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What in the Heck is Standard 4 (not 5) in Grades K-5?

What in the Heck is Standard 4 (not 5) in Grades K-5?. Eddie Keel Southwest Jackson-Memphis CORE Regional Math Coordinator ekeel@battelleforkids.org. Important Facts for 2012-2013. All K-2 math teachers should be using the Common Core Standards this year.

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What in the Heck is Standard 4 (not 5) in Grades K-5?

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  1. What in the Heck is Standard 4 (not 5) in Grades K-5? Eddie KeelSouthwest Jackson-Memphis CORE Regional Math Coordinator ekeel@battelleforkids.org

  2. Important Facts for 2012-2013 • All K-2 math teachers should be using the Common Core Standards this year. • Several SPIs have been dropped this year from the 3-8 math curriculum. These dropped SPIs will not be on this year’s TCAP exams. • Constructed Response Assessments (CRA) will be given three times this year to grade 3-8. • There are 8 regional math coordinators in TN.

  3. Sample Activities • Many of these activities are adapted from the one of the following sites: • http://illustrativemathematics.org/ • http://www.mathplayground.com/patternblocks.html • http://www.learner.org/courses/teachingmath/gradesk_2/session_02/section_01_b.html • http://www.learningtoday.com/player/swf/Geometry_2DShapes_L1_V1_T1a_1.swf • http://www.k-5mathteachingresources.com/kindergarten-math-activities.html

  4. Kindergarten Common Core • Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). 1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. 2. Correctly name shapes regardless of their orientations or overall size. 3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three dimensional (“solid”).

  5. Kindergarten Common Core • Analyze, compare, create, and compose shapes. 4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). 5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. 6. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”

  6. Pattern Block Activity #1 • Choose 2 hexagons, 4 trapezoids, 2 triangles, 5 squares, 1 blue rhombus, 3 beige rhombus • I am thinking of a bird. Can you make it? • http://www.mathplayground.com/patternblocks.html • Ask the children to count and record how many of each block they used to make the bird, then how many blocks did they use all together.

  7. Sample Bird

  8. Sample Recording Sheeet

  9. 1st Grade Common Core • Reason with shapes and their attributes. 1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as “right rectangular prism.” )

  10. 1st Grade Common Core • Reason with shapes and their attributes. 3. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

  11. Composing Shapes Use 2 pattern blocks to make this shape. http://nlvm.usu.edu/en/nav/vlibrary.html Use 2 pattern blocks to make this shape. Can you use more?

  12. Online Activity • http://www.learningtoday.com/player/swf/Geometry_2DShapes_L1_V1_T1a_1.swf

  13. 2nd Grade Common Core • Reason with shapes and their attributes. 1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. 2. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

  14. 2nd Grade Common Core 3. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

  15. Make a shape! • Use at least two pattern blocks to make a.... • Triangle • Quadrilateral • Pentagon • Hexagon Note: It does not have to be regular! Challenge: Can you make a solid red triangle? http://nlvm.usu.edu/en/nav/vlibrary.html

  16. Introduction to Area and Multiplication • Count out twenty squares. • Make a large rectangle using all of the blocks. • How many rows and columns do you have?

  17. 3rd Grade Geometry SPIs for 2012-2013 • SPI 0306.4.1 Recognize polygons and be able to identify examples based on geometric definitions. • SPI 0306.4.4 Calculate the perimeter of shapes made from polygons. • SPI 0306.4.5 Choose reasonable units of measure, estimate common measurements using benchmarks, and use appropriate tools to make measurements. • SPI 0306.4.6 Measure length to the nearest centimeter or half inch. • SPI 0306.4.7 Solve problems requiring the addition and subtraction of lengths.

  18. What pattern block am I? • All of my sides are congruent (equilateral). • I have an even number of sides. • None of my angles are obtuse. • I am a polygon whose opposite sides are parallel. • None of my angles are acute.

  19. What pattern block am I? • None of my sides are perpendicular. • I am not equiangular. • I am equilateral. • My opposite sides are both parallel and congruent. • I can be decomposed into two equilateral triangles. • I am blue.

  20. 4th Grade Geometry SPIs • SPI 0406.4.1 Classify lines and line segments as parallel, perpendicular, or intersecting. • SPI 0406.4.2 Graph and interpret points with whole number or letter coordinates on grids or in the first quadrant of the coordinate plane. • SPI 0406.4.4 Identify acute, obtuse, and right angles in 2-dimensional shapes. • SPI 0406.4.7 Determine appropriate size of unit of measurement in problem situations involving length, capacity or weight. • SPI 0406.4.8 Convert measurements within a single system that are common in daily life (e.g., hours and minutes, inches and feet, centimeters and meters, quarts and gallons, liters and milliliters). • SPI 0406.4.9 Solve problems involving area and/or perimeter of rectangular figures.

  21. Angles in the Pattern Blocks • Hexagon has 6 ______ angles. • Square has 4 _____ angles • Equilateral Triangle has 3 _____ angles • The blue rhombus has 2 _____ angles and 2 ____ angles • The skinny rhombus has 2 ____ angles and 2 ____ angles. • The trapezoid has 2 ___ angles and 2 ___ angles.

  22. 5th Grade Geometry SPIs for 2012-2013 • SPI 0506.4.1 Solve contextual problems that require calculating the area of triangles and parallelograms. • SPI 0506.4.2 Decompose irregular shapes to find perimeter and area. • SPI 0506.4.4 Solve problems involving surface area and volume of rectangular prisms and polyhedral solids. • SPI 0506.4.5 Find the length of vertical or horizontal line segments in the first quadrant of the coordinate system, including problems that require the use of fractions and decimals.

  23. Decomposing a Pattern Block to find area • Assume the area of a green triangle is 1. What is the area of these pattern block? • Hexagon • Blue Parallelogram • Trapezoid • Challenge: The area of the square is S and the area of the triangle is T. What is the area of the skinny rhombus?

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