# General Overview: Measurement 4 weeks Length Capacity Weight

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```NEISD Elementary Mathematics: Kindergarten
General Overview: Measurement 4 weeks
Length
•Students in Kindergarten come with an informal knowledge of
measurement, they have been comparing things that are longer and
shorter in their daily lives. In Kindergarten they will compare two
objects with a common measurable attirbute to see which is longer or
shorter and describe the difference. In First grade they move into
describing a lenth to the nearest whole unit using a number and a unit.
They will also use different units and compare the difference in the
measure.
Capacity
•Students in Kindergarten come with an informal knowledge of
measurement, they have been comparing things that can hold more or
hold less of something in their daily lives. In Kindergarten they will
compare two objects with a common measurable attirbute to see
which is holds more or less and describe the difference. In First grade
they will have this knowledge of measure.
Weight
•Students in Kindergarten have an informal awareness of objects and
which weighs more and which weighs less with objects they have some
familiarity with in thier daily lives. In Kindergarten they will compare
two objects with a common measurable attirbute to see which weighs
more or less and describe the difference. In First grade they will have
this knowledge of measure.
Processing TEKS
The Mathematical Process Standards provide connections to the content
standards across and within the grade levels. Embedding the process
standards provides students the opportunity to have sustained
involvement with larger groups of TEKS, thereby focusing on larger ideas
rather than isolated ideas. Think about the content standards as the
bricks and the process standards the mortar.
K.1 The student uses mathematical processes to acquire and
demonstrate mathematical understanding. The student is expected
to:
(A) apply mathematics to problems arising in everyday life, society, and
the workplace;
(B) use a problem-solving model that incorporates analyzing given
information, formulating a plan or strategy, determining a solution,
justifying the solution, and evaluating the problem-solving process
and the reasonableness of the solution;
(C) select tools, including real objects, manipulatives, paper and pencil,
and technology as appropriate, and techniques, including mental
math, estimation, and number sense as appropriate, to solve
problems;
(D) communicate mathematical ideas, reasoning, and their implications
using multiple representations, including symbols, diagrams, graphs,
and language as appropriate;
(E) create and use representations to organize, record, and communicate
mathematical ideas;
(F) analyze mathematical relationships to connect and communicate
mathematical ideas; and
(G) display, explain, and justify mathematical ideas and arguments using
precise mathematical language in written or oral communication.
Measurement : Length
Big Ideas
 Measurement involves a comparison of an attribute of an item or situation with a unit
that has the same attribute.
 Meaningful measurement and estimation of measurements depend on a personal
familiarity with the unit of measure being used.
Learning Targets
 Compare two objects with the measurable attribute.
 See which is taller/shorter or longer/shorter using vocabulary.
 Describe differences in the measure.
NEISD Elementary Mathematics: Kindergarten
Measurement : Capacity
Big Ideas
Learning Targets
 Measurement involves a comparison of an attribute of an item or situation with a unit
that has the same attribute.
 Meaningful measurement and estimation of measurements depend on a personal
familiarity with the unit of measure being used.
 Compare two objects with the measurable attribute.
 See which holds more or holds less using vocabulary.
 Describe differences in the measure.
Measurement : Weight
Big Ideas
 Measurement involves a comparison of an attribute of an item or situation with a unit
that has the same attribute.
 Meaningful measurement and estimation of measurements depend on a personal
familiarity with the unit of measure being used.
Learning Targets
 Compare two objects with the measurable attribute.
 See which is lighter/heavier, weighs more or weighs less using vocabulary.
 Describe differences in the measure.
NEISD Elementary Mathematics: Kindergarten
Descripci&oacute;n general: Medici&oacute;n 4 semanas
Longitud
•Los estudiantes de Kindergarten vienen con un conocimiento
informal de la medici&oacute;n, han estado comparando en su vida diaria
cosas que son m&aacute;s largas y m&aacute;s cortas. En Kindergarten comparar&aacute;n
dos objetos con un atributo medible com&uacute;n para ver cu&aacute;l es m&aacute;s
largo o m&aacute;s corto y describir&aacute;n la diferencia. En primer grado
avanzan hasta describir una longitud a la unidad entera m&aacute;s cercana
utilizando un n&uacute;mero y una unidad. Tambi&eacute;n utilizar&aacute;n diferentes
unidades y comparar&aacute;n la diferencia en la medida.
•Los estudiantes de Kindergarten vienen con un conocimiento
informal de medici&oacute;n, han estado comparando en su vida diaria
cosas que pueden contener m&aacute;s o menos de algo. En Kindergarten
comparar&aacute;n dos objetos con un atributo medible com&uacute;n para ver
cu&aacute;l contiene m&aacute;s o menos y describir&aacute;n la diferencia. En primer
grado tendr&aacute;n este conocimiento de medidic&oacute;n.
Peso
•Los estudiantes de Kindergarten tienen un conocimiento informal de
los objetos y de cu&aacute;l pesa m&aacute;s o pesa menos con objectos con los
que tienen alguna familiaridad en sus vidas diarias. En Kindergarten
comparar&aacute;n dos objetos con un atributo medible com&uacute;n para ver
cu&aacute;l pesa m&aacute;s o pesa menos y describir&aacute;n la diferencia. En primer
grado tendr&aacute;n este conocimiento de la medici&oacute;n.
Est&aacute;ndares de proceso
Los est&aacute;ndares de procesos matem&aacute;ticos ofrecen conexiones con el
contenido a trav&eacute;s y dentro del nivel de los grados. El integrar los
est&aacute;ndares de proceso les proporciona a los estudiantes la oportunidad
de tener participaci&oacute;n sostenida con mayor n&uacute;mero de grupos de TEKS,
enfoc&aacute;ndose as&iacute; en ideas m&aacute;s grandes en vez de ideas aisladas. Piensen
sobre el contenido de los est&aacute;ndares como los ladrillos y los est&aacute;ndares
de proceso como el mortero.
K.1 El estudiante utiliza procesos matem&aacute;ticos para adquirir y demostrar
comprensi&oacute;n matem&aacute;tica:
(A) aplique las matem&aacute;ticas a los problemas que surgen en la vida diaria,
(B) utilice un modelo de resoluci&oacute;n de problemas que incorpora el an&aacute;lisis
de informaci&oacute;n dada, la formulaci&oacute;n de un plan o estrategia, la
determinaci&oacute;n de una soluci&oacute;n, la justificaci&oacute;n de la soluci&oacute;n y la
evaluaci&oacute;n del proceso de resoluci&oacute;n de problemas, as&iacute; como lo
razonable de la soluci&oacute;n;
(C) seleccione herramientas cuando sean apropiadas, incluyendo objetos
reales, manipulativos, papel y l&aacute;piz, y tecnolog&iacute;a, adem&aacute;s de t&eacute;cnicas
cuando sean apropiadas, incluyendo el c&aacute;lculo mental, la estimaci&oacute;n y
el sentido num&eacute;rico, para resolver problemas;
(D) comunique ideas matem&aacute;ticas, su razonamiento y sus implicaciones
utilizando m&uacute;ltiples representaciones cuando sean apropiadas,
incluyendo s&iacute;mbolos, diagramas, gr&aacute;ficas y el lenguaje com&uacute;n;
(E) genere y utilice representaciones para organizar, anotar y comunicar
ideas matem&aacute;ticas;
(F) analice relaciones matem&aacute;ticas para conectar y comunicar ideas
matem&aacute;ticas; y
(G) muestre, explique y justifique ideas y argumentos matem&aacute;ticos
utilizando lenguaje matem&aacute;tico preciso en forma verbal o escrita.
Medici&oacute;n : Longitud
Ideas importantes
 La medici&oacute;n implica la comparaci&oacute;n del atributo de una cosa o situaci&oacute;n con una unidad
que tiene el mismo atributo.
 La medici&oacute;n significativa y la estimaci&oacute;n de mediciones dependen de la familiaridad
personal con la unidad de medici&oacute;n que se est&aacute; utilizando.
Objetivo de aprendizaje
 Comparar dos objetos con el atributo medible.
 Ver qu&eacute; es m&aacute;s alto/m&aacute;s bajo o m&aacute;s largo/m&aacute;s corto utilizando vocabulario.
 Describir las diferencias en la medici&oacute;n.
NEISD Elementary Mathematics: Kindergarten
Ideas importantes
Objetivo de aprendizaje
 La medici&oacute;n implica la comparaci&oacute;n del atributo de una cosa o situaci&oacute;n con una unidad
que tiene el mismo atributo.
 La medici&oacute;n significativa y la estimaci&oacute;n de medidas dependen de la familiaridad
personal con la unidad de medici&oacute;n que se est&aacute; utilizando.
 Comparar dos objetos con el atributo medible.
 Ver qu&eacute; contiene m&aacute;s o contiene menos utilizando vocabulario.
 Describir las diferencias en la medici&oacute;n.
Medici&oacute;n : Peso
Ideas importantes
 La medici&oacute;n implica la comparaci&oacute;n del atributo de una cosa o situaci&oacute;n con una unidad
que tiene el mismo atributo.
 La medici&oacute;n significativa y la estimaci&oacute;n de medidas dependen de la familiaridad
personal con la unidad de medici&oacute;n que se est&aacute; utilizando.
Objetivo de aprendizaje
 Comparar dos objetos con el atributo medible.
 Ver qu&eacute; es m&aacute;s ligero/m&aacute;s pesado, pesa m&aacute;s o pesa menos utilizando vocabulario.
 Describir las diferencias en la medici&oacute;n.
```