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1 A Correlation of to the Washington Grade Level Content Expectations EALR s Grades K-5 M/M-112

2 INTRODUCTION This document demonstrates how well Investigations in Number, Data, and Space integrates with the EALR s. The citations within this correlation provide Investigation Curriculum Unit titles, the Investigation numbers and Session numbers or Focus Time/Choice Time titles correlated to the. Thus, teachers know exactly where instruction is located to prepare students for mastery of Washington s Mathematics Curriculum. Investigations in Number, Data, and Space is a Kindergarten through Grade 5 curriculum consisting of a series of Teacher s Editions that focus on major mathematical ideas, content, and pedagogy. Each book emphasizes depth of mathematical thinking over fragmented topics. Students invent strategies and approaches to solving problems and rely less on rote learning stressed in traditional textbooks. The program blends concrete materials with appropriate technology, including calculators in everyday mathematical lessons. Developed by TERC under a grant from the National Science Foundation, Investigations in Number, Data, and Space is comprehensive in its approach to students of diverse cultural, ethnic and language groups. In an effort to give mathematical lessons a broader spectrum, students are encouraged to explore working in groups, individually and as a whole class. By incorporating these methods into everyday learning, students learn to express mathematical thinking through talking, drawing, and writing. Investigations in Number, Data and Space was developed after three years of nationwide field-testing and includes teacher s practical suggestions, student dialogues, and teacher notes.

4 Investigations in Number, Data, and Space to the EALR s Kindergarten EALR 1: The student understands and applies the concepts and procedures of mathematics. Component 1.1: Understand and apply concepts and procedures from number sense - number, numeration, computation, and estimation. Number and Numeration Understand the concept of number. Count objects to at least 10 items using one-to-one correspondence. Mathematical Thinking in Kindergarten Investigations 1, 2, 3 Collecting, Counting, and Measuring Investigations 1, 2, 3, 4, 5 Counting Ourselves and Others Investigations 1, 3, 4 How Many in All? Investigations 1, 2, 3, 4 All Units: Appendix: About Classroom Routines: The Counting Jar Represent a number to at least 31 in different ways (e.g., words, numerals, pictures, physical models). [CU] Mathematical Thinking in Kindergarten Investigations 1, 2, 3 Collecting, Counting, and Measuring Investigations 1, 2, 3, 4, 5 Counting Ourselves and Others Investigations 1, 3, 4 How Many in All? Investigations 1, 2, 3, 4 All Units: Appendix: About Classroom Routines: The Counting Jar Kindergarten 1

5 Recognize that the last count word names the quantity of the set (cardinality). [CU, MC] Mathematical Thinking in Kindergarten Investigations 1, 2, 3 Collecting, Counting, and Measuring Investigations 1, 2, 3, 4, 5 Counting Ourselves and Others Investigations 1, 3, 4 How Many in All? Investigations 1, 2, 3, 4 All Units: Appendix: About Classroom Routines: The Counting Jar Identify the base ten digits 0-9. Mathematical Thinking in Kindergarten Investigations 1, 2, 3 Collecting, Counting, and Measuring Investigations 1, 2, 3, 4, 5 Counting Ourselves and Others Investigations 1, 3, 4 How Many in All? Investigations 1, 2, 3, 4 All Units: Appendix: About Classroom Routines: The Counting Jar Understand sequential relationships among whole numbers. Tell what number comes before or after a given number. [CU] Mathematical Thinking in Kindergarten Investigation 2: Teacher Note, page 36 Pattern Trains and Hopscotch Paths Investigation 4: Choice Time: Staircase Patterns Collecting, Counting, and Measuring Investigation 1: Teacher Note, page 16 Counting Ourselves and Others Investigation 1: Teacher Note, page 12 All Units: Appendix: About Classroom Routines: Calendar Kindergarten 2

6 Use comparative language (e.g., less than, more than, equal to) to compare numbers to at least 20. [CU] Mathematical Thinking in Kindergarten Investigation 2: Choice Time, pages Investigation 4 Collecting, Counting, and Measuring Investigations 3, 4, 5, 6 How Many in All? Investigation 2: Choice Time: Grab Two Handfuls All Units: Appendix: About Classroom Routines: Attendance, Counting Jar Use a known quantity to at least 10 (benchmark) to compare sets (e.g., sets of counters). Mathematical Thinking in Kindergarten Investigation 4: page 57 Collecting, Counting, and Measuring Investigations 3, 4, 5, 6 How Many in All? Investigation 2: Choice Time: Grab Two Handfuls Identify the ordinal position of objects at least through tenth. [SP, CU, RL, MC] Mathematical Thinking in Kindergarten Investigation 2: Teacher Note, page 36 Collecting, Counting, and Measuring Investigation 1: Teacher Note, page 16 Counting Ourselves and Others Investigation 1: Teacher Note, page 12 Computation Understand meaning of operations and how they relate to one another. Express stories involving addition and subtraction (e.g., join, separate) with models, pictures, and symbols. [SP, CU, RL, MC] Collecting, Counting, and Measuring Investigation 4: Choice Time: Collect 10 Together How Many in All? Investigations 2-4 Kindergarten 3

7 Use addition in the classroom environment (e.g., boys and girls in attendance). Collecting, Counting, and Measuring Investigation 4: Choice Time: Collect 10 Together How Many in All? Investigations 2-4 Component 1.2: Understand and apply concepts and procedures from measurement. Attributes, Units, and Tools Understand and apply appropriate terminology to compare attributes. Use comparative vocabulary to describe objects (e.g., longer/shorter, heavier/lighter, nearer/further, thicker/thinner, shorter/taller). [CU] Collecting, Counting, and Measuring Investigations 3, 4 Investigation 5: Dialogue Box, pages How Many in All? Investigation 1 Use terms to describe the duration of events (e.g., long time or short time). [CU] Kindergarten students using Investigations in Number, Data, and Space use a calendar to explore concepts of time. Mathematical Thinking in Kindergarten Investigation 3 All Units: Appendix: About Classroom Routines: Calendar Understand that objects can be used as tools for nonstandard measurement. Use nonstandard units to measure (e.g., paper strips, cubes, beans). Collecting, Counting, and Measuring Investigations 3, 4 Investigation 5: Dialogue Box, pages How Many in All? Investigation 1 Kindergarten 4

8 Component 1.3: Understand and apply concepts and procedures from geometric sense. Properties and Relationships Recall and understand characteristics of familiar 3-D objects. Describe objects based on characteristics (e.g., big, small, like a box). [CU, MC] Mathematical Thinking in Kindergarten Investigation 1 Choice Time, pages Teacher Note, page 22 Making Shapes and Building Blocks Investigations 3, 4, 5 Identify objects based on their characteristics. [MC] Mathematical Thinking in Kindergarten Investigation 1 Choice Time, pages Teacher Note, page 22 Making Shapes and Building Blocks Investigations 3, 4, Understand how to sort and compare 3-D objects using characteristics. Identify and sort 3-D objects in their environment by characteristics (e.g., cans, balls, boxes). [MC,RL] Mathematical Thinking in Kindergarten Investigation 1 Choice Time, pages Teacher Note, page 22 Making Shapes and Building Blocks Investigations 3, 4, 5 Kindergarten 5

9 Compare 3-D objects using comparative language (e.g., bigger, taller, shorter, fatter). [CU] Mathematical Thinking in Kindergarten Investigation 1 Choice Time: Exploring Geoblocks, pages Teacher Note, page 22 Making Shapes and Building Blocks Investigations 3 Extension, page 44 Choice Time: Exploring Geoblocks, pages Investigation 4: Choice Time: Build a Block, pages Investigation Understand the relative position of 3-D objects in their environment. Describe the location of objects relative to each other (e.g., in, out, over, under, behind, above, below, next to, etc.). [MC, CU] In addition to physical manipulation of shapes and objects, Kindergarten students using Investigations in Number, Data, and Space apply concepts of relative position or direction through the use of Shapes, a software program which allows students to construct and manipulate geometric shapes, see objects move according to rules they specify, and explore rotation and reflection. Making Shapes and Building Blocks Investigations 2, 3, 4 Shapes Teacher Tutorial: pages Component 1.4: Understand and apply concepts and procedures from probability and statistics. Statistics Understand that data can be collected and organized. Sort and classify data. Counting Ourselves and Others Investigations 1-4 Making Shapes and Building Blocks Investigation 1, page 16 Investigation 3 Kindergarten 6

10 Use physical objects and/or pictures to build bar graphs. Mathematical Thinking in Kindergarten Investigation 1 Counting Ourselves and Others Investigations 1, 2, 3 All Units: Appendix: About Classroom Routines: Attendance, Today s Question Answer questions about class-made graphs (e.g., How many cats? How many dogs?). In addition to the following references, the end of each unit of Investigations in Number, Data, and Space contains a feature entitled, About Classroom Routines. In Kindergarten this includes a section entitled, Today s Question, which consists of an activity involving students collecting, displaying, and interpreting data. Students may represent data using charts or graphs. Students are asked to think about what a graph represents and what it is communicating. The following references are specifically to graphical representations of data and their implications. Counting Ourselves and Others Investigation 3: Focus Time, pages Investigation 3: Teacher Note, page 70 Component 1.5: Understand and apply concepts and procedures from algebraic sense. Patterns and Relationships Understand that objects are grouped by common attributes. Sort objects by easily distinguishable attributes (e.g., color, size, shape). Mathematical Thinking in Kindergarten Investigation 1: Teacher Note, page 22 Counting Ourselves and Others Investigation 1: Choice Time: Self-Portraits Investigation 2 Making Shapes and Building Blocks Investigations 1, 2, 3, 4, 5 Kindergarten 7

11 Describe and extend a repeating pattern (e.g., ABAB, green-green-blue). [CU, RL] Mathematical Thinking in Kindergarten Investigation 3 Pattern Trains and Hopscotch Paths Investigations 1, 2, 3, 4 All Units: Appendix: About Classroom Routines: Calendar and Patterns on the Pocket Chart Symbols and Representations Understand the meaning of equality and inequality. Use concrete objects to model language (e.g., same, different, equal, not equal, more, less). [CU] Mathematical Thinking in Kindergarten Investigation 4: page 57 Collecting, Counting, and Measuring Investigations 3, 4, 5, 6 How Many in All? Investigation 2: Choice Time: Grab Two Handfuls Model/act out story problems to solve whole number equations and inequalities. [SP, CU, MC] How Many in All? Investigations 1, 2, 3, 4 Kindergarten 8

12 EALR 2: The student uses mathematical reasoning to define and solve problems. Component 2.1: Investigate and Analyze Situations Analyze situations to determine known and unknown information in familiar situations. Kindergarten students using Investigations in Number, Data, and Space analyze situations to determine known and unknown information in familiar situations as they investigate the operations of addition and subtraction of whole numbers and solve combining and separating problems. Collecting, Counting, and Measuring Investigation 4 How Many in All? Investigations 2-4 Pattern Trains and Hopscotch Paths Investigation 2 All units: Appendix: About Classroom Routines: Calendar and Patterns on the Pocket Chart Analyze situations to determine when information is missing or extraneous. Kindergarten students using Investigations in Number, Data, and Space implicitly analyze situations to determine when information is missing or extraneous on a daily basis as they perform the investigations of this series. For example, in one activity students determine what information is necessary to determine the number of absent students on a given day, i.e., the total number of students in the class and the number of students in class on that particular day. As students explore patterns, they must determine how much information is sufficient for them to be able to extend the pattern. They grow in their understanding of how much information determines the shape of a triangle or differentiates between a rectangle and a square, or a pyramid and a triangle. Sample Mathematical Thinking in Kindergarten Investigation 1 Pattern Trains and Hopscotch Paths Investigation 2 Collecting, Counting, and Measuring Investigation 3 Counting Ourselves and Others Investigation 1: Teacher Note, page 15 Making Shapes and Building Blocks Investigation 1: Teacher Note, pages How Many in All? Investigation 3 Kindergarten 9

13 Component 2.2: Formulate Questions and Define the Problem Understand the problem to be solved involving number sense, measurement, geometric sense, and statistics. As is evident from the title of the series, Investigations in Number, Data, and Space, the focus of the activities includes the concepts of number, data (including statistics), and space (including geometry and measurement). For example, students discuss the difference between using numbers to count how many children are present in the classroom and using numbers to describe students ages. They explore basic concepts of geometry and measurement. They collect and analyze data based on observations and surveys. Sample Mathematical Thinking in Kindergarten Investigation 1: Dialogue Box, page 11 Pattern Trains and Hopscotch Paths Investigation 3 Collecting, Counting, and Measuring Investigation 3 Counting Ourselves and Others Investigation 1 Making Shapes and Building Blocks Investigation 5 How Many in All? Investigation 1: Teacher Note, pages Generate questions to be answered in familiar situations. Mathematical Thinking in Kindergarten Investigation 1 Counting Ourselves and Others Investigations 1-4 All Units: About Classroom Routines: Today s Question, Attendance Component 2.3: Construct Solutions Apply a variety of strategies and approaches to problem situations from number sense, measurement, geometric sense, and statistics to construct a solution. As is evident from the title of the series, Investigations in Number, Data, and Space, the focus of the activities includes the concepts of number, data (including statistics), and Kindergarten 10

14 space (including geometry and measurement). In the course of their investigations students apply a variety of strategies and approaches to solve problems. For example, students develop strategies for doing an inventory of a set of objects. They apply different strategies in spatial reasoning to arrange six tiles and to build threedimensional objects using smaller-sized blocks. They use a variety of measuring units and use different strategies to compare measures. They represent data in different ways. Sample Mathematical Thinking in Kindergarten Investigation 1 Pattern Trains and Hopscotch Paths Investigation 2 Collecting, Counting, and Measuring Investigation 2 Counting Ourselves and Others Investigation 1 Making Shapes and Building Blocks Investigation 4: Choice Time: Build a Block, pages How Many in All? Investigation 2 Component 2.4: Draw Conclusions Understand how to make conjectures and support them with evidence. Kindergarten students using Investigations in Number, Data, and Space make and investigate mathematical conjectures throughout the course by conducting the investigations around which the curriculum is organized; in fact, this is a fundamental emphasis of the series. For example, Kindergarten students predict what comes next in a pattern. Sample Mathematical Thinking in Kindergarten Investigation 1 Pattern Trains and Hopscotch Paths Investigation 1 Collecting, Counting, and Measuring Investigation 2 Counting Ourselves and Others Investigation 4 Making Shapes and Building Blocks Investigation 3 How Many in All? Investigation 4 Kindergarten 11

15 2.4.2 Analyze solutions to draw conclusions and support them with evidence. Kindergarten students using Investigations in Number, Data, and Space analyze solutions to draw conclusions and support them with evidence throughout the course. For example, students use interlocking cubes to represent students to support their conclusions about school attendance. They use cubes to explore, relate, and extend patterns. They use a variety of concrete, pictorial, and symbolic models as evidence to support their solutions and conclusions. Sample Mathematical Thinking in Kindergarten Investigation 1 Pattern Trains and Hopscotch Paths Investigation 1 Collecting, Counting, and Measuring Investigation 1 Counting Ourselves and Others Investigation 1 Making Shapes and Building Blocks Investigation 4 How Many in All? Investigation 2 Component 2.5: Evaluate and Verify Results Evaluate strategies and procedures for accuracy and appropriateness. Kindergarten students using Investigations in Number, Data, and Space evaluate strategies and procedures for accuracy and appropriateness throughout the course as they conduct and evaluate the investigations on which the curriculum is based. For example, Kindergarten students develop and evaluate mathematical procedures involving the use of one-to-one and two-to-one correspondences. Sample Mathematical Thinking in Kindergarten Investigation 2 Pattern Trains and Hopscotch Paths Investigation 3 Collecting, Counting, and Measuring Investigation 6 Counting Ourselves and Others Investigation 1 Making Shapes and Building Blocks Investigation 4 How Many in All? Investigation 3 Kindergarten 12

16 2.5.2 Evaluate results for reasonableness. Students using Investigations in Number, Data, and Space determine the reasonableness of results throughout the curriculum as they perform the activities for each investigation. The Dialogue Box is a feature that appears with many investigations and contains the text of discussions between teachers and students in which the teacher encourages students to describe their solution processes and assert the reasonableness of their results. Sample Mathematical Thinking in Kindergarten Investigation 1 Pattern Trains and Hopscotch Paths Investigation 2 Collecting, Counting, and Measuring Investigation 5 Counting Ourselves and Others Investigation 2 Making Shapes and Building Blocks Investigation 4 How Many in All? Investigation Evaluate conclusions using evidence. Students using Investigations in Number, Data, and Space use models, facts, and relationships as evidence to evaluate their conclusions and explain their thinking throughout the curriculum. For example, in Kindergarten students use interlocking cubes to represent students as they examine school attendance. They use cubes to explore and relate patterns. They represent quantities with pictures and numerals as they develop counting strategies and relate numerals to the quantities they represent. They look at the relationships between different representations of the same set of data. They examine spatial relationships. They relate combinations of numbers and arrangements of objects. Sample Mathematical Thinking in Kindergarten Investigation 1 Pattern Trains and Hopscotch Paths Investigation 1 Collecting, Counting, and Measuring Investigation 1 Counting Ourselves and Others Investigation 1 Making Shapes and Building Blocks Investigation 4 How Many in All? Investigation 2 Kindergarten 13

17 EALR 3 The student communicates knowledge and understanding in both everyday and mathematical language. Component 3.1: Gather Information Apply a simple plan for collecting information for a given purpose, which requires using number sense, measurement, geometric sense, or statistics. Mathematical Thinking in Kindergarten Investigation 1 Counting Ourselves and Others Investigations 1-4 All units: Appendix: About Classroom Routines: Today s Question, Attendance Analyze mathematical information for a given purpose requiring number sense, measurement, geometric sense, or statistics, from one or two different sources using reading, listening, and observation. As is evident from the title of the series, Investigations in Number, Data, and Space, the focus of the activities includes the concepts of number, data (including statistics), and space (including geometry and measurement). The investigations around which the curriculum is organized involve reading, listening, and observing on a daily basis. In fact, one investigation is devoted to developing students observation skills by Watching and Looking. Students examine calendars, read books, and observe attributes as they collect and sort data. Sample Mathematical Thinking in Kindergarten Investigation 3 Pattern Trains and Hopscotch Paths Investigation 1 Collecting, Counting, and Measuring Investigation 3 Counting Ourselves and Others Investigations 1-4 Making Shapes and Building Blocks Investigation 5 How Many in All? Investigation 3 Kindergarten 14

18 Component 3.2: Organize and Interpret Information Understand how to organize and interpret numerical, measurement, geometric or statistical information for a given purpose in at least one way (reflecting, verbalizing, discussing, or writing). Kindergarten students use pictures, charts, and graphs to organize information. They interpret information by reflecting, verbalizing, discussing, and writing on a daily basis as they conduct the investigations around which the curriculum is organized. As is evident from the title of the series, Investigations in Number, Data, and Space, the focus of the activities includes the concepts of number, data (including statistics), and space (including geometry and measurement). Sample Mathematical Thinking in Kindergarten Investigation 1 Pattern Trains and Hopscotch Paths Investigation 1 Collecting, Counting, and Measuring Investigation 4 Counting Ourselves and Others Investigations 1-4 Making Shapes and Building Blocks Investigation 1 How Many in All? Investigation 3 All units: Appendix: About Classroom Routines: Attendance, Today s Question Component 3.3: Represent and Share Information Understand how to express ideas involving number sense, measurement, geometric sense, or statistics, using mathematical language and notation. Kindergarten students using Investigations of Number, Data, and Space use mathematical language as they solve problems throughout the course. The Dialogue Box feature integrated throughout the curriculum illustrates the development of mathematical language through teacher-student guidance and student-student discussion. Students progress through the curriculum by completing investigations which consist of multiple cooperative learning activities. These explorations entail a great deal of group discussion and communication. For example, students describe patterns, collect data about their classmates, and solve story problems. They use mathematical notation to write number sentences. Kindergarten 15

19 Sample Mathematical Thinking in Kindergarten Investigation 1 Pattern Trains and Hopscotch Paths Investigation 1 Collecting, Counting, and Measuring Investigation 3: Dialogue Box, pages Counting Ourselves and Others Investigation 2 Making Shapes and Building Blocks Investigation 1 How Many in All? Investigations 1, 2, 3, 4 Teacher Note, page Understand how to represent numerical, measurement, geometric, or statistical ideas and information to familiar people for a real-world purpose. Kindergarten students using Investigations in Number, Data, and Space represent ideas and information to familiar people when they conduct surveys of family and community members. Students are given homework assignments which often include the involvement of one or more family members, and they bring home family letters for each unit describing the activities the child will be participating in, and the mathematics the child will be learning, for each unit. Sample Mathematical Thinking in Kindergarten Investigation 1: Family Connection, page 10 Pattern Trains and Hopscotch Paths Investigation 3: Extension, page 54 Collecting, Counting, and Measuring Investigation 3: Homework, page 41 Counting Ourselves and Others Investigation 1: Focus Time Follow-Up, page 23 Making Shapes and Building Blocks Investigation 3: Looking for Shapes at Home: page 44 How Many in All? Investigation 3: Homework, page 62 Kindergarten 16

20 EALR 4: The student understands how mathematical ideas connect within mathematics, other subject areas, and real-world situations. Component 4.1: Relate Concepts and Procedures within Mathematics Apply concepts and procedures from two of the content strands (number sense, measurement, geometric sense, or statistics) in a given problem or situation. Each unit of study in Investigations in Number, Data, and Space is organized to enable students to recognize and use connections among mathematical ideas. The titles of each of these units are listed in the Sample References below. While conducting the Investigations within each of these units, students directly experience the connections between the mathematical ideas presented in each unit. For example, in Kindergarten, Making Shapes and Building Blocks consists of activities which give students opportunities to explore interrelated components of the study of geometry and spatial reasoning: 2-D Shapes Around Us, Exploring Shapes with the Computer, Looking at 3- D Shapes, Making Shapes and Building Blocks, and 2-D Faces on 3-D Blocks. In Counting and Measuring (How Many In All: Investigation 1), students relate the concepts of using numbers to count objects and using numbers to represent lengths of objects. Sample Mathematical Thinking in Kindergarten Investigation 1 Pattern Trains and Hopscotch Paths Investigation 2 Collecting, Counting, and Measuring Investigation 2 Counting Ourselves and Others Investigation 1 Making Shapes and Building Blocks Investigation 5 How Many in All? Investigation Analyze mathematical models and representations to determine equivalence in familiar situations from number sense, measurement, geometric sense, or statistics. Students using Investigations in Number, Data, and Space use a variety of models and representations, including manipulative materials and diagrams, to represent and check mathematical reasoning in a variety of situations throughout the curriculum as they perform the activities in the sessions for each investigation. For example, students use red and blue crayons to model combinations of five. Kindergarten 17

21 Sample Mathematical Thinking in Kindergarten Investigation 1 Pattern Trains and Hopscotch Paths Investigation 3 Collecting, Counting, and Measuring Investigation 1 Counting Ourselves and Others Investigation 1 Making Shapes and Building Blocks Investigation 2 How Many in All? Investigation 4 Component 4.2: Relate Mathematical Concepts Procedures to Other Disciplines Analyze the concepts, strategies, and procedures from other disciplines to recognize mathematical patterns and concepts in familiar situations. Kindergarten students using Investigations in Number, Data, and Space analyze the concepts, strategies, and procedures from other disciplines to recognize mathematical patterns and concepts in familiar situations throughout the course. For example, students relate art, architecture, and geometry as they use pattern blocks to depict flowers and dancers and to construct a wall, recognizing patterns within the figures they created. They study a book which depicts different types of patterns in snakeskins. They create self-portraits as a way of studying attributes and sorting. They read children s literature which contains some of the mathematical concepts which they are studying. Sample Mathematical Thinking in Kindergarten Investigation 1: Dialogue Box, page 23 Investigations 2-3 Pattern Trains and Hopscotch Paths Investigation 1 Investigation 2: Choice Time: Pattern Block Snakes, pages Collecting, Counting, and Measuring Investigations 1, 4 Counting Ourselves and Others Investigation 1: Choice Time: Self-Portraits, pages Making Shapes and Building Blocks Investigation 1 How Many in All? Investigation 1 Investigation 3: Extensions: Literature Connections, page 61 Kindergarten 18

22 4.2.2 Apply mathematical thinking and modeling in other disciplines. Kindergarten students using Investigations in Number, Data, and Space apply mathematical thinking and modeling to solve problems that arise in other disciplines throughout the course. For example, students apply mathematical concepts to understand stories in counting books, and even create their own counting books. They create self-portraits as they explore the concepts of attributes and sorting. Sample Mathematical Thinking in Kindergarten Investigation 2 Pattern Trains and Hopscotch Paths Investigation 1 Investigation 2: Choice Time: Pattern Block Snakes, pages Collecting, Counting, and Measuring Investigations 1, 4 Counting Ourselves and Others Investigation 1: Choice Time: Self-Portraits, pages Making Shapes and Building Blocks Investigation 1 How Many in All? Investigation 1 Investigation 3: Extensions: Literature Connections, page Understand the importance of contributions to the development of mathematics such as the contributions of women, men, and different cultures. Kindergarten students using Investigations in Number, Data, and Space are exposed to the contributions of women, men, and different cultures to the development of mathematics as they read counting stories and other books written and illustrated by male and female authors, artists, and poets with different cultural backgrounds, including one book available in more than one language. Sample Mathematical Thinking in Kindergarten Investigations 2-3 Pattern Trains and Hopscotch Paths Investigations 1-2 Collecting, Counting, and Measuring Investigations 1, 4 Counting Ourselves and Others Investigation 2 Making Shapes and Building Blocks Investigation 1 How Many in All? Investigation 1 Kindergarten 19

23 Component 4.3: Relate Mathematical Concepts and Procedures to Real-World Situations Understand how mathematics is used in everyday life. Kindergarten students using Investigations in Number, Data, and Space give examples of how mathematics is used in everyday life throughout the course as they perform the investigations on which the curriculum is based. For example, students apply mathematics to the game of hopscotch. In addition to the following sample references, every unit of study concludes with a section entitled, About Classroom Routines. The pages in this section include suggestions for applying mathematical concepts and skills to everyday situations in the classroom. In Attendance students compare groups and determine which group has more and how much more. Counting Jar consists of activities involving counting and estimating. Today s Question consists of a daily activity involving students collecting, displaying, and interpreting data. Sample Mathematical Thinking in Kindergarten Investigation 3 Pattern Trains and Hopscotch Paths Investigation 3 Collecting, Counting, and Measuring About Classroom Routines: Attendance, pages Calendar, pages Today s Question, pages Counting Ourselves and Others Investigation 3 Making Shapes and Building Blocks Investigation 3 How Many in All? Investigation Understand how mathematics is used in career settings. Kindergarten students using Investigations in Number, Data, and Space observe mathematics used in career settings as they are exposed to the works of a variety of authors who write books with a mathematical theme. Sample Mathematical Thinking in Kindergarten Investigations 2-3 Pattern Trains and Hopscotch Paths Investigations 1-2 Kindergarten 20

24 Collecting, Counting, and Measuring Investigations 1, 4 Counting Ourselves and Others Investigation 2 Making Shapes and Building Blocks Investigation 1 How Many in All? Investigation 1 Kindergarten 21

25 Investigations in Number, Data, and Space to the EALR s Grade One EALR 1: The student understands and applies the concepts and procedures of mathematics. Component 1.1: Understand and apply concepts and procedures from number sense - number, numeration, computation, and estimation. Number and Numeration Understand ways of representing whole numbers. Represent a number to at least 100 in different ways (e.g., words, numerals, pictures, physical models) and translate from one representation to another. [CU, RL, MC] Mathematical Thinking at Grade 1 Investigation 2: Sessions 4-6 Investigation 4: Sessions 4-6 Building Number Sense Investigation 1: Sessions 1-8 Investigation 2: Sessions 1-9 Investigation 3: Sessions 1-9 Investigation 4: Sessions 1-10 Quilt Squares and Block Towns Investigation 3: Sessions 6-7 Number Games and Story Problems Investigation 2: Sessions 1-8, Bigger, Taller, Heavier, Smaller Investigation 2: Sessions 2-4: Teacher Note, page 48 Group and regroup objects into 1's and 10's. [SP, CU, MC] Building Number Sense Investigation 1: Session 2: Teacher Note, pages Investigation 2: Session 2 Investigation 3 Sessions 1-2 Session 9: Extension, page 113 Number Games and Story Problems Investigation 2: Sessions 6-12 Grade One 22

26 Read, write, and recite numbers to at least 100. Mathematical Thinking in Grade 1 Investigation 2: Sessions 1-6 Investigation 4: Sessions 2-6 Investigation 5: Sessions 2-4 Building Number Sense Investigation 1: Sessions 5-6, 9 Investigation 2: Sessions 1-9 Investigation 3: Sessions 1-7, 9 Investigation 4: Sessions 1-10 Number Games and Story Problems Investigation 1: Sessions 1-10 Investigation 2: Sessions 1-13 Investigation 3: Sessions 1-13 Count sets of objects less than 100 using a variety of grouping strategies. Mathematical Thinking at Grade 1 Investigation 2: Sessions 1-6 Investigation 4: Sessions 1-6 Investigation 5: Sessions 1-4 Building Number Sense Investigation 1: Sessions 1-9 Investigation 2: Sessions 1-9 Investigation 3: Sessions 1-9 Investigation 4: Sessions 1-10 Number Games and Story Problems Investigation 2: Sessions 1-13 Identify coins (penny, nickel, dime, quarter) and state their value. Number Games and Story Problems Investigation 2: Sessions Understand sequential relationships among whole numbers. Order three or more numbers to at least 100 from smallest to largest. [CU, RL] Mathematical Thinking at Grade 1 Investigation 2: Sessions 2-3 Building Number Sense Investigation 3: Sessions 1-2, 5-7, 9 Grade One 23

27 Use comparative language (e.g., less than, more than, equal to) to compare numbers to at least 100. Mathematical Thinking at Grade 1 Investigation 2: Sessions 1-3 Building Number Sense Investigation 1: Session 2 Investigation 2: Session 3 Investigation 3: Sessions 1-7 Skip count by 2, 5, and 10. Building Number Sense Investigation 1: Session 2: Teacher Note, pages Investigation 3: Session 9: Extension, page 113 Number Games and Story Problems Investigation 2: Sessions 6-12 Count forwards and backwards from a given number. Mathematical Thinking at Grade 1 Investigation 2: Sessions 1-6 Investigation 4: Sessions 1-6 Investigation 5: Sessions 1-4 Building Number Sense Investigation 1: Sessions 1-9 Investigation 2: Sessions 1-9 Investigation 3: Sessions 1-9 Investigation 4: Sessions 1-10 Number Games and Story Problems Investigation 2: Sessions 1-13 All Units: About Classroom Routines: Counting Computation Understand meaning of addition and subtraction on whole numbers. Express stories involving addition and subtraction (e.g., join, separate) with models, pictures, and symbols. [SP, CU, RL, MC] Grade One 24

28 Mathematical Thinking in Grade 1 Investigation 2: Sessions 1-6 Investigation 4: Sessions 2-6 Investigation 5: Sessions 2-4 Building Number Sense Investigation 1: Sessions 1-6, 9 Investigation 2: Sessions 1-9 Investigation 4: Sessions 1-10 Number Games and Story Problems Investigation 1: Sessions 1-10 Investigation 2: Sessions 1-8, Investigation 3: Sessions 1-13 Show relationships between addition and subtraction using physical models, diagrams, and acting out problems. Mathematical Thinking in Grade 1 Investigation 2: Sessions 1, 4-6 Investigation 4: Session 4 Building Number Sense Investigation 2: Sessions 1-2 Investigation 4: Session 2 Number Games and Story Problems Investigation 1: Sessions Apply the procedures for addition and subtraction of simple whole numbers with fluency. Use strategies (e.g., count on, count back, doubles) for addition and subtraction facts to at least sums to 12. Mathematical Thinking in Grade 1 Investigation 2: Sessions 1-6 Investigation 4: Sessions 1-4, 6 Investigation 5: Sessions 2-4 Building Number Sense Investigation 1: Sessions 1-6, 9 Investigation 2: Sessions 1-9 Investigation 4: Sessions 1-10 Number Games and Story Problems Investigation 1: Sessions 1-10 Investigation 2: Sessions 1-8, Investigation 3: Sessions 1-13 Grade One 25

29 Recall addition and subtraction facts through at least sums to 12. Mathematical Thinking in Grade 1 Investigation 2: Sessions 1-6 Investigation 4: Sessions 1-4, 6 Investigation 5: Sessions 2-4 Building Number Sense Investigation 1: Sessions 1-6, 9 Investigation 2: Sessions 1-9 Investigation 4: Sessions 1-10 Number Games and Story Problems Investigation 1: Sessions 1-10 Investigation 2: Sessions 1-8, Investigation 3: Sessions 1-13 Solve problems involving addition and subtraction using and explaining student-invented procedures [SP, RL, CU] Mathematical Thinking in Grade 1 Investigation 2: Sessions 1-6 Investigation 4: Sessions 1-4, 6 Investigation 5: Sessions 2-4 Building Number Sense Investigation 1: Sessions 1-6, 9 Investigation 2: Sessions 1-9 Investigation 4: Sessions 1-10 Number Games and Story Problems Investigation 1: Sessions 1-10 Investigation 2: Sessions 1-8, Investigation 3: Sessions Apply appropriate strategies and tools for computing whole numbers. Identify when to use mental math, paper/pencil, or calculator to solve problems. Mathematical Thinking in Grade 1 Investigation 2: Sessions 1-6 Investigation 4: Sessions 1-4, 6 Investigation 5: Sessions 2-4 Grade One 26

30 Building Number Sense Investigation 1: Sessions 1-6, 9 Investigation 2: Sessions 1-9 Investigation 4: Sessions 1-10 Number Games and Story Problems Investigation 1: Sessions 1-10 Investigation 2: Sessions 1-8, Investigation 3: Sessions 1-13 Estimation Apply estimation strategies to determine the reasonableness of answers. Use a known quantity (e.g., chunking) to make reasonable estimates. [RL] Building Number Sense Investigation 3 Sessions 3-4: Choice 4: Exploring Calculators, pages Session 9, page 110 Component 1.2: Understand and apply concepts and procedures from measurement. Attributes, Units, and Tools Understand and apply attributes to describe and compare objects. Order three or more objects according to an attribute (e.g., pencil lengths, students heights, and thickness of books). [SP, CU] Building Number Sense Investigation 3: Sessions 3-4 Quilt Squares and Block Towns Investigation 3: Sessions 6-7 Bigger, Taller, Heavier, Smaller Investigation 1: Sessions 1-6 Investigation 2: Sessions 1-7 Investigation 3: Sessions 1-5 Grade One 27

31 Use physical models of measuring units to fill, cover, match, or make the desired comparison of the attribute with the unit. [SP] Quilt Squares and Block Towns Investigation 1: Sessions 2-10, Investigation 2: Sessions 4-10 Investigation 3: Sessions 1-5 Appendix: Shapes Teacher Tutorial Bigger, Taller, Heavier, Smaller Investigation 2: Sessions 2-4 Read a clock with only the hour hand and use approximate language (e.g., almost 7, a little after 7). [CU] Time concepts taught in the Grade 1 series of Investigations in Number, Data, and Space include calendar features: the cyclical nature of the sequence of months and dates, units of time and relationships among them, birthday data, and problem solving. Survey Questions and Secret Rules Investigation 3: Sessions 1-3 All Units: About Classroom Routines: Understanding Time and Changes Understand the importance of appropriate and consistent units. Select units appropriate to the object being measured (e.g., measure length of classroom with footprints, not beans). Building Number Sense Investigation 3: Sessions 3-4 Quilt Squares and Block Towns Investigation 3: Sessions 6-7 Bigger, Taller, Heavier, Smaller Investigation 1: Sessions 1-6 Investigation 2: Sessions 1-7 Investigation 3: Sessions 1-5 Use a uniform unit to measure an object (e.g., cubes, paper strips). Building Number Sense Investigation 3: Sessions 3-4 Quilt Squares and Block Towns Investigation 3: Sessions 6-7 Bigger, Taller, Heavier, Smaller Investigation 1: Sessions 1-6 Investigation 2: Sessions 1-7 Investigation 3: Sessions 1-5 Grade One 28

32 Use a calendar as a record of time (e.g., yesterday, today, tomorrow, weeks, months, years). Survey Questions and Secret Rules Investigation 3: Sessions 1-3 All Units: About Classroom Routines: Understanding Time and Changes Understand the need for and apply appropriate tools to measure. Measure a variety of objects using appropriate nonstandard tools. Building Number Sense Investigation 3: Sessions 3-4 Quilt Squares and Block Towns Investigation 3: Sessions 6-7 Bigger, Taller, Heavier, Smaller Investigation 1: Sessions 1-6 Investigation 2: Sessions 1-7 Investigation 3: Sessions 1-5 Component 1.3: Understand and apply concepts and procedures from geometric sense. Properties and Relationships Recall and understand characteristics of 2-D shapes and figures. Name and identify characteristics of 2-D shapes and figures, including those in their surroundings. [CU, MC] Mathematical Thinking in Grade 1 Investigation 1: Sessions 1-4 Building Number Sense Investigation 1: Sessions 5-6 Quilt Squares and Block Towns Investigation 1: Sessions 1-15 Grade One 29

33 1.3.2 Understand how to sort and compare 2-D shapes and figures using characteristics. Identify and sort 2-D shapes and figures in their surroundings. [MC, RL] Quilt Squares and Block Towns Investigation 1: Session 1 Compare 2-D shapes and figures using comparative language (e.g., longer, wider). [CU] Kindergarten students using Investigations in Number, Data, and Space compare lengths of objects. Bigger, Taller, Heavier, Smaller Investigation 3: Sessions 1-5 Component 1.4: Understand and apply concepts and procedures from probability and statistics. Statistics Understand that data can be organized and displayed. Construct bar graphs with concrete materials and record pictorially. [CU] Mathematical Thinking at Grade 1 Investigation 5: Sessions 3-6 Survey Questions and Secret Rules Investigation 3: Sessions 1-3 Investigation 4: Sessions 2-5 All Units : About Classroom Routines : Exploring Data Display results of data collection by making student-invented and conventional displays. [CU] Mathematical Thinking at Grade 1 Investigation 5: Sessions 1-6 Survey Questions and Secret Rules Investigation 2: Sessions 1-6 Investigation 3: Sessions 1-3 Investigation 4: Sessions 1-5 Grade One 30

34 Bigger, Taller, Heavier, Smaller Investigation 2: Session 1 All Units: About Classroom Routines: Exploring Data, Understanding Time and Changes Understand how a display provides information about a question. Conduct a survey for a predetermined question and collect data using tallies, charts, lists, and/or pictures. Mathematical Thinking at Grade 1 Investigation 5: Sessions 1-6 Survey Questions and Secret Rules Investigation 2: Sessions 1-6 Investigation 3: Sessions 1-3 Investigation 4: Sessions 1-5 All Units: About Classroom Routines: Exploring Data Identify a question being answered on a display. Mathematical Thinking at Grade 1 Investigation 5: Sessions 3-6 Survey Questions and Secret Rules Investigation 2: Sessions 1-2, 5-6 Investigation 3: Sessions 1-3 Investigation 4: Sessions 2-5 All Units: About Classroom Routines: Exploring Data, Understanding Time and Changes Name an appropriate title for a display of data. Mathematical Thinking at Grade 1 Investigation 5: Sessions 3-6 Survey Questions and Secret Rules Investigation 2: Sessions 1-2, 5-6 Investigation 3: Sessions 1-3 Investigation 4: Sessions 2-5 All Units: About Classroom Routines: Exploring Data, Understanding Time and Changes Grade One 31

35 1.4.6 Understand information presented in student-made displays. Explain how a display answers the survey question. [CU] Mathematical Thinking at Grade 1 Investigation 5: Sessions 3-6 Survey Questions and Secret Rules Investigation 2: Sessions 1-2, 5-6 Investigation 3: Sessions 1-3 Investigation 4: Sessions 2-5 All Units: About Classroom Routines: Exploring Data Interpret results and draw conclusions from student-made displays using comparative language (e.g. more, fewer). [CU, MC] Mathematical Thinking at Grade 1 Investigation 5: Sessions 1-6 Survey Questions and Secret Rules Investigation 2: Sessions 1-6 Investigation 3: Sessions 1-3 Investigation 4: Sessions 1-5 Bigger, Taller, Heavier, Smaller Investigation 2: Session 1 All Units: About Classroom Routines: Exploring Data, Understanding Time and Changes Component 1.5: Understand and apply concepts and procedures from algebraic sense. Patterns and Relationships Understand classification concepts for identifying patterns. Create and describe a variety of repeating patterns using sounds, objects, and symbols. [CU] Mathematical Thinking at Grade 1 Investigation 3: Sessions 1-6 Investigation 4: Sessions 2-3, 5 Building Number Sense Investigation 3: Sessions 1-8 Investigation 4: Session 10: Activity, page 163 Grade One 32

36 Survey Questions and Secret Rules Investigation 3: Sessions 2-3 Quilt Squares and Block Towns Investigation 1: Sessions Number Games and Story Problems Investigation 2: Sessions 2, 6-9 Describe and extend a complex repeating pattern (e.g., ABAC, ABAC; snap, snap, clap, snap, stomp). [CU] Mathematical Thinking at Grade 1 Investigation 3: Sessions 1-6 Investigation 4: Sessions 2-3, 5 Building Number Sense Investigation 3: Sessions 1-8 Investigation 4: Session 10: Activity, page 163 Survey Questions and Secret Rules Investigation 3: Sessions 2-3 Quilt Squares and Block Towns Investigation 1: Sessions Number Games and Story Problems Investigation 2: Sessions 2, 6-9 Identify the unit in a repeating pattern (e.g., in A-A-B-A-A-B the unit is A-A-B). Mathematical Thinking at Grade 1 Investigation 3: Sessions 1-6 Investigation 4: Sessions 2-3, 5 Building Number Sense Investigation 3: Sessions 1-8 Investigation 4: Session 10: Activity, page 163 Survey Questions and Secret Rules Investigation 3: Sessions 2-3 Quilt Squares and Block Towns Investigation 1: Sessions Number Games and Story Problems Investigation 2: Sessions 2, 6-9 Identify and describe numerical patterns in the 100 s chart. [CU] Building Number Sense Investigation 3: Sessions 1-2, 5-7 Investigation 3: Session 8, page 107 Number Games and Story Problems Investigation 2: Sessions 6-9 Grade One 33

37 Symbols and Representations Understand the meaning of the equality symbol (=). Demonstrate equality by recording number sentences with balance (e.g., 9 = 4 + 5, = 2 + 7, 9 = 9). Mathematical Thinking in Grade 1 Investigation 2: Sessions 4-6 Building Number Sense Investigation 2: Sessions 1-2, 6-8 Investigation 4: Sessions 1-2, 6-10 Number Games and Story Problems Investigation 1: Sessions 1-10 Investigation 2: Sessions 1-8, Investigation 3: Sessions 1-13 Complete open sentences showing equalities (e.g. 5 = ). Grade 1 students using Investigations in Number, Data, and Space represent problem situations and solutions by writing number sentences. Mathematical Thinking at Grade 1 Investigation 2: Sessions 4-6 Investigation 4: Sessions 4-6 Building Number Sense Investigation 2: Sessions 1-2, 6-9 Investigation 4: Sessions 1-5, 7-10 Number Games and Story Problems Investigation 1: Sessions 1-3, 6, 10 Investigation 2: Sessions 2, Investigation 3: Sessions 1-13 EALR 2: The student uses mathematical reasoning to define and solve problems. Component 2.1: Investigate and Analyze Situations Analyze situations to determine known and unknown information in familiar situations. Grade 1 students using Investigations in Number, Data, and Space analyze problem situations and write number sentences reflecting known and unknown information in the problem. Grade One 34

38 Mathematical Thinking at Grade 1 Investigation 2: Session 4 Investigation 4: Session 4 Investigation 5: Session 2 Building Number Sense Investigation 2: Sessions 1-2 Investigation 4: Sessions 1-5, 7-10 Number Games and Story Problems Investigation 1: Sessions 6-10 Investigation 2: Session 1 Investigation 3: Sessions Analyze situations to determine when information is missing or extraneous. Grade 1 students using Investigations in Number, Data, and Space determine relevant, irrelevant, and/or sufficient information to solve mathematical problems throughout the course. Informational analysis is a fundamental component of the problem-solving process. For example, students determine whether they have sufficient information to find a number of missing counters. Sample Mathematical Thinking at Grade 1 Investigation 4: Session 5 Building Number Sense Investigation 2: Sessions 4-5 Survey Questions and Secret Rules Investigation 1: Sessions 1-2 Quilt Squares and Block Towns Investigation 1: Sessions Number Games and Story Problems Investigation 1: Sessions 7-9 Bigger, Taller, Heavier, Smaller Investigation 2: Sessions 5-7 Grade One 35

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