CI Grade 1 Blog 一年級雙語班網: November 2012

Sunday, November 4, 2012

Literacy For All Conference

Ms. Tan and Vivian will be in Rhode Island attending the LFA on Monday and Tuesday. Ms. Chung and Mr. Lyons will be with the class. Here's a link to the conference website. Feel free to contact us via e-mail. We look forward to learning a lot from the conference!
http://lesley.edu/crr/lfa_index.html

運動歌 Exercise Song

幸福的臉 Happy Face

Math Unit 2

Unit 2: Making Shapes and Designing Quilts (2D Geometry)
October 17 – November 9 (14 sessions with 3 extra days)
Notes:
●    Add new Session CPS 2.A after Session 2.2: Defining Attributes of a Triangle.
●    Sessions 3.1 through 3.3 can be omitted from classroom instruction.
Standards:
1.G.1    Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); for a wide variety of shapes; build and draw shapes to possess defining attributes.
Scope of Standard:
●    The 2011 Massachusetts Math Framework Grade 1 standards emphasize distinction between defining and non-defining attributes.
●    Attributes refer to any characteristic of a shape. Students use attribute language to describe a given two- dimensional shape: number of sides, number of vertices/points, straight sides, closed. A child might describe a triangle as “right side up” or “red.” These attributes are not defining because they are not relevant to whether a shape is a triangle or not. Students should articulate ideas such as, “A triangle is a triangle because it has three straight sides and is closed.” It is important that students are exposed to both regular and irregular shapes so that they can communicate defining attributes.
●    Students should also use appropriate language to describe a given three-dimensional shape: number of faces, number of vertices/points, number of edges.
●    Students should compare and contrast two-and three-dimensional figures using defining attributes.
Unit Considerations:
● ●
1.G.2
Students observe attributes of shape by sorting, drawing, and decomposing common shapes. To fully address this standard, see the Math Notes and Daily Practice/Homework in the Investigations and the CCSS Teacher Guide. 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 shape2.
Scope of Standard:
●    The ability to describe, use and visualize the effect of composing and decomposing shapes is an important mathematical skill. It is not only relevant to geometry, but is related to children’s ability to compose and decompose numbers. Students may use pattern blocks, plastic shapes, tangrams, or computer environments to make new shapes. The teacher can provide students with cutouts of shapes and ask them to combine them to make a particular shape.
Unit Considerations:
●    The focus of this unit is on 2-D shapes; work with decomposing 3-D shapes is done in Unit 9.
●    To fully address this standard, see the Classroom Routine: Quick Images in the Investigations and the CCSS Teacher Guide.
●    Electronic resources for this unit can be found at www.pearsonsuccessnet.com.