# HC Ele Curriculum Mapping

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```							First six weeks – yellow                        Second six weeks – pink      Third six weeks – bright green
Fourth six weeks – light blue                   Fifth six weeks – red        Sixth six weeks – violet

Harrison County Schools

Kentucky                    Student Outcomes               Key/Common                 Activities            Resources
Core Content                                                 Vocabulary                   and
Version 4.1                                                                        Assessments*
Number Sense                Students will                  Whole Numbers          DOK 1                         See Saxon Scope and
• read, write, count and       Order                  Read, write, count,           Sequence Math 1
MA-EP-1.1.1                 model whole numbers 0-
10,000, developing an
Compare                model whole numbers 0-
Students will:
understanding of place         Place value            100 developing place          Unifix cubes
 Apply multiple
representations      value for ones, tens,          Ones                   value for hundreds using
(e.g., drawings,     hundreds, thousands and        Tens                   manipulatives                 Bruce McMillan. Eating
manipulatives,       ten thousands                  Fractions              Utilize Daily Calendar Math   Fractions
base-10 blocks,      • apply multiple                                      activities.
representations (e.g.,
number lines,                                                              Use the Calendar math
expanded form,       drawings, manipulatives,       Subtraction            number line to explore
Box It Bag It Math
symbols) to          base-10 blocks, number         Symbols                number patterns.
describe whole       lines, expanded form,                                 Count backwards from 100     http://www.purplemath.
numbers (0 to        symbols) to describe and                              as part of the 100th Day of   com/modules/negative.h
9,999):              compare whole numbers                                 School celebration.
and fractions (e.g., halves,
tm
 Apply multiple                                                               DOK 2
representations      thirds, fourths) in
mathematical and real-                                Order and compare             http://www.jamesbrenna
(e.g., drawings,
manipulatives,       world problems • order                                numbers 0-100 using           n.org/algebra/numbers/r
base-10 blocks,      groups of objects                                     graphs/charts.                eal_number_system.htm
number lines,        according to quantity                                 DOK3
expanded form,       • order, compare and                                  Arrange Unifix cubes to
understand the relative                                                             http://www.mathdork.co
symbols) to                                                                show rank order.
describe             magnitude of numbers                                                                m/free10/signed1/index.
from 0-10,000, using the
Use role playing to act
fractions (halves,                                                                                       html
symbols <, >, =, including                            out, draw pictures of and
thirds, fourths);
First six weeks – yellow                       Second six weeks – pink         Third six weeks – bright green
Fourth six weeks – light blue                  Fifth six weeks – red           Sixth six weeks – violet

Kentucky               Student Outcomes              Key/Common                    Activities               Resources
Core Content                                           Vocabulary                      and
Version 4.1                                                                      Assessments*
 Apply these            the use of physical and      Symbols (<, >, =)         write number sentence            http://www.bbc.co.uk/sc
numbers to             visual models for smaller                              to show addition                 otland/education/bitesize
represent real-        numbers
world problems;        • develop beginning
Decimals (as money        /subtraction.                    /standard/mathsI/number
fractional concepts (e.g.,   only)                     (e.g., drawings,                 _gen/integers_rev1.shtm
and
manipulatives, base-10           l
 Explain how the          dividing an object into
equal parts and naming                                 blocks, number lines,
base 10 number
the equal parts [e.g.,                                 symbols)
system relates to                                                                                              http://mathstar.lacoe.edu
place value.           halves, thirds, fourths])                              Read Eating Fractions by
• expand fraction concepts
Estimate                  Bruce McMillan to make           /newmedia/integers/welc
DOK – 2
(e.g., whole to part and                               fruit salad, emphasizing         ome.html
part to whole; one-half is                             1/2's, 1/3's, and 1/4's.
MA-EP-1.1.2
Students will read, write,   larger than one-fourth)                                Use manipulatives to            http://mathforum.org/dr.
and rename whole             • be introduced to and use                             demonstrate number stories.
Use Math Munchers to
math/faq/faq.integers.ht
numbers (0 to9,999) and      decimals to represent
money                                                  solve equations.                 ml
apply to real-world and/or
mathematical situations.                                                            Create a classroom bowling
alley and allow children to      http://www.math.com/sc
bowl and keep score by           hool/subject1/lessons/S1
MA-EP-1.1.3
subtracting the number of
Students will compare                                     Multiply                  pins knocked down from the
U1L13GL.html
(<, >, =) and order whole                                 Count                     number of pins still standing.
numbers to whole                                                                                                     http://www.aaamath.co
numbers, decimals to                                                                DOK 4
decimals (as money                                                                  Summarize information            m/B/g65_cox1.htm
only) and fractions to                                                              represented on a graph
fractions (limited to
pictorial                                                                           Predict number of objects in
representations).                                                                   a container. (marshmallows,
DOK 1                                                     Whole to parts            Unifix cubes, marbles, etc.)
Parts to whole            Play game Shake Those
Estimation                   Students will develop an                               Beans from Box It-Bag It
MA-EP-1.2.1                  understanding of the                                   Math
Students will apply and
First six weeks – yellow                       Second six weeks – pink         Third six weeks – bright green
Fourth six weeks – light blue                  Fifth six weeks – red           Sixth six weeks – violet

Kentucky                  Student Outcomes               Key/Common                  Activities               Resources
Core Content                                               Vocabulary                    and
Version 4.1                                                                         Assessments*
describe appropriate        concepts of addition and
strategies for estimating   subtraction using physical     Odd                      Be sure to provide
quantities of objects and   objects and
computational results       concrete materials
Even                     ongoing formative
(limited to addition and    • explore and develop an       Divide                   assessments for the
subtraction).               understanding of the           Properties of numbers    following:
DOK – 2                     concepts of multiplication                                whole numbers (0 to
and division using physical                                9,999):
Number Operations           models                                                    (halves, thirds, fourths);
MA-EP-1.3.1                 • develop part-whole                                      (<, >, =)
Students will analyze       relations using numbers                                   decimals (as money
real-world situations to    (e.g., 3+2=5, 1+4=5)                                       only)
identify the appropriate    • explore and solve two-
operations, and will        subtraction problems
apply operations to         through the use of
solve real-world            manipulatives
problems with the           • explore and develop
following constraints:      factor-factor-product (e.g.,
 Add and subtract      2x3=6) using
whole numbers       manipulatives. (e.g.,
with three digits   hundreds charts, base-10
or less;            blocks, arrays)
 Multiply whole        • multiply whole numbers
numbers of 10 or    through 10 x 10
less;               • relate division facts to
 Add and subtract      multiplication facts (e.g.,
fractions with      using factor-factor-product)
denominators        and subtraction problems
less than or        that contain numerals and
equal to four;      symbols
First six weeks – yellow                      Second six weeks – pink     Third six weeks – bright green
Fourth six weeks – light blue                 Fifth six weeks – red       Sixth six weeks – violet

Kentucky               Student Outcomes            Key/Common               Activities            Resources
Core Content                                         Vocabulary                 and
Version 4.1                                                                Assessments*
  Add and subtract    with like denominators
decimals related    using manipulatives
to money.           • add and subtract
DOK - 2                    decimals using money
• use mental math, pencil-
MA-EP-1.3.2                and-paper methods,
Students will skip-count   calculators and/or
forward and backward by    computers to explore
2s, 5s, 10s, and 100s.     mathematical concepts
and to assist with
MA-EP-1.3.3                computation in problem
Students will divide two   solving situations
digit numbers by single
digit divisors (with or
without remainders) in
real-world and/or
mathematical problems.

Properties of
Numbers and
Operations
MA-EP-1.5.1
Students will identify
and provide examples of
odd numbers, even
numbers, and multiples
of numbers, and will
apply these numbers to
solve real-world
problems.
DOK – 2

MA-EP-1.5.2
First six weeks – yellow                    Second six weeks – pink     Third six weeks – bright green
Fourth six weeks – light blue               Fifth six weeks – red       Sixth six weeks – violet

Kentucky                 Student Outcomes          Key/Common               Activities            Resources
Core Content                                         Vocabulary                 and
Version 4.1                                                                Assessments*
Students will use the
commutative properties of
the identity properties of
and the zero property of
multiplication in written and
mental computation.
First six weeks – yellow                         Second six weeks – pink        Third six weeks – bright green
Fourth six weeks – light blue                    Fifth six weeks – red          Sixth six weeks – violet

Kentucky                   Student Outcomes                Key/Common                   Activities                Resources
Core Content                                                 Vocabulary                     and
Version 4.1                                                                          Assessments*
Measuring Physical            Students will                  Weigh                    DOK 1
Attributes                    • explore appropriate          Weight (nearest pound)   Identify information
MA-EP-2.1.1                   estimation procedures for
different situations
Length (nearest half     represented on a
Students will apply                                          inch)                    calendar
standard units to             • apply and describe
measure length (to the        appropriate strategies for     Width                    DOK2
nearest half-inch or the      estimating quantities of       Time:                    Estimate length and
nearest centimeter) and       objects and computational      (nearest quarter hour)   weight using
to determine:                 results
apply standard units to
Money (identify coins    nonstandard units
 weight (nearest                                           and bills by value)      DOK 3
measure length (inches
pound);
and centimeters), weight                                Apply knowledge of
 time (nearest quarter
(pounds), time (hours, half-                            measurement to follow a
hour); and
hours, quarter-hours, five-                             recipe
 money (identify coins      and one-minute intervals),
and bills by value)
money (coins and bills)
and
and                                                     Measure things found in the
 temperature                temperature (Fahrenheit                                 classroom using paper clips,
(Fahrenheit).              and Celsius)                                            unifix cubes, straws, and
DOK 1                         • use nonstandard units to                              other non-standard units of
measure and compare the                                 measurement.
MA-EP-2.1.2                   length, weight, area or                                 Listen to Inch by Inch
Students will use standard    volume of familiar objects                              written by Leo Lionni.
units to measure              • use standard units of                                 Introduce a 12-inch ruler with
temperature in Fahrenheit     measurement to identify,                                inches and centimeters.
and Celsius to the nearest    describe and compare                                    Students will measure
degree.                       measurable attributes of                                classroom items using rulers-
objects (e.g., length,                                  both centimeters and inches.
MA-EP-2.1.3                   weight, volume) and make                                Sort coins into separate piles
Students will choose          estimates using                                         by physical characteristics
appropriate tools (e.g.,      appropriate units of                                    Create and read a daily
thermometer, scales,          measurement                                             message informing them of
balances, clock, ruler) for   • choose and use                                        time of daily agenda,
specific measurement
First six weeks – yellow                        Second six weeks – pink     Third six weeks – bright green
Fourth six weeks – light blue                   Fifth six weeks – red       Sixth six weeks – violet

Kentucky                  Student Outcomes              Key/Common                Activities                 Resources
Core Content                                              Vocabulary                  and
Version 4.1                                                                      Assessments*
tasks.                       appropriate tools for                               including special classes,
specific measurement                                lunch, etc.
MA-EP-2.1.4                  tasks                                               Play the What's Big? What's
Students will use            • sort/classify or compare                          Little? game. Divide class
nonstandard and standard     and order objects by                                into the Big team and the
units of measurement to      shape, size and color (e.g.,                        Little team. Big team names
identify measurable          attribute blocks)                                   big things and Little team
attributes of an object      • estimate weight, length,                          names little things in order of
(length – in, cm; weight –   perimeter, area, angle and                          size, (ex: mouse, cat, dog,
oz, lb) and make an          time using appropriate                              etc.
estimate using appropriate   units of measurement                                Use the computer program
units of measurement.        • explore concepts of                               Millie's Math House to order
perimeter and area of                               shoes for Big, Middle, &
MA-EP-2.1.5                  rectangles using                                    Little.
Students will use units of   manipulatives                                       Play The Money Trading
measurement to describe      • identify, compare and                             Game.
and compare attributes of    order amounts of money                              Play Pour and Explore. Ask
objects to include length    using coins and bills and                           students to pour water into
(in, cm), width, height,     use correct symbols for                             the container (cup, pint and
money(cost), temperature     money                                               quart) that will hold the least
(F), and weight (oz, lb),    • combine coins and bills                           amount of water and then the
and sort objects and         to make a given amount                              most water.
compare attributes by        and make change up to a                             Snap ten unifix cubes
shape, size, and color.      dollar                                              together in a strip. Students
• relate time to daily                              will find things that are about
MA-EP-2.1.6                  activities, tell time to the                        the same length, shorter than
Students will estimate       hour, half-hour, quarter-                           the 10 strip and longer than
weight, length, perimeter,   hour, five minutes and one                          the 10 strip.
area, angle measures and     minute and determine                                Estimate the length of
time using appropriate       elapsed time                                        various items using a ruler
units of measurement.                                                            with centimeters and inches.
Measure and record items
Systems of                                                                       using a ruler. List from large
First six weeks – yellow                       Second six weeks – pink     Third six weeks – bright green
Fourth six weeks – light blue                  Fifth six weeks – red       Sixth six weeks – violet

Kentucky                   Student Outcomes             Key/Common                Activities                 Resources
Core Content                                               Vocabulary                  and
Version 4.1                                                                       Assessments*
Measurement                                                                     to small.
MA-EP-2.2.1                                                                     Use various coin
Students will describe,       determine equivalent U.S.                         combinations to shop in a
define, give examples of,     customary measurements                            classroom store.
and use to solve real-world   • describe, define, give                          Search in newspapers for
and/or mathematical           examples of and use to                            various amounts of money
problems nonstandard and      solve real-world and/or                           and identify the symbols
standard (U.S. Customary,     mathematical problems                             used.
metric) units of              both nonstandard and                              Construct a simple analog
measurement to include        standard (U.S. Customary,                         clock with paper plates, paper
length (in., cm.), time,      metric) units of                                  hands and a brass fastener.
money, temperature            measurement to include                            Use to reinforce time to the
(Fahrenheit) and weight       length, time, money,                              hour and half hour.
(oz., lb.).                   temperature (Fahrenheit                           Measure things found in the
and Celsius) and weight                           classroom using paper clips,
MA-EP-2.2.2                                                                     unifix cubes, straws, and
S students will                                                                 other non- standard units of
measurement
determine elapsed time
Use rulers, yardsticks and
by half hours.                                                                  meter sticks to measure items
found in and around the
MA-EP-2.2.3                                                                     classroom.
Students will convert units                                                     Play the game "Dollars or
within the same                                                                 Cents". Make a spinner with
measurement system                                                              half of the options dollar
including money (dollars,                                                       signs and half -cent signs.
cents), time (minutes,                                                          Students roll a die and spin to
hours, days, weeks,                                                             see if they have that amount
months), weight (ounce,                                                         in dollars or cents. The first
pound), and length (inch,                                                       child to reach \$20.00 is the
foot).                                                                          winner.
Play Bingo Math using the
Time to the quarter hour
First six weeks – yellow                    Second six weeks – pink     Third six weeks – bright green
Fourth six weeks – light blue               Fifth six weeks – red       Sixth six weeks – violet

Kentucky                  Student Outcomes          Key/Common                 Activities                  Resources
Core Content                                          Vocabulary                   and
Version 4.1                                                                   Assessments*
section.
Play the game "A.M. or
P.M." Offer an activity such
as getting ready for bed and
students take turns telling if it
is a.m. or p.m.
Measure items found in the
classroom using string.
Afterwards, measure the
string to determine
measurement.
First six weeks – yellow                       Second six weeks – pink     Third six weeks – bright green
Fourth six weeks – light blue                  Fifth six weeks – red       Sixth six weeks – violet

Kentucky                  Student Outcomes             Key/Common                Activities                 Resources
Core Content                                              Vocabulary                  and
Version 4.1                                                                     Assessments*
Shapes and                  identify, describe, model,
Relationships               draw, compare and                                   create quilt patterns using
MA-EP-3.1.1                 classify two-dimensional                            shapes.
Students will describe      figures and                                          Cut geometric shapes from
and provide examples of     threedimensional objects                            magazines to make posters or
basic geometric             using elements, attributes                          booklets depicting various
elements and terms          and properties                                      three dimensional objects.
(sides, edges, faces,       • explore the relationships                         Play Bingo Math with 2-D
vertices, angles), and      among two-dimensional                               shapes.
will apply these elements   figures and three-                                   Identify various shapes
to solve real-world         dimensional objects (e.g.,                          using various media
problems.                   using virtual                                       (magazines, books, etc.
manipulatives)
DOK – 2                                                                         Trace pattern blocks to
• identify and describe
make a design and write a
MA-EP-3.1.2                 congruent figures in real-
story to go with it.
world and/or mathematical
Students will describe                                                          Go on a shape search in
and provide examples of     situations
their favorite room. Find as
basic two-dimensional       • investigate and solve
many objects as they can that
shapes (circles,            real-world problems using
have circles, triangles,
triangles, squares,         the elements, attributes
rectangles, etc. Create a
rectangles, trapezoids,     and properties of basic
shape book entitled "My
rhombuses, hexagons),       two-dimensional figures
Shape Search" that depicts
and will apply these        and three-dimensional
the shape and the object.
objects
shapes to solve real-
• identify, draw and                                Use geometric shapes for
world and mathematical                                                          calendar patterning.
problems.                   represent line segments
and angles                                          Create shape drawings using
DOK – 2                                                                         only one attribute block in a
• determine if simple
shapes are congruent                                variety of ways. Demonstrate
MA-EP-3.1.3                                                                     turns, flips, & slides. . Sort
Students will describe                                                          pattern blocks by attributes.
and provide examples of                                                         Sort 3-D shapes using
basic three-                                                                    various foods such as Bugles,
dimensionalobjects                                                              Combos, cheese balls, etc.
First six weeks – yellow                          Second six weeks – pink     Third six weeks – bright green
Fourth six weeks – light blue                     Fifth six weeks – red       Sixth six weeks – violet

Kentucky                    Student Outcomes              Key/Common                  Activities              Resources
Core Content                                                Vocabulary                    and
Version 4.1                                                                        Assessments*
(spheres, cones,                                                                   DOK 1
cylinders, pyramids,                                                               Describe and provide
cubes), and will apply                                                             examples of basic two
these shapes to solve
dimensional shapes
real-world problems.
DOK – 1
DOK 2
Illustrate basic two
MA-EP-3.1.5                    determine lines of                                  dimensional shapes
Students will identify and     symmetry in simple                                  DOK 3
describe congruent             shapes and identify and
describe symmetrical
Create two dimensional
figures in real-world and/or
mathematical situations.       twodimensional figures                              shapes on geoboards
• examine examples of line
Transformations of             symmetry in real-world                              Play "Who Am I?" game
situations and apply one                            incorporating geometric
Shapes                         line of symmetry to                                 description.
MA-EP-3.2.1                    construct simple geometric                          Play Bingo Math with 3-D
Students will describe         designs, using graphic,                             shapes.
and provide examples of
line symmetry in real-
technological or concrete                           Sort symmetrical & non-
models/manipulatives to                             symmetrical paper shapes.
world and mathematical         communicate
problems or will apply                                                             Fold to check accuracy.
understanding                                       Make fold pictures with
one line of symmetry to        • explore flips, slides and
construct a simple                                                                 paint. (Paint is placed on the
turns with physical models                          line of symmetry and
geometric design.              • identify images from flips
DOK – 2                                                                            children determine end result
(reflections), slides                               after folding.)
(translations) and turns                             Brainstorm and list objects
Coordinate                     (rotations) in a plane                              that are symmetrical. Create
Geometry                                                                           origami animals to
MA-EP-3.3.1                    locate points and figures                           demonstrate symmetry.
Students will locate points    on a grid representing a                            Make shape riddles. Using
on a grid representing a       positive coordinate system                          several solid shapes a student
positive coordinate                                                                will describe the shape
First six weeks – yellow                          Second six weeks – pink     Third six weeks – bright green
Fourth six weeks – light blue                     Fifth six weeks – red       Sixth six weeks – violet

Kentucky                  Student Outcomes               Key/Common                Activities                  Resources
Core Content                                               Vocabulary                  and
Version 4.1                                                                       Assessments*
system.                                                                            without telling its name.
Play Flat or Not Flat. Using
a 3-column bar graph drawn
on chart paper (all flat sides,
some flat sides and no flat
sides) work together as a
class to place the solids in the
appropriate column
 Determine the number of
sides using various die cut
shapes. Sort by shapes with
the same number of sides and
corners.
Data                          Students will
Representations               • make a graph using                                 DOK 1
MA-EP-4.1.1                   concrete manipulatives
Display data on a
Students will analyze                                                              pictograph
and make inferences           on a concrete graph
from data displays            • display, read and                                  DOK2
(drawings, tables/charts,     compare data on student-                             Compare information
tally tables, pictographs,    invented graphs                                      represented on a bar
bar graphs, circle graphs     • read, display, compare
and interpret student-
graph
with two or three                                                                  DOK 3
sectors, line plots, two-     collected data
circle Venn diagrams).        • display, read and                                  Summarize and draw
DOK - 3                       compare data on a                                    conclusions from
pictograph and bar graph                             information displayed
MA-EP-4.1.2                   • display data in line plots
• analyze and make
on a graph
Students will collect data.                                                        Collect weather data for
inferences from data
displays (drawings,                                  each day of school for a
MA-EP-4.1.3                                                                        month. Draw the day's
Students will organize and    tables/charts, tally tables,
pictographs, bar graphs,                             weather on a 3 x 3 square,
display data.
First six weeks – yellow                        Second six weeks – pink     Third six weeks – bright green
Fourth six weeks – light blue                   Fifth six weeks – red       Sixth six weeks – violet

Kentucky                  Student Outcomes              Key/Common                Activities                 Resources
Core Content                                               Vocabulary                  and
Version 4.1                                                                       Assessments*
Characteristics of            circle graphs, line plots,                         sunny, cloudy, cloudy, etc.
Data Sets                     two-circle Venn diagrams)                          Display the months in bar
MA-EP-4.2.1                   • use technology to                                graph form. Record for more
Students will determine the   organize and display data                          than one month to have data
mode (of a set of data with   collected from student                             over time that can be easily
no more than one mode)        investigations                                     compared.
data.                                                                            likely and unlikely events in a
Students will                                      morning message, or question
• pose questions to                                of the day. For example,”
Experiments and                                                                  Today is August __. How
Samples                       generate data
• use data from student                            likely is it that is will snow
MA-EP-4.3.1                                                                      tomorrow?”
Students will pose            investigations to make
predictions or draw simple                         Make a spinner for any
questions that can be                                                            board game that has 2 equal
• use tools (including                             outcomes: move 1 space,
data                                                                             move 2 spaces. Play, and then
technology when
appropriate) to organize                           change the spinner to have a
Probability                   and display student-                               much greater chance for one
MA-EP-4.4.3                   collected data                                     outcome than the other.
Students will describe and                                                       Students compare experience
give examples of the                                                             playing same board game
probability of an unlikely                                                       with both spinners.
event (near zero) and a                                                          Respond to the following
likely event (near one).                                                         type of morning message or
question of the day: “Write
‘Do you like__---?”
questions. Have assigned
students organize data,
present to class.
Pose own question to the
class, determine how to
collect data, yes/no chart,
First six weeks – yellow                    Second six weeks – pink     Third six weeks – bright green
Fourth six weeks – light blue               Fifth six weeks – red       Sixth six weeks – violet

Kentucky                  Student Outcomes          Key/Common                Activities                   Resources
Core Content                                          Vocabulary                  and
Version 4.1                                                                  Assessments*
pictures, bar graph, etc.
Display data using one
method, then present to class.
Can students all come to
data?
Using above activity,
students choose two different
ways to display results.
Compare the two
representations. Was data
more suited to a bar graph, a
line plot, a chart or table?
Why?
Determine the following:
of ice cream?” Small group
of students choose method of
collecting data, then display
results.
Explore the question: “What
data, use post-it note squares
for pictures, arrange in bar
graph form. Compare class
data to other classes. Collect
data for all first grade classes,
compare.
Use string circles and
attribute blocks. Make two
circles, all squares, all yellow
blocks. Do any shapes share
same attributes, if so, overlap.
First six weeks – yellow                    Second six weeks – pink     Third six weeks – bright green
Fourth six weeks – light blue               Fifth six weeks – red       Sixth six weeks – violet

Kentucky                  Student Outcomes          Key/Common                Activities                Resources
Core Content                                          Vocabulary                  and
Version 4.1                                                                  Assessments*
Students then create own
Venn diagram using attribute
blocks and 2 string circles.
Compare and share.
Use above activity, display
Venn diagram data in another
way: pictograph, bar graph,
chart. Which method is easier
likely / unlikely terminology.
Present events that have an
unlikely outcome: Will all the
trees in our state blow down
tomorrow? It is summer, how
likely is it that Christmas is
next week? How likely is it
that an elephant will come to
school tomorrow?
Investigate a morning
message or question of the
day for a question with more
student input and decisions in
the display of data.
Make a coin with two
following: how likely is it
that someone will flip this
Tails?
 Draw 20 times from a bag
filled with 10 cubes of two
First six weeks – yellow                       Second six weeks – pink     Third six weeks – bright green
Fourth six weeks – light blue                  Fifth six weeks – red       Sixth six weeks – violet

Kentucky                  Student Outcomes             Key/Common                Activities                Resources
Core Content                                             Vocabulary                  and
Version 4.1                                                                     Assessments*
colors. Students will draw a
cube at a time, record the
color and return the cube to
the bag. Students will discuss
how many of each color of
cubes are in the bag based on
their 20 draws from the bag.
Use and flip a coin. Students
will discuss the possible
outcomes. Use and throw a
dice and determine the
possible outcomes. Students
will then make their own dice
using only 2 numbers and
repeating them on the six
sides of the dice. Students
will then discuss the possible
outcomes.
Patterns, Relations,       Students will                                        DOK 1                            http://www.bbc.co.uk/sc
and Functions              • identify and describe                              Identify simple patterns         hools/ks3bitesize/maths/
MA-EP-5.1.1                patterns in real life and in
numerical and geometric
DOK 2                            algebra/numberpatterns2
Students will extend                                                            Extend numerical or              _1.shtml
simple patterns (e.g.,     situations
2,4,6,8,…;◊∆◊∆…).          • reproduce and extend                               geometric patterns
DOK – 2                    patterns using                                       DOK 3                            http://www.teachrkids.c
manipulatives                                        Construct a geometric            om/fronts/pattern.htm
MA-EP-5.1.2                • use pictures or words to
create, reproduce, extend
pattern
Students will describe                                                          Create and read a pictograph
functions (input-output)   and explain patterns of
shapes, objects,                                     for the data collected from
through pictures and                                                            “What is your favorite food?”
words.                     movements, sounds and
numbers                                              Create a pictograph to
DOK – 2                                                                         answer a "what is your
• recognize and extend
favorite…" question. Use
First six weeks – yellow                         Second six weeks – pink     Third six weeks – bright green
Fourth six weeks – light blue                    Fifth six weeks – red       Sixth six weeks – violet

Kentucky                   Student Outcomes              Key/Common                Activities                 Resources
Core Content                                               Vocabulary                  and
Version 4.1                                                                       Assessments*
MA-EP-5.1.3                   simple number patterns                              small squares or post it notes
Students will determine the   • explore input-output                              to record data in picture form.
value of an output given a    machines (e.g., function                            Using above "favorites,"
function rule and an input    machines) and solve                                 display data in bar graph
value.                        simple function machine                             form or with pictures grouped
Equations and                 • use calculators to explore                        discuss which format is easier
MA-EP-5.3.1                   produces a pattern and                              Collect temperature data
Students will model real-     can be expressed as a                               for one week. Use a line plot
world and mathematical        rule for a pattern                                  to show daily low and high
situationsproblems with                                                           temps. Plot lows in one color,
simple number                                                                     highs in another color.
sentences (equations                                                              Compare the two different
and inequalities) with a                                                          colored lines.
missing value (e.g.,                                                              Based on above
2 + ? = 7, ___< 6) and                                                            temperature graph, make
apply simple number                                                               predictions about next
sentences to solve
mathematical and real-
week's weather. Will the
world d problems. DOK 2                                                           highs and lows be in
the line plot? Why or
why not?* Assessments
worksheets
fact sheets
oral assessments
written assessments
open response
informal class
discussion
First six weeks – yellow                       Second six weeks – pink           Third six weeks – bright green
Fourth six weeks – light blue                  Fifth six weeks – red             Sixth six weeks – violet

Kentucky                  Student Outcomes               Key/Common                     Activities                Resources
Core Content                                               Vocabulary                       and
Version 4.1                                                                            Assessments*
Make a paper place mat by
weaving color patterns using
construction paper.
Use snap cubes to identify,
extend and create color
patterns.
Use a musical instrument
such as a xylophone to play
musical patterns Identify
number patterns on a
numbers chart and fill in the
missing numbers to complete
the chart.
Identify the pattern of
fractional parts and wholes
and color in the last shape to
extend the pattern. Draw a
shape that comes next in a
row that shows a pattern of
solid shapes.
Use work mat and counters
equations. Use snap cubes
as counters to solve simple
subtraction equations
Essential Questions:
How are numbers, ways and/or means of representing real-world quantities?
How do number operations help us solve problems encountered in everyday life?
How does measuring objects and using tools help us make sense of the world around us?
How can we use characteristics and properties of two-dimensional figures and three-dimensional objects to describe the world around us?
How do we use geometry to describe locations?
Where can we see symmetry in art, nature, construction and scientific exploration, etc.?
How do patterns, relations and functions help us explain or predict real-world phenomena?
First six weeks – yellow                       Second six weeks – pink             Third six weeks – bright green
Fourth six weeks – light blue                  Fifth six weeks – red               Sixth six weeks – violet

•How can numerical patterns be written as rules that generate the pattern?
How can we collect organize, interpret and display data as answers to questions?

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