Students first read an article on how SpaceX's reusable rockets could revolutionize space travel. They then conduct an investigation with straw rockets and a rubber band to test how elastic potential energy is converted into gravitational potential energy. Students then read an article on the new SpaceX rocket design that could take hundreds of people to Mars and discuss where humans should explore in outer space.
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In this first module of Grade 1, students make significant progress towards fluency with addition and subtraction of numbers to 10 as they are presented with opportunities intended to advance them from counting all to counting on which leads many students then to decomposing and composing addends and total amounts.
Module 3 begins by extending studentsåÕ kindergarten experiences with direct length comparison to indirect comparison whereby the length of one object is used to compare the lengths of two other objects.åÊ Longer than and shorter than are taken to a new level of precision by introducing the idea of a length unit.åÊ Students then explore the usefulness of measuring with similar units. The module closes with students representing and interpreting data.
Module 1 sets the foundation for students to master the sums and differences to 20 and toåÊ subsequently apply these skills to fluently add one-digit to two-digit numbers at least through 100 using place value understandings, properties of operations and the relationship between addition and subtraction.
Module 2 uses place value to unify measurement, rounding skills, and the standard algorithms for addition and subtraction. åÊThe module begins with plenty of hands-on experience using a variety of tools to build practical measurement skills and conceptual understanding of metric and time units.åÊ Estimation naturally surfaces through application; this transitions students into rounding.åÊ In the moduleåÕs final topics students round to assess whether or not their solutions to problems solved using the standard algorithms are reasonable.
In this 20-day module students explore area as an attribute of two-dimensional figures and relate it to their prior understandings of multiplication. Students conceptualize area as the amount of two-dimensional surface that is contained within a plane figure.åÊ They come to understand that the space can be tiled with unit squares without gaps or overlaps.åÊ They make predictions and explore which rectangles cover the most area when the side lengths differ.åÊ Students progress from using square tile manipulatives to drawing their own area models and manipulate rectangular arrays to concretely demonstrate the arithmetic properties. The module culminates with students designing a simple floor plan that conforms to given area specifications.
This 10-day module builds on Grade 2 concepts about data, graphing, and line plots.åÊThe two topics in this module focus on generating and analyzing categorical and measurement data.åÊ By the end of the module, students are working with a mixture of scaled picture graphs, bar graphs, and line plots to problem solve using both categorical and measurement data.
Module 2 uses length, mass and capacity in the metric system to convert between units using place value knowledge.åÊ Students recognize patterns of converting units on the place value chart, just as 1000 grams is equal 1 kilogram, 1000 ones is equal to 1 thousand.åÊ Conversions are recorded in two-column tables and number lines, and are applied in single- and multi-step word problems solved by the addition and subtraction algorithm or a special strategy.åÊ Mixed unit practice prepares students for multi-digit operations and manipulating fractional units in future modules.
In this 20-day module, students build their competencies in measurement as they relate multiplication to the conversion of measurement units.åÊ Throughout the module, students will explore multiple strategies for solving measurement problems involving unit conversion.
In Module 1, students‰Ûª understanding of the patterns in the base ten system are extended from Grade 4‰Ûªs work with place value of multi-digit whole numbers and decimals to hundredths to the thousandths place. In Grade 5, students deepen their knowledge through a more generalized understanding of the relationships between and among adjacent places on the place value chart, e.g., 1 tenth times any digit on the place value chart moves it one place value to the right. Toward the module‰Ûªs end students apply these new understandings as they reason about and perform decimal operations through the hundredths place.
After students observed, analyzed, and classified objects by shape into pre-determined categories in Module 2, they now compare and analyze length, weight, volume, and, finally, number in Module 3. The module supports studentsåÕ understanding of amounts and their developing number sense. The module culminates in a three-day exploration, one day devoted to each attribute: length, weight, and volume.
In this 12-day Grade 2 module, students engage in activities designed to deepen their conceptual understanding of measurement and to relate addition and subtraction to length.åÊ Their work in Module 2 is exclusively with metric units in order to support place value concepts.åÊ Customary units will be introduced in Module 7.
Up to this point in Grade K, students have worked intensively within 10 and have often counted to 30 using the Rekenrek during fluency practice. This work sets the stage for this module where students clarify the meaning of the 10 ones and some ones within a teen number and extend that understanding to count to 100.
Module 1 of the Kindergarten curriculum in A Story of Units. åÊIn Topics A and B, classification activities allow students to analyze and observe their world and articulate their observations. åÊReasoning and dialogue begin immediately. åÊIn Topics C, D, E, and F, students order, count, and write up to ten objects to answer åÒhow many?åÓ questions from linear, to array, to circular, and finally to scattered configurations wherein they must devise a path through the objects as they count. åÊIn Topics G and H, students use their understanding of relationships between numbers and know that each successive number name refers to a quantity that is one greater and that the number before is one less.