• Elementary Mathematics Kindergarten Unit 8


    Subject: Mathematics
    Grade: Kindergarten
    Timeline: 7 days
    Unit 8 Title: Measurement

    Unit Overview: 
     
    This unit will give the opportunity for students to be introduced to measurement in the form of length and weight. Students will learn about comparing lengths and weights while using tools to help them give more detail to their measurement of objects.  Students will also have the opportunity to relate measurement to their everyday environments.

    Unit Objectives:
     
    At the end of this unit, all students must be able to identify shorter and longer when it comes to two different objects.  They must be able to identify and compare the weight of various objects to tell what is heavier or lighter.  Students must be able to discuss the world around them in the language of measurement.

    Focus Standards:
     
    PA.CCSS.Math.Content.CC.2.4.K.A.1  Describe and compare attributes of length, area, weight, and capacity of everyday objects. (K.MD.1, K.MD.2, K.MD.3)

    Mathematical Practice Standards:   
     
    #1  Make sense of problems and persevere in solving them. 
     
    Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals.  They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt.  Proficient students check their answers to problems using a different method.  They continually ask themselves, “Does this make sense?”  They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

    #4  Model with mathematics. 
     
    Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation.   

    #5  Use appropriate tools strategically.
     
    These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and
    their limitations. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

    #6  Attend to precision. 
     
    Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They
    calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

    #7 Look for and make use of structure. 
     
    Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have.

    #8 Look for and express regularity in repeated reasoning. 
     
    Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.

    Concepts - Students will know:
    • Objects have different lengths
    • Objects have different weights
    • Different tools can be used to measure objects
    Competencies -Students will be able to:
    • Compare object lengths
    • Compare object weights
    • Estimate object lengths and weights
    • Use tools to see the difference in length and weight

    Assessments:
    • Kindergarten Checklist Components

    Elements of Instruction:
     
    Students use objects to introduce themselves with measurement in our everyday world.  They will have the opportunity to work with manipulative and tools to estimate measurement and weight of various objects.  The students will relate most of their understanding of measurement to what they have already experienced in their daily lives.

    Differentiation:
     
    Each lesson has differentiation options for each portion of the lesson. Additional differentiation options are listed with directions and student masters in the Teacher’s Guide.

    Interdisciplinary Connections:
    • Math routines
    • Literature books

    Additional Resources / Games:
     
    Students will play a variety of games that directly support the content of the lesson and the overall goals for the unit. Games for unit eight included:
    • Where Do I Belong?
    • Top-It