOL K.1 The student, given two
Maths Challenge. Can you sort the cutlery in your house into different sets?
Can you sort the cutlery in your house into different sets? How did you do it? 1 Can you add up the numbers on a car registration plate? 2 Can you find 4 different sized shoes in your house and put them
Math - 1st Grade. Number and Operations Count, write, and order numbers
Number and Operations Count, write, and order s N.ME.01.01 Count to 110 by 1's, 2's, 5's, and 10's, starting from any in the ; count to 500 by 100's and 10's; use ordinals to identify position in a, e.g.,
Grade: 1st Enduring Skill 1: Students will develop understanding and use strategies based on meaning for addition and subtraction within 20.
Grade: 1st Enduring Skill 1: Students will develop understanding and use strategies based on meaning for addition and subtraction within 20. Demonstrators : 1. Use addition and subtraction within 20 to
Lesson 2. Measuring Length
Math 5 Lesson 2 Measuring Length How Big is My Desk? Daksha needed to measure the length of his desk, but he did not have a ruler. He decided to use the width of his hand instead. He laid each hand side
PARCC Grade 4 Mathematics
PARCC Grade Mathematics Lesson : Performance-Based Assessment Number and Operations-Fractions Fraction Equivalents Rationale Goals Students develop understanding and utilize strategies for comparing and
Test Prep Multiple Choice
Summer Math Packet for Students Entering 2nd Grade Mid-Year Review Test Prep Multiple Choice Fill in the circle next to the correct answer. 1. How many stars are there? A 10 B 8 C 7 D 6 2. Which number
SEP Carnival. Mini marshmallows Paper plates Paper bowls Plastic spoons Plastic cups Paper clips
Page 1 of 7 SEP Carnival (Science and Engineering Practices) Problem: You and your group will design a working carnival game to explore the major practices that scientists and engineers use to investigate
3.2.3 How do I use the 5-D Process?
3.2.3 How do I use the 5-D Process? Strategies for Using the 5-D Process Math is used to solve challenging problems that apply to daily life. For example, how much fresh water is on the planet? How many
Pachinko Machine. Supplies: Part One: Construction. Optional: (1) 21" x 15.5" piece of wood. jumbo craft sticks. (2) 17" x 1" pieces of wood
Supplies: (1) 21" x 15.5" piece of wood jumbo craft sticks (2) 17" x 1" pieces of wood standard craft sticks (2) 14.5" x 1" pieces of wood 1" wooden craft circles (2) 4" x 2" pieces of wood drill (1) 14.5
Smiley Face Math Grade 2, Worksheet I
Section 2 Smiley Face Math Grade 2, Worksheet I Name 1. Complete the two patterns. 448, 458, 468,,, 498,, 518 285, 385, 485, 585,,,,,1085 2. Jackson ate a cookie at 1:00. He ate another cookie every 2½
Cheetah Math Superstars
PARENTS: You may read the problem to your child and demonstrate a similar problem, but he/she should work the problems. Please encourage independent thinking and problem solving skills. SCORING: 20 paw
Essential Question. Kindergarten Unit 9 Compare, Analyze, and Compose 2D and 3D Shapes
Middletown Public Schools Mathematics Unit Planning Organizer Subject Mathematics - Geometry Grade Kindergarten Unit 8 Compare, Analyze, and Compose 2D and 3D Shapes Duration 10 Instructional Days (+5
2017 Object Exchange List Grade 3
07 Object Exchange List Grade All accommodations/adjustments used during the administration of the Florida Standards Alternate Assessment (FSAA) must align with what the student uses during daily instruction.
Maths Makes Sense. 1 Medium-term plan
Maths Makes Sense 1 Medium-term plan 2 Maths Makes Sense 1 Block 1 End-of-block objectives Arithmetic 1 Copy addition and subtraction Maths Stories with 1-digit, zero, a half and a quarter, e.g. 2 + 1
SUBJECT : MATHEMATICS
INDEX CLASS II SUBJECT : MATHEMATICS S.No. Topic Date Grade Tr. Sign 1. WHAT IS LONG, WHAT IS ROUND 2. COUNTING IN GROUPS 3. HOW MUCH CAN YOU CARRY? 4. COUNTING IN TENS 5. PATTERNS 6. FOOT PRINTS 7. JUGS
Chapter 10 Practice Test Probability
Name: Class: Date: ID: A Chapter 0 Practice Test Probability Multiple Choice Identify the choice that best completes the statement or answers the question. Describe the likelihood of the event given its
Grade 3 NAPLAN preparation pack:
Grade 3 NAPLAN preparation pack: Below is a guide with example questions to use with students preparing for NAPLAN for three weeks prior to the test. By this stage students are expected to have spent a
Essentials. Week by. Week
Week by Week MATHEMATICS Essentials Grade WEEK 2 = 9 Fun with Multiplication If you had six of each of these polygons, how many angles would you have? Seeing Math Describe your observations about the number
Essentials. Week by. Week. Seeing Math. Fun with Multiplication
Week by Week MATHEMATICS Essentials Grade WEEK = 9 Fun with Multiplication JANUARY S M T W T F S 7 9 0 7 9 0 7 9 0 A rectangle of dates is boxed. Write the multiplication fact for this array. (.0a) Writing
COMPETENCY BASED ASSESSMENT TEST SUBJECT: MATHEMATICS TOTAL MARKS: 25. Points to Remember
COMPETENCY BASED ASSESSMENT TEST SUBJECT: MATHEMATICS TOTAL MARKS: 25 CLASS: III Name: School: TIME : 1 HOUR Roll No: Section: Points to Remember 1. First write your name, roll number, section and the
Study Guide 3: Addition of Whole Numbers Category 2: Computation and Algebraic Relationships
Study Guide 3: Addition of Whole Numbers Category 2: Computation and Algebraic Relationships Vocabulary Addition Addends Missing addend Sum Total Plus Number sentence Equation Regroup Estimate Estimation
Thinking Kids. First Grade. NCTM Strands Covered: Number and Operations. Algebra. Geometry. Measurement. Data Analysis and Probability.
Thinking Kids First Grade NCTM Strands Covered: Number and Operations Algebra Geometry Measurement Data Analysis and Probability Posttest How to Use This Assessment This Posttest assesses your students
7 + 1 = = = = 5 = 3
Name MENTAL MATHS Addition & Subtraction 1 1 11 1 1 + 1 = = + 11 = = 1 + = = + 1 = = + 1 = = + + 1 = 1 = = + 1 = = + + = = = 1 + = = + 1 = = Number & Place Value 1 Loop groups of. Then write the total.
Vocabulary Cards and Word Walls. Ideas for everyday use of a Word Wall to develop vocabulary knowledge and fluency by the students
Vocabulary Cards and Word Walls The vocabulary cards in this file match the Common Core Georgia Performance Standards. The cards are arranged alphabetically. Each card has three sections. o Section 1 is
Grade 3, Module 5: Fractions as Number on the Number Line Mission: Fractions as Numbers
Grade 3, Module 5: Fractions as Number on the Number Line Mission: Fractions as Numbers Lessons Table of Contents Lessons... 2-41 Topic A: Partitioning a Whole into Equal Parts... 2 Topic B: Unit Fractions
Painting Circles Grade(s): 5
Title: Painting Circles Grade(s): 5 Subject(s): Mathematics Author: ICAC Team Overview: The teacher will review with the students the definition of the center, radius, and diameter of a circle. Students
Common Core. Daily Math. for 1 st Grade. By: In the Math Lab
Common Core Daily Math for 1 st Grade By: In the Math Lab Welcome to the April Edition of Common Core Daily Math. Happy Spring! In this month s 1 st Grade Edition, students will follow the life story of
Essentials. Week by. Week
Week by Week MATHEMATICS Essentials 5 4 3 3 Nifty Numbers Working in groups, have students group three or four different types of objects into tens and ones. Students will label each group, indicating
Chapter 3, Lesson 4: Density: Sink and Float for Solids
Chapter 3, Lesson 4: Density: Sink and Float for Solids Key Concepts The density of an object determines whether it will float or sink in another substance. An object will float if it is less dense than
Lesson Objective: Students will practice addition and subtraction through the art of mosaics. 21st Century Skills: Content Standards:
KEY STANDARDS CONTENT CCSS.MATH. C.K.OA.A.1 ARTS Art: VA:Cr2.1.Ka Lesson Objective: Students will practice addition and subtraction through the art of mosaics. 21st Century Skills: Vocabulary Mosaic Tesserae
Copyright 2008 [SingaporeMath.com Inc.]. All rights reserved.
![Copyright 2008 [SingaporeMath.com Inc.]. All rights reserved.](/thumbs/77/75035046.jpg "Copyright 2008 [SingaporeMath.com Inc.]. All rights reserved.")
Assessment Test for Singapore Primary Mathematics 1A Standards Edition This test covers material taught in Primary Mathematics 1A, Standards Edition (http://www.singaporemath.com/) 1. Write the number
SOL Instruction Tracking Form Grade 3 Mathematics
SOL Instruction Tracking Form Grade 3 Mathematics Place the SOL Instruction Tracking Form after the VGLA Collection of Evidence (COE) Coversheet. Use the SOL Instruction Tracking Form to track the evidence
Differentiating with Tiered Lessons and Small-Group Instruction
Dr. Carrie S. Cutler University of Houston carriecutler@hotmail.com NCTM 2015 Boston Differentiating with Tiered Lessons and Small-Group Instruction (many ideas came from Good Questions: Great Ways to
Chapter 10 Science Laboratory Free Fall Tower
hapter 10 Science Laboratory Free Fall Tower Score: 1. lick on Lesson Info then lick to open Vocabulary Sheet to answer the following to change speed or direction. 2. lick on Lesson Info then lick to open
Texas Essential Knowledge and Skills - Grade Three
12 Texas Essential Knowledge and Skills - Grade Three (6) Force, (A) motion, explore and different energy. forms The student of energy, knows including that forces mechanical, cause change light, sound,
G RADE 1 MATHEMATICS. Blackline Masters
G RADE 1 MATHEMATICS Blackline Masters BLM K 4.1 Assessment Checklist Student s Name Comments BLM 1.N.1&3.1 Number Cards BLM 1.N.1&3.1 Number Cards (continued) BLM 1.N.1&3.1 Number Cards (continued) BLM
Understand the relationship between numbers and quantities; connect counting to cardinality
Counting and Cardinality Know number names and the count sequence AR.Math.Content.K.CC.A.1 Count to 100 by ones, fives, and tens AR.Math.Content.K.CC.A.2 Count forward, by ones, from any given number up
Essentials. Week by. Week. Investigations. Let s Write Write a note to explain to your teacher how you and your partner played Race to a Dollar.
Week by Week MATHEMATICS Essentials Grade 2 WEEK 17 Let s Write Write a note to explain to your teacher how you and your partner played Race to a Dollar. Seeing Math What Do You Think? The students wanted
Class Work 16. Problem 2 Circle all of the objects that have a cylinder shape.
Class Work 16 Problem 1 This is traffic light. Trace and color in the lights according to the traffic light rule. Problem 2 Circle all of the objects that have a cylinder shape. Problem 3 Color in the
Year 1. Using and applying mathematics. Framework review
Year 1 Using and applying mathematics Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to pay and give change I am going
Name Date Period. Unit 4: Ratio and Rates Word Problem Practice. Question 1
Question 1 A tree is 15 meters tall. A seedling next to it is 7 centimeters tall. What is the ratio of the height of the seedling to the height of the tree? Question 2 Find the missing term in the pair
What You Need to Know Page 1 HANG 10! Write addition and subtraction expressions that equal 10.
Summer Math Booklet What You Need to Know Page 1 HANG 10! Write addition and subtraction expressions that equal 10. Find as many ways as you can to make 10. See if you can fill up the boxes. By adding
Lesson 2.1 Multiplication Comparisons
Name: # Lesson 2.1 Multiplication Comparisons Date: Ms. Mastromarco 1. Write a comparison sentence. a. 6 3 = 18 times as many as is. 2. Alan is 14 years old. This is twice as old as his brother James is.
Second Quarter Benchmark Expectations for Sections 4 and 5. Count orally by ones to 50. Count forward to 50 starting from numbers other than 1.
Mastery Expectations For the Kindergarten Curriculum In Kindergarten, Everyday Mathematics focuses on procedures, concepts, and s in two critical areas: Representing and comparing whole numbers, initially
CPSD: Kindergarten Mathematics Curriculum. Module 3. Comparison of Length, weight, capacity, and numbers to 10
CPSD: Kindergarten Mathematics Curriculum Pre-requisite skills Module 1 Module 2 Module 3 Module 4 Module 5 Module 6 Numbers Numbers to Ten 2D and 3D shapes Comparison of Length, weight, capacity, and
2nd Grade Math 2007 Standards, Benchmarks, Examples & Vocabulary
2nd Grade Math 2007 Stards, Benchmarks, s & Vocabulary Str Stard No. Benchmark (2nd Grade) 2.1.1.1 Read, write represent whole numbers up to 1000. Representations may include numerals, addition, subtraction,
Correlation of Nelson Mathematics 2 to The Ontario Curriculum Grades 1-8 Mathematics Revised 2005
Correlation of Nelson Mathematics 2 to The Ontario Curriculum Grades 1-8 Mathematics Revised 2005 Number Sense and Numeration: Grade 2 Section: Overall Expectations Nelson Mathematics 2 read, represent,
Mathematics Materials Collections 2018 Integrated Model Spring Assessment Window
Mathematics Materials Collections 2018 Integrated Model Spring Assessment Window Dynamic Learning Maps (DLM ) testlets sometimes call for the use of specific materials. Materials are identified in the
Blokus. Quirkle. Crosswise. Fits
Blokus Fun for both kids and adults, Blokus is a strategy board game that challenges spatial thinking. Blokus encourages creative thinking and has received a Mensa award for promoting healthy brain activity.
Math Made Easy! Parents Workshop Primary 1 and st January 2015
Math Made Easy! Parents Workshop Primary 1 and 2 31 st January 2015 Some useful reminders Example 1 Amy has 10 stickers. Lisa has 7 more stickers than Amy. How many stickers do the two children have altogether?
The Willows Primary School Mental Mathematics Policy
The Willows Primary School Mental Mathematics Policy The Willows Primary Mental Maths Policy Teaching methodology and organisation Teaching time All pupils will receive between 10 and 15 minutes of mental
Section Theoretical and Experimental Probability...Wks 3
Name: Class: Date: Section 6.8......Theoretical and Experimental Probability...Wks 3. Eight balls numbered from to 8 are placed in a basket. One ball is selected at random. Find the probability that it
First Grade Common Core Math Word Problems. Operations and Algebraic Thinking 1.OA Represent and solve problems involving addition and subtraction.
First Grade Common Core Math Word Problems Operations and Algebraic Thinking 1.OA Represent and solve problems involving addition and subtraction. 1.OA.1 1. Jen has 8 apples. Pat has 10 apples. How many
New wave mental maths revised edition
New wave mental maths revised edition Retains many of the bestselling features of New wave mental maths, with a range of added extras and new improvements, particularly in relation to problem-solving Provides
Mathematics Curriculum
K GR A D E Mathematics Curriculum GRADE K MODULE 1 Answer Key GRADE K MODULE 1 Numbers to 10 Lesson 1 Answer Key Lesson 1 Line drawn from big squirrel to little squirrel Line drawn from little rabbit to
Lesson 3: Chance Experiments with Equally Likely Outcomes
Lesson : Chance Experiments with Equally Likely Outcomes Classwork Example 1 Jamal, a 7 th grader, wants to design a game that involves tossing paper cups. Jamal tosses a paper cup five times and records
ARTS IMPACT TEACHER LESSON PLAN
ARTS IMPACT TEACHER LESSON PLAN Arts Discipline: Visual Arts Infused Discipline: Math/Science Grade First Grade Title: s and Patterns in Art and Oceans Level: Author: Julie McGrath with Meredith Essex
Year 2 Problems and Investigations Spring
Year 2 Problems and Investigations Spring Week 1 Title: Racing riddles Children discuss the positions of four dogs in a set of four races using the information given. They attempt to use mathematical reasoning
Math Kangaroo Practice
Math Kangaroo Practice March 9, 2014 1. In how many ways can 5 people be arranged to sit at 5 desks (so that only one person sits at a desk)? 2. A large cube with side length 4 cm is made with small cubes
Graphs and Probability
Name: Chapter Date: Practice 1 Making and Interpreting Double Bar Graphs Complete. Use the data in the graph. The double bar graph shows the number of boys and girls in two classes, 5A and 5B. Students
5th Grade. Fraction Operations Part 2.
1 5th Grade Fraction Operations Part 2 2015 11 13 www.njctl.org 2 Multiplying Fractions Table of Contents click on the topic to go to that section Multiplying Fractions and Whole Numbers Multiplying with
Measuring in Centimeters
MD2-3 Measuring in Centimeters Pages 179 181 Standards: 2.MD.A.1 Goals: Students will measure pictures of objects in centimeters using centimeter cubes and then a centimeter ruler. Prior Knowledge Required:
Use repeated addition to find the total number of fingers. Find the total of each group by using repeated addition. Multiplication and Division
Introducing multiplication groups of 5 Use repeated addition to find the total number of fingers. 5 + 5 + 5 = 5 groups of 5 is equal to 5. Find the total of each group by using repeated addition. a How
Algebra 1 Ch. 1-2 Study Guide September 12, 2012 Name: Actual test on Friday, Actual Test will be mostly multiple choice.
Algebra 1 Ch. 1-2 Study Guide September 12, 2012 Name:_ Actual test on Friday, 9-14-12 Actual Test will be mostly multiple choice. Multiple Choice Identify the choice that best completes the statement
TEKSING TOWARD STAAR MATHEMATICS GRADE 7. Projection Masters
TEKSING TOWARD STAAR MATHEMATICS GRADE 7 Projection Masters Six Weeks 1 Lesson 1 STAAR Category 1 Grade 7 Mathematics TEKS 7.2A Understanding Rational Numbers A group of items or numbers is called a set.
Very Hungry Caterpillar bingo dabber butterflies
Broad Skill Monday Tuesday Wednesday Thursday Friday Creative and Free Arts Very Hungry Caterpillar bingo dabber butterflies Hand Print butterflies Painting, prints on paper Pipecleaner caterpillars Life
Welcome to Math Journaling!
Created by Maggie at www.maggieskindercorner.blogspot.com Welcome to Math Journaling! Read each prompt, or have a student helper to tell the prompt to their neighbors. Students should say the number then
Year End Review. Central Tendency 1. Find the mean, median and mode for this set of numbers: 4, 5, 6, 3, 7, 4, 4, 6, 7 mean. median.
Math 8 Name: Year End Review Central Tendency 1. Find the mean, median and mode for this set of numbers: 4, 5, 6, 3, 7, 4, 4, 6, 7 mean median mode Operations with Fractions 2. Solve. Show all your work.
EXPLORING SCIENTIFIC PROCEDURES. Freebies!!!!
EXPLORING SCIENTIFIC PROCEDURES Freebies!!!! Box of spaghetti, Two feet of string, Small paper cup, Paperclip, 50-60 pennies (other items will work such as paperclips, marbles, etc.) Place the piece of
Mathematics 1 Homework 2
Mathematics 1 Homework 2 Exercise 1. EASY HARD INTERESTING BORING Compare the measurements ( > < = ). 3 in 9 in 5 in + 2 in 2 in + 5 in 5 in 2 in 6 in 3 in 6 in + 1 in 6 in 7 in 7 in 4 in 5 in 4 in Exercise
Silly Phrases- Puzzle Packs.
Hollywood Squares Hollywood Squares Nine students create the game board. Three students are sitting in chairs, three standing behind them and three sitting on the floor in front of the chairs. Each student
Released January Years 3/4. Small Steps Guidance and Examples. Block 2 Length, Perimeter, Area
Released January 208 Years 3/4 Small Steps Guidance and Examples Block 2 Length, Perimeter, Area Year 3/4 Spring Term Teaching Guidance Overview Small Steps Year 3 Year 4 Measure length Equivalent lengths
1. Choose two shapes. Combine the shapes to make a new shape. Make sure that the two shapes share a side. Draw your new shape.
Name Unit 7 Shape Up!. Choose two shapes. Combine the shapes to make a new shape. Make sure that the two shapes share a side. Draw your new shape. 2. Describe each shape you used. Explain how your new
Kindergarten Making Motion to Describe Forces Alyssa Dehn
NGSS Performance Expectation K-PS2-2. MI GLCEs Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.* [Clarification Statement:
Instruction Cards Sample
Instruction Cards Sample mheducation.com/prek-12 Instruction Cards Table of Contents Level A: Tunnel to 100... 1 Level B: Race to the Rescue...15 Level C: Fruit Collector...35 Level D: Riddles in the Labyrinth...41
( Probability. orange d-1 G rade Mou+Ii-\ th, / Name: . What is the probability of the spinner landing on a 3?
7 1 -d-1 G rade Mou+Ii-\ th, / ( Probability. What is the probability of the spinner landing on a 3? 2. What is the probability of the spinner landing on a 1? 3. What is the probability of the spinner
Lesson 1: Chance Experiments
Student Outcomes Students understand that a probability is a number between and that represents the likelihood that an event will occur. Students interpret a probability as the proportion of the time that
Multiplication and Division
D Student Book Name Series D Contents Topic 1 Introducing multiplication (pp. 1 7) groups of 5 5 times table 10 times table multiplying any number by 10 multiplying numbers by 0 and 1 Date completed Topic
INTERMEDIATE LEVEL MEASUREMENT
INTERMEDIATE LEVEL MEASUREMENT TABLE OF CONTENTS Format & Background Information...3-6 Learning Experience 1- Getting Started...6-7 Learning Experience 2 - Cube and Rectangular Prisms...8 Learning Experience
Homework 1. Under the ( my ) shapes draw the same shapes in a way that there will be MORE shapes on the bottom (your) row then on the top row.
1 Math 0 Homework 1 Problem 1 Under the ( my ) shapes draw the same shapes in a way that there will be MORE shapes on the bottom (your) row then on the top row. Continue drawing the symbols inside the