Standards and Backwards Mapping

I currently teach Spanish immersion kindergarten in Michigan. I will be taking a look at a kindergarten math standard that is list both in the Common Core State Standards and the Michigan State Standards:

CCSS.Math.Content.K.MD.A.2

Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. (corestanards.org, michigan.gov)

I chose to develop a unit plan based on this state standard because learning to describe and compare measurable attributes are foundational skills for more advanced kindergarten math concepts like addition and subtraction. This standard also has many cross-curricular connections in other subjects where knowing how to group, categorize and compare is essential. Some examples are: parts of speech or types of text (language arts), living or nonliving things (science), and different areas of our communities (social studies). Also, this standard is easily integrated into fun and enjoyable thematic activities. Finally, this standard provides excellent opportunities for my Spanish immersion students to develop new vocabulary. 

Here are three proficiencies my students need to achieve in order to meet the standard:

1. Students will identify various ways to measure an object (ex: length, width, height, weight, etc.)
2. Students will compare a shared measurable attribute of two objects (ex: measure the lengths of a paper clip and a pencil)
3. Students will describe the difference between two objects based on their measurable attribute (ex: “The pencil is longer than the paper clip.”)

Here are three assessments I could use to check that my students have met the standard:

1. Record the measurements of their two objects on a recording sheet (including their unit of measurement and what attribute they are measuring).
1. Example: “The pencil is 6 Unifix Cubes long. The paper clip is 2 Unifix Cubes long.”
2. Write a sentence describing the difference between two objects (ex: “The pencil is longer than the paper clip.”)
1. Another option: Start with one object. Students identify another object that is longer than/wider than/shorter than the first.

                                                               i.      Example: The ruler is longer than my pencil.

3. Make a prediction about two objects (which will be lighter/heavier). Measure, record and mark if their prediction was correct or not.
1. Example: The pencil will be longer than the paper clip. My prediction was correct.

Here are three activities my students could do to develop their measurement and comparison skills (including a fun autumn-themed activity):

    1. Measuring pumpkins 
            a. Students will work in pairs to measure their pumpkins in many ways:

                                         i.      Front Length (linking Unifix cubes and/or ruler)

                                         ii.      Height (linking Unifix cubes and/or ruler)

                                        iii.      Weight (scale)

                                       iv.      Circumference (yarn and ruler)

           b. Students mark their measurements on a labeled worksheet (including units and attribute) 

    2. Comparing heights:  

          a. Teacher will help students measure their height with yarn. Each person’s length of yarn will be posted by their photo on the wall.
          b. Students must complete the sentences:

                                       i.      “I am shorter than: _______________________”

                                      ii.      “I am taller than: _______________________”
 

(www.goingbacktokinder.blogspot.com)

    3. Making predictions:
          a. Students will look around the room for two objects to compare the weight of.

                                    i.      They will predict which object will be heavier or lighter.

                                    ii.      They will weigh the objects using a balance.

          b. Finally, they will record the measurements and say if their predictions were correct or not.

References:

Almazan, A. (2013, September 25). Quick Post on Measuring. In Going Back to Kinder. Retrieved October 16, 2016, from http://goingbacktokinder.blogspot.com/2013/09/quick-post-on-measuring.html 
Black. (n.d.). Kindergarten--Measurement & Data. In Ms. Blacks' Math Coach Web Site. Retrieved October 16, 2016, from https://sites.google.com/a/eusd.org/tblack/kindergarten-work-stations/measurement-and-data

Kindergarten--Measurement & Data. (n.d.). In Common Core State Standards Initiative. Retrieved October 15, 2016, from http://www.corestandards.org/Math/Content/K/MD/

Michigan Department of Education. (2010). Michigan K-12 Standards: Mathematics. In Michigan.gov. Retrieved October 15, 2016, from http://www.michigan.gov/documents/mde/K-12_MI_Math_Standards_REV_470033_7.pdf