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To be a rectangle, I must have 4 straight sides that are connected. A SPECIAL RECTANGLE I have those! I must have four corners, or vertices. I have those, too! I also need four right angles like the corners of a book. I have all of those, and more! I guess you can call me a special rectangle. and I am still a square!
To be a rectangle, I must have: 4 straight sides that are connected 4 vertices, or corners 4 right angles like the corner of a book 2 pairs of matching sides with equal lengths A SPECIAL RECTANGLE I am a square, but I have everything you listed! I must be a rectangle, too! and I am still a square!
I am a boy, but I am also a son and a brother. I am a girl, but I am also a daughter and a sister.
I am a rectangle. I am a rectangle, too. I am also a square!
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Play GUESS MY NUMBER! Choose the lowest and the highest numbers you plan to use. Write these on your number line. Write a number (between those two numbers) in a secret place. Draw an arrow in the approximate position of the number. When a student makes a guess, he/she must explain why that number was chosen. Make a mark on the number line to indicate where the guessed number is in relation to the secret number.?? I think it is because it is closer to. 2 2 Continue this play until the number is correctly guessed. 5? I think it is 5 because it is between and. 2 5 6 I think it is 6. It is a little bigger than 5. 2
Hang a piece of cord about 7 inches wide across the classroom. Give a student a tent card with a number that is not zero. Ask the student to place the number on the number line. 4 Give a student a second number to place on the number line. At this point, there is no wrong place as long as the number is on the proper side of the first number. 4 Place a third number on the number line in a position that does not accurately reflect the magnitudes of the numbers. Ask students to write the numbers on their open numbers lines in the correct positions and be ready to defend their choice of placement. 4 5 The 5 has to be closer to the because Add other numbers to the mix asking students to first write them on their number line, then be ready to place the card in the correct spot and explain their thinking.
Ask students to show (on their open number lines) one way to make a given number. Ask students to show a different way to make that same number. (As they grow in their understanding of subtraction, they could make the number, for instance, with minus 2.) Try a third way! This is showing students how to compose and decompose numbers, as well as strengthening our students fluency with addition and subtraction.
TEKS/Common Core Correlation K.2(A) Count forward and backward to at least 2 with and without objects.cc has forward only, no objects, and begin at any number. K.2(B) Read, write, and represent whole numbers from to at least 2 with and without objects or pictures. CC does not include reading numbers. K.2(C) Count a set of objects up to at least 2 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order. K.CC.2 K.CC.3 K.CC.4b K.CC.5 K.2(D) Recognize instantly the quantity of a small group of objects in organized and random arrangements. CC does not include subitizing. K.2(E) Generate a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 2. K.2(F) Generate a number that is one more than or one less than another number up to at least 2. CC does not include one less than. K.2(G) Compare sets of objects up to at least 2 in each set using comparative language. CC includes written numerals. K.2(H) Use comparative language to describe two numbers up to 2 presented as written numerals. CC only uses -. K.2(I) Compose and decompose numbers up to with objects and pictures. CC includes number sentences. K.CC.5 K.CC.6 K.CC.4c K.CC.6 K.CC.6 K.CC.7 K.CC.6 K.CC.7 K.OA.3 K.OA.4
K.3(A) Model the action of joining to represent addition and the action of separating to represent subtraction. K.3(B) Solve word problems using objects and drawings to find sums up to and differences within. K.OA. K.OA.2 K.OA.5 K.3(C) Explain the strategies used to solve problems involving adding and subtracting within using spoken words, concrete and pictorial models, and number sentences. K.4(A) Identify U. S. coins by name including pennies, nickels, dimes, and quarters. K.5(A) Recite numbers up to at least by ones and tens beginning with any given number. CC does not ask students to begin at any number. K.CC.2 K.CC. K.6(A) Identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles. CC is not quite as specific. K.6(B) Identify three-dimensional solids, including cylinders, cones, spheres, and cubes, in the real world. CC is not quite as specific. K.G.2 K.G.2 K.6(C) Identify two-dimensional components of three-dimensional objects. K.6(D) Identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably. CC includes similarities and differences. K.6(E) Classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size. K.G.4 K.G.4
K.6(F) Create two-dimensional shapes using a variety of materials and drawings. CC includes 3-D shapes. K.G.5 K.7(A) Give an example of a measurable attribute of a given object, including length, capacity, and weight. K.7(B) Compare two objects with a common measurable attribute to see which object has more of/less of the attribute and describe the difference. K.MD. K.MD.2 K.(A) Collect, sort, and organize data into two or three categories. CC includes counting the objects in each category. K.MD.3 K.(B) Use data to create real-object and picture graphs. K.(C) Draw conclusions from real-object and picture graphs. K.9(A) Identify ways to earn income. K.9(B) Differentiate between money received as income and money received as gifts. K.9(C) List simple skills required for jobs. K.9(D) Distinguish between wants and needs and identify income as a source to meet one's wants and needs.