# Kindergarten math unit 9

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.
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Connecticut Curriculum Design Unit Planning Organizer
Kindergarten Mathematics
Unit 9 – Measurement by Direct Comparison
Priority and Supporting CCSS
K.MD.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.
Explanations and Examples*
K.MD.2 When making direct comparisons for length, students must attend to
the “starting point” of each object. For example, the ends need to be lined up at
the same point, or students need to compensate when the starting pints are not
lined up (conservation of length includes understanding that if an object is
moved, its length does not change; an important concept when comparing the
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.).
K.MD.1. Describe measurable attributes of objects, such as length
or weigh. Describe several measurable attributes of a single
object.
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
must have many opportunities to informally explore these attributes.
• 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
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Bloom’s Taxonomy Levels
Connecticut Curriculum Design Unit Planning Organizer
Kindergarten Mathematics
Unit 9 – Measurement by Direct Comparison
What Students Need to Know
Attributes
• Measureable
• Common
• Differences
What Students Need To Be Able To Do
Compare (two objects)
Describe (differences)
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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.
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