Fill in the ____
Level 1: Independently identify squares, rectangles, circles, and _______.
Triangles
Level 1: Identify repeating patterns with color, shape and size.
Identify repeating patterns with color, shape and size.
Correct version: Identify repeating patterns with color and shape.
In level 1, we cover...
A. Counting and writing up to 20
B. Counting and writing up to 30
C. Counting and writing up to 50
B. Counting and writing up to 30
What are some possible next steps for students who can:
Measuring length of different objects with the same non-standard unit
1. Measuring length of different objects with the different non-standard units
2. Measuring with standard units
Which domain and topic does this activity belong to?
"Given a set of Chain Links, students determined the core part of a sequence"
Algebra: Patterns
Level 1: Understand that combining numbers creates a ______ quantity.
Larger / Bigger
Level 1: For quantities up to ten, compare size without counting.
For quantities up to ten, compare size without counting.
Correct version: For quantities up to five, compare size without counting.
In level 1, we cover...
A. Identify patterns ABAB, AABB, AAB, ABC, ABBC, ABCD
B. Identify patterns ABAB, AABB, ABB, AAB, ABC, ABCD
C. Identify patterns ABAB, AABB, ABB, AAB, ABC, ABCD, ABCDE
B. Identify patterns ABAB, AABB, ABB, AAB, ABC, ABCD
What are some possible next steps for students who can:
Distinguish between equal and unequal parts.
Describe if parts are the same or if one is bigger or smaller
Introduction to fractions / Even or odd / Division
Which domain and topic does this activity belong to?
"Students placed coloured blocks by following directions"
Geometry: Directionality
Level 1: Compare objects by size, length, weight, and _______.
Capacity
In level 1, we cover...
A. Comparing lengths using different non-standard units
B. Comparing lengths with the same non-standard unit
C. Comparing lengths with standard units
B. Comparing lengths with the same non-standard unit
What are some possible next steps for students who can:
Create a pattern based on a given rule (ABAB, AABB, AAB, ABB, ABC, ABCD).
Arithmetic Sequences / Growing Patterns
Which domain and topic does this activity belong to?
"Using information outside of the problem, students helped deliver fruits into the correct baskets"
Data Analysis and Probability: Key
Level 2: Measure and compare length in _________ units
Nonstandard
Level 2: Understand congruence is a geometric word that indicates something is the same colour, shape and size.
Understand congruence is a geometric word that indicates something is the same shape and size.
In level 1, we cover...
A. Naming the basic shapes as well as the Rhombus, Trapezium, Pentagon, Hexagon, Octagon
B. Naming the basic shapes as well as the Rhombus, Trapezium, Parallelogram, Pentagon, Hexagon, Heptagon, Octagon
C. Naming the basic shapes as well as the Rhombus, Trapezium, Hexagon
C. Naming the basic shapes as well as the Rhombus, Trapezium, Hexagon
What are some possible next steps for students who can:
Determine which object is the same or different in a set
Congruence / similar triangles
Which domain does this activity belong to?
"Given a sum and a small number of bears, determined how many more bears are they needed to create the sum"
Algebra: Unknowns
Level 2: Understand that time is categorized by _____ and ______
A.M, P.M
Level 2: Explain that coordinates are used so that the structure can be built by multiple people.
Explain that coordinates are used so that the exact same location can be found by multiple people.
In level 1, we cover...
A. Creating a bar graph with labels
B. Creating simple "picture" graphs with physical items
C. Counting to gather data
B. Creating simple "picture" graphs with physical items
C. Counting to gather data
What are some possible next steps for students who can:
Determine the unknown number in an informal addition or subtraction problem
Solving variables / proportional relationships with 2 variables / graphing variable equations / variable inequality
Which domain and topic does this activity belong to?
Given 4 SET cards, determined the common property between 3 of them and identified the one that did not belong
Geometry: Congruence