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Kindergarten Math Unit 9

This 4-week kindergarten mathematics unit focuses on direct measurement comparison. Students will compare objects based on measurable attributes like length, weight, and height. They will describe which object has more of or less of an attribute. The unit emphasizes mathematical practices like problem-solving and critiquing reasoning. Students will directly compare two objects, describe differences in attributes, and classify objects into categories based on these attributes.

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Samarpan Regmi
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56 views

Kindergarten Math Unit 9

This 4-week kindergarten mathematics unit focuses on direct measurement comparison. Students will compare objects based on measurable attributes like length, weight, and height. They will describe which object has more of or less of an attribute. The unit emphasizes mathematical practices like problem-solving and critiquing reasoning. Students will directly compare two objects, describe differences in attributes, and classify objects into categories based on these attributes.

Uploaded by

Samarpan Regmi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Connecticut Curriculum Design Unit Planning Organizer

Kindergarten Mathematics
Unit 9 – Measurement by Direct Comparison
Pacing: 4 weeks (plus 1 week for reteaching/enrichment)

Mathematical Practices
Mathematical Practices #1 and #3 describe a classroom environment that encourages thinking mathematically and are critical for quality teaching
and learning.

Practices in bold are to be emphasized in the unit.


1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

Domain and Standards Overview

Measurement and Data K.MD


 Describe and compare measureable attributes.
 Classify objects and count the number of objects in each category.
.

1
Adapted from The Leadership and Learning Center “Rigorous Curriculum Design” model.
*Adapted from the Arizona Academic Content Standards.
Connecticut Curriculum Design Unit Planning Organizer
Kindergarten Mathematics
Unit 9 – Measurement by Direct Comparison

Priority and Supporting CCSS Explanations and Examples*


K.MD.2 When making direct comparisons for length, students must attend to
K.MD.2 Directly compare two objects with a measurable
the “starting point” of each object. For example, the ends need to be lined up at
attribute in common, to see which object has “more of”/”less
the same point, or students need to compensate when the starting pints are not
of” the attribute, and describe the difference. For example,
lined up (conservation of length includes understanding that if an object is
directly compare the heights of two children and describe one
moved, its length does not change; an important concept when comparing the
child as taller/shorter.
lengths of two objects).

Language plays an important role in this standard as students describe the


similarities and differences of measureable attributes of objects (e.g., shorter
than, taller than, lighter than, the same as, etc.).

An interactive whiteboard or document camera may be used to compare objects


with measurable attributes.
K.MD.1. In order to describe attributes such as length and weight, students
K.MD.1. Describe measurable attributes of objects, such as length
must have many opportunities to informally explore these attributes.
or weigh. Describe several measurable attributes of a single
object.  Students should compare objects verbally and then focus on specific
attributes when making verbal comparisons for K.MD.2. They may
identify measureable attributes such as length, width, height, and
weight. For example, when describing a soda can, a student may talk
about how tall, how wide, how heavy, or how much liquid can fit inside.
These are all measurable attributes. Non-measurable attributes include:
words on the object, colors, pictures, etc.

An interactive whiteboard or document camera may be used to model objects


with measurable attributes.
Concepts Skills Bloom’s Taxonomy Levels
What Students Need to Know What Students Need To Be Able To Do

2
Adapted from The Leadership and Learning Center “Rigorous Curriculum Design” model.
*Adapted from the Arizona Academic Content Standards.
Connecticut Curriculum Design Unit Planning Organizer
Kindergarten Mathematics
Unit 9 – Measurement by Direct Comparison
Attributes Compare (two objects) 2
 Measureable Describe (differences) 4
 Common
 Differences

Essential Questions

Corresponding Big Ideas

Standardized Assessment Correlations


(State, College and Career)
Expectations for Learning (in development)
This information will be included as it is developed at the national level. CT is a governing member of the Smarter Balanced Assessment Consortium
(SBAC) and has input into the development of the assessment.

Unit Assessments
The items developed for this section can be used during the course of instruction when deemed appropriate by the teacher.

3
Adapted from The Leadership and Learning Center “Rigorous Curriculum Design” model.
*Adapted from the Arizona Academic Content Standards.

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