## Math we're working on now!

## Unit 4 - Geometry

**Skill/Procedure/Rote**

What is the name for this shape?

Shapes can be composed and decomposed. Shapes are similar or different based on characteristics.

A shapes orientation or location does not classify the shape.

**Problem Solving**

Cover this shape with these other shapes. Now, find another way to cover the shape with other shapes. Use these objects to build another object.

**Conceptual**

What makes these two shapes different?

**Reasoning & Justification**

Sort these shapes into two groups based on something you think they have that is the same. Tell a partner why you sorted them this way. What does this object (3-D) look like if you pulled apart the shapes (2-D) that make it? Can you draw the shapes (2-D) that make this object (3-D)?

## What we have covered so far & continue to review!

## Unit 3 - Number: Part - Whole, Compare, Place Value

**Skill/Procedure/Rote**

Write the number 25.

Show me the number 38.

Count to 32 starting at 10 and then count backwards from 32 to 20.

Which number is greater, 29 or 31?

**Problem Solving**

Building on previous learning of active problem types (e.g. joining and separating) students should solve part-whole and compare contextual problems.

E.g., 15 bunnies sat on the grass. 7 of the bunnies have spots and the rest do not. How many bunnies do not have spots? (Part Whole: Part Unknown)

E.g., 12 bunnies were sitting on the grass and 7 bunnies were in a cage. How many more bunnies are on the grass than in the cage? (Compare Difference Unknown)

**Conceptual**

How many tens do you need to make this number if you can only use tens and ones? What is another way to use tens and ones to compose the number?

Use a model to show the sum of 18 + 5.

**Reasoning & Justification**

A student claims the sum of 18 + 5 is 68. Use a model to show why this is incorrect and explain what the correct sum should be.