Lesson Plan A.1-2: MEASURABLE ATTRIBUTES
Lesson Seed A.1-2: BUBBLES
Lesson Seed A.2: DRESS UP
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Content Emphasis By Clusters in Grade PK
Progressions from Common Core State Standards in Mathematics
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Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.
In this unit, students investigate the beginning foundations of place value by exploring the relationship between ten ones and ten through real-quantity representations that fit their world (e.g. 10 pennies in a dime, ten fingers on each hand and ten toes on each foot, ten acorns collected on a walk, etc.). In order to begin constructing an understanding of base-ten concepts and procedures, it is important that students have a variety of experiences in counting quantities of objects in several different ways, followed by opportunities to discuss their mathematical thinking with their peers. It is also important to note that students’ work in the base-ten system is intertwined with their work on counting and cardinality.
Focus Standards (Listed as Examples of Opportunities for In-Depth Focus in the PARCC Content Framework documents for Grades 3-8):
Possible Student Outcomes:
The student will:
Evidence of Student Learning:
Fluency Expectations and Examples of Culminating Standards:
Interdisciplinary Connections: Interdisciplinary connections fall into a number of related categories:
Sample Assessment Items: The items included in this component will be aligned to the standards in the unit and will include:
Interventions/Enrichments: (Standard-specific modules that focus on student interventions/enrichments and on professional development for teachers will be included later, as available from the vendor(s) producing the modules.)
Vocabulary/Terminology/Concepts: This section of the Unit Plan is divided into two parts. Part I contains vocabulary and terminology from standards that comprise the cluster, which is the focus of this unit plan. Part II contains vocabulary and terminology from standards outside of the focus cluster. These “outside standards” provide important instructional connections to the focus cluster.
verbal counting: : counting while aligning each number said to an object, picture, etc. in order to solve a problem.
cardinality: is the understanding that when counting a set, the last number represents the total number of objects in the set
Example: This is a set of 3 stars.
one-to-one correspondence: linking a single number name with one object--and only one--at a time
subitizing : the ability to recognize the total number of objects or shapes in a set without counting. Example: Recognizing that this face of a cube has five dots without counting them.
decomposition: breaking a number into two or more parts to make it easier with which to work.
Example: When combining a set of 5 and a set of 8, a student might decompose 8 into a set of 3 and a set of 5, making it easier to see that the two sets of 5 make 10 and then there are 3 more for a total of 13.
Decompose the number 4; 4 = 1+3; 4 = 3+1; 4 = 2+2
Beginning in Grade 3: Decompose the number ⅗ ;⅗ = ⅕ + ⅕ +⅕
Part II – Instructional Connections outside the Focus Cluster
rote counting: reciting numbers in order from memory without aligning them to objects, pictures, etc.
Part-Part-Total Mat: a mat used to organize concrete materials to make sense of a problem.