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Older Resources. The resources on this page have been aligned with the 2005–06 revised K–12 mathematics TEKS. However, they have not been fully updated with new material.

For fully updated versions of these activities, please consider purchasing Mathematics Standards in the Classroom.

(1.1) Number, operation, and quantitative reasoning. The student uses whole numbers to describe and compare quantities.

(1.1.a) Number, operation, and quantitative reasoning. The student uses whole numbers to describe and compare quantities. The student is expected to compare and order whole numbers up to 99 (less than, greater than, or equal to) using sets of concrete objects and pictorial models.

Clarifying Activity with Assessment Connections

Students work in pairs. Each student draws a number card from a bag and displays the number using concrete objects such as cubes, beans, or place-value blocks. Students compare the two numbers (less than, greater than, or equal to). Each pair joins with another pair to combine their cards and sequence the cards in order from greatest to least and least to greatest.

For example: one student draws a 38 and the partner draws a 52.

Assessment Connections

Questioning . . .

Open with . . .

• Tell me about your numbers.

Probe further with . . .

• What number is on your card?
• Do you have 38 (52) cubes? Show me how you know this.
• How are your cards ordered? (from least to greatest, etc.) How do you know which one was the least? greatest?
• Can you order the cards another way?
• Record your work in your math journal using words, pictures, or numbers.

Listen for . . .

• Does the student explain counting procedures?
• Does the student's procedure lead to an accurate count?

Look for . . .

• How comfortable and accurate is the student when counting?
• If the student makes a mistake, what happens? Does the student self correct, start over, or keep counting?
• What tracking strategy does the student use (touch and move, line-up, group, etc.)?
• Does the student use number sense to compare and order amounts? (For example, I have 5 more so my # is greater.)
• Does the student count by ones or group the manipulatives to count more efficiently (count by 2's, 5's 10's)?
• How does the student compare the sets of concrete objects? Does the student use 1-1 correspondence?
• Does the student use visual clues? ("this pile looks like more.")
• Can the student record the work correctly in their journal?

Future TEKS Connection

• Grade 2 TEKS Connection 2.1

(1.1.b) Number, operation, and quantitative reasoning. The student uses whole numbers to describe and compare quantities. The student is expected to create sets of tens and ones using concrete objects to describe, compare, and order whole numbers.

Clarifying Activity with Assessment Connections

Students work in groups of threes. Each student draws a number card. Students work with their group using linking cubes in stacks of tens and ones to model the numbers drawn. Students compare and order their numbers.

For example: one student draws a 27, one draws a 72, and one draws a 36.

Assessment Connections

Questioning . . .

Open with . . .

• Who has the greatest (least) number? How do you know?

Probe further with . . .

• Can you find out which one is greater without counting? How?
• What are your numbers?
• Tell me about your models.
• How many cubes do you have? How do you know?
• Can you represent your model by drawing it in your math journal?
• What would happen if you take your model for your number apart? How many cubes will you have? How do you know?
• What will happen if I give each of you three more cubes? Who will have the greatest (least) number? How do you know?

Listen for . . .

• Can the student clearly explain the model and the strategy used to compare and order the numbers?
• How did the student compare and order the numbers?
• Can the student accurately read the number?
• Does the student self-monitor and self-correct?
• Does the student take advantage of the tens groupings when determining how many cubes or do they count by ones?

Look for . . .

• Does the student group into tens and ones?
• Does the student accurately model the number given using the linking cubes?
• Does the pictorial representation match the number and show an understanding of place value?
• How does the student compare and order the numbers of cubes if given three more? (Does the student count on, recount all, use mental computation, or another method?)
• Does the student demonstrate conservation of number? (That is, does the student recognize that taking the cubes apart did not change the amount.)

Future TEKS Connection

• Grade 2 TEKS Connection 2.1

Additional Clarifying Activity

Each student in a group of four is given a cup of more than 10 objects. Students group objects into sets of tens and ones. Students select a corresponding number card to match their set and say the number. Partners compare their numbers, then the entire group orders their number cards from least to greatest and/or greatest to least.

(1.1.c) Number, operation, and quantitative reasoning. The student uses whole numbers to describe and compare quantities. The student is expected identify individual coins by name and value and describe relationships among them.

Clarifying Activity with Assessment Connections

Small groups of students are given a bag of coins that include at least 42 pennies, 9 nickels, 4 dimes, and 2 quarters. The students find one coin of each type and tape one of the coins to the top of 4 separate papers. They show all the ways to make the same value of the taped coin by placing the collections below the coin. Students can record their collections by representing them using words, pictures or numbers in their math journals.

Note: This may be more manageable in a group or center.

Assessment Connections

Questioning . . .

Open with . . .

• Tell me about your collections.

Probe further with . . .

• How many kinds of coins did you find in your bag?
• What kinds of coins did you find?
• What is the value of a penny? Can you write it beside the penny? Can you write the value for each of the coins taped to the top of the pages?
• Do you have all the different ways to make the value of each coin? How do you know?
• Which coin is worth the most? How do you know?
• Which coin is worth the least? How do you know?
• Which is worth more, one quarter or two dimes? How do you know?

Listen for . . .

• Does the student name the coins correctly?
• Does the student know the value of each coin?
• Can the student explain the relationship between the value of coins? (For example, a dime is worth two nickels, a dime is worth more than a nickel, and a quarter is worth more than two dimes.)

Look for . . .

• Does the student show all of the different ways to make the value of each coin?
• Can the student record the value or each coin accurately?
• Does the student use a ¢ symbol to record the value of the coin?
• Does the student demonstrate a strategy for organizing and finding all of the collections?
• Can the student record their observations using words, pictures, or numbers?
• Does the record match what they did?

Future TEKS Connection

• Grade 2 TEKS Connection 2.1

Additional Clarifying Activity

Each pair of students is given a set of coins and a hundreds chart. One partner selects a coin, names its value, and hands it to the other partner. The second student places each coin in the appropriate space on the hundreds chart to indicate the value. Students then describe the value of each coin in terms of placement on the hundreds chart. Students can listen to the poem "Smart" from Where the Sidewalk Ends, by Shel Silverstein and discuss what they have learned about the values of the coins.

(1.1.d) Number, operation, and quantitative reasoning. The student uses whole numbers to describe and compare quantities. The student is expected to read and write numbers to 99 to describe sets of concrete objects.

Clarifying Activity with Assessment Connections

Each student forms a collection of objects that go together such as different kinds of buttons, baseball cards, pencils, library books, etc. Students label each collection with the number card that tells how many objects are in it.

Assessment Connections

Questioning . . .

Open with . . .

• Tell me about what you have done.

Probe further with . . .

• How did you sort?
• How many objects are in your collections? Can you show me how you figured this out?
• What numbers have you written on your number cards?
• Do your number cards match your collections? How do you know? Which collection has the greatest (least) number of objects? How do you know?
• Can you record your work in your math journal using words, pictures, and numbers?

Listen for . . .

• Can the student read the numbers?
• Can the student explain his or her thinking?
• How comfortable and accurate was the student while counting?
• If the student makes a mistake, what happens? Does the student self-correct, start over, or keep counting?

Look for . . .

• Can the student write the numeral that describes how many are in the collection?
• What strategy does the student use for checking if the solution is correct?
• What tracking strategy does the student use (touch and move, line-up, group, etc.)?
• Does the student use number sense to compare amounts? (For example, I have 5 more so my # is greater.)
• Does the student use grouping of manipulatives to count more efficiently (count by 2's, 5's 10's)?

Future TEKS Connection

• Grade 2 TEKS Connection 2.1

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(1.2) Number, operation, and quantitative reasoning. The student uses pairs of whole numbers to describe fractional parts of whole objects or sets of objects.

(1.2.a) Number, operation, and quantitative reasoning. The student uses pairs of whole numbers to describe fractional parts of whole objects or sets of objects. The student is expected to separate a whole into two, three, or four equal parts.

Clarifying Activity with Assessment Connections

Students have a candy bar that comes divided in sections. Students identify the equal parts of the candy bar. Working in pairs or small groups, students separate the candy bar into equal pieces and distribute the pieces. Each student uses pairs of whole numbers to describe their share: "I have four of the eight pieces of the candy bar."

Assessment Connections

Questioning . . .

Open with . . .

• How did you share your candy bar?

Probe further with . . .

• How much of the candy did you get?
• Why did you describe your share that way?
• How many pieces were in our candy bar?
• How many pieces do each of you have? (For example, "Four out of eight")
• Is this fair? Why?
• Record your work in your math journal using words, pictures, or numbers.

Listen for . . .

• Can the student describe his or her part? (For example, "I have four of the eight pieces of the candy bar.")
• Can the student justify why or why not it is fair?

Look for . . .

• Are the pieces approximately the same size?
• How does the student distribute the pieces?
• Are the shared amounts approximately the same?
• Does the student record the work correctly in the journal?

Future TEKS Connection

• Grade 2 TEKS Connection 2.2A

(1.2.b) Number, operation, and quantitative reasoning. The student uses pairs of whole numbers to describe fractional parts of whole objects or sets of objects. The student is expected to use appropriate language to describe part of a set such as three out of the eight crayons are red.

Clarifying Activity with Assessment Connections

Each group of four students is given a set of crayons. Students sort the set of crayons by color and use pairs of whole numbers to describe what part of the set of crayons is a given color: "Three of the four crayons are blue."

Assessment Connections

Questioning . . .

Open with . . .

• Tell me about your crayons.

Probe further with . . .

• How did you sort the crayons?
• How many crayons do you have in all?
• How many are blue?
• What part of your set of crayons is blue?
• How many are red?
• How much of your set of crayons is red?
• Record your work in your math journal using words, pictures, or numbers.

Listen for . . .

• Can the student describe what part of a set of crayons is a given color? (For example, "Three of the four crayons are blue.")
• Does the student relate this sorting to other fraction activities?
• Do the explanations match the student's work?

Look for . . .

• How does the student record her work?

Future TEKS Connection

• Grade 2 TEKS Connection 2.2B

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(1.3) Number, operation, and quantitative reasoning. The student recognizes and solves problems in addition and subtraction situations.

(1.3.a) Number, operation, and quantitative reasoning. The student recognizes and solves problems in addition and subtraction situations. The student is expected to model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences.

Clarifying Activity with Assessment Connections

Students use concrete objects with story mats to act out and solve oral addition and subtraction story problems created by the teacher or by the students. Students then use number and symbol cards to form addition or subtraction sentences, or write their own number sentences, to represent the stories that they have acted out on the story mats.

For example, provide each student with a blue construction paper story mat, a small container of goldfish crackers, number cards, and symbol cards (+, -, =). Students solve the following problem: There were 6 fish in the ocean. A whale ate 3 of the fish. How many fish are in the ocean now?

Assessment Connections

Questioning . . .

Open with . . .

• How did you solve the problem?

Probe further with . . .

• Can you show me what happened using your crackers?
• How many fish did you start with?
• What did you do next?
• How many fish were swimming at the end of the story?
• Record your story in your math journal using words, pictures, or numbers.
• How did you write this number sentence in your journal to describe the action in the story?
• Does your number sentence match what happened in the story?

Listen for . . .

• Does the student explain his or her strategy?
• Does the student use appropriate language to describe the story in order to model the action of addition or subtraction?

Look for . . .

• Can the student model the action in the story?
• Does the student use appropriate representation of each quantity in story (both concrete objects and number sentence . . . 6 - 3 = 3)
• Does the student demonstrate conservation of quantity (do they have to count 1, 2, 3 or do they recognize it is 3?)
• Does the student count accurately?
• Does the student use other models or strategies?
• How does the student record the work?

Future TEKS Connection

• Grade 2 TEKS Connection 2.3B

(1.3.b) Number, operation, and quantitative reasoning. The student recognizes and solves problems in addition and subtraction situations. The student is expected to use concrete and pictorial models to apply basic addition and subtraction facts (up to 9 + 9 = 18 and 18 - 9 = 9).

Clarifying Activity with Assessment Connections

Students use two colors to make trains of linking cubes to represent the basic addition facts. For example, 3 red cubes linked with 5 blue cubes. In their math journals, the students draw a pictorial representation of the train and write an addition fact for the picture. They turn the train around. The students again write an addition fact and draw a pictorial representation.

Assessment Connections

Questioning . . .

Open with . . .

• Tell me about your train.

Probe further with . . .

• How did you decide to create your trains?
• How are your two trains alike? How are they different?
• How did you decide what addition fact to write for your pictures?
• What do you notice about your pictures?
• How are your pictures alike? How are they different?
• What do you notice about your number sentences?
• How are your number sentences alike? How are they different?
• What does the + mean in your number sentence?

Listen for . . .

• Does the problem that the student constructs describe part/part/whole relationships?
• Is the student able to explain their thought process clearly?
• Is the student talking about the reasonableness of the solution?
• Is the student using words such as add?
• Does the student understand what the symbols + and = mean?

Look for . . .

• Do the student's models match the pictures and the number sentences?
• Does the student describe the trains, pictures and number sentences clearly?
• Does the student use words such as add, plus and equal appropriately?
• Can the student combine two sets to find the total?
• Does the student recognize that both trains have the same parts but just in a different order?

Future TEKS Connection

• Grade 2 TEKS Connection 2.3A

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(1.4) Patterns, relationships, and algebraic thinking. The student uses repeating patterns and additive patterns to make predictions.

(1.4) Patterns, relationships, and algebraic thinking. The student uses repeating patterns and additive patterns to make predictions. The student is expected to identify, describe, and extend concrete and pictorial patterns in order to make predictions and solve problems.

Clarifying Activity with Assessment Connections

As a new picture is placed on the calendar for each day, students identify the pattern (hearts of red, pink, and white, for example, in February). After a number of days, when the pattern has been identified, students predict what the picture will be for a day later in the month. Students determine the number of red, pink, and white hearts that are needed to complete the calendar. Students may use cut out colored hearts to represent the three colors, or paper and crayons, or manipulatives to solve the problem.

Assessment Connections

Questioning . . .

Open with . . .

• How many of each color do we need to finish the pattern? How did you figure this out?

Probe further with . . .

• How can we finish the pattern on our calendar?
• How do you know what color would come next?
• How did you use the pattern to help you decide how many of each color we would need to finish the pattern?

Listen for . . .

• Does the student use the pattern to predict and solve the problem?
• Does the student use appropriate language describing the way they solved the problem? (For example, "I used tally marks to show how many pink, red and white and counted them.")

Look for . . .

• Can the student correctly extend the pattern?
• How does the student choose materials and strategies to solve the problem?
• What is the student's level of sophistication of problem solving strategies? (Did they use tally marks, draw a grid, skip count, follow a pattern on the calendar, or use another strategy?)
• Does the student use a plan to solve the problem?
• Does the student lay the colors out to copy the pattern?

Future TEKS Connection

• Grade 2 TEKS Connection 2.6

Additional Clarifying Activity

Students use common objects such as keys, buttons, or pasta to create and describe a pattern for a partner to copy and extend.

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(1.5) Patterns, relationships, and algebraic thinking. The student recognizes patterns in numbers and operations.

(1.5.a) Patterns, relationships, and algebraic thinking. The student recognizes patterns in numbers and operations. The student is expected to use patterns to skip count by twos, fives, and tens.

Clarifying Activity with Assessment Connections

Students use the pattern of counting by twos to determine the number of eyes in the classroom. (Also, counting by fives for the number of fingers; counting by tens for the number of toes). Students make a T-chart to record.

Assessment Connections

Questioning . . .

Open with . . .

• How many eyes are in the whole classroom? How did you figure this out?

Probe further with . . .

• How did you use the T-chart to find your answer?
• Do you see a number pattern? What pattern do you notice?
• How did you count?
• How can we figure out the number of ears we would have in the room? number of fingers?
• If two students were absent, how would our chart be different?
• What other ways can we figure this out?

Listen for . . .

• Does the student count by ones or twos?
• How comfortable and accurate was the student when counting using the number pattern (for example, 2, 4, 6 . . .)?
• How far does the student comfortably and accurately count by twos?
• Does the student count by twos then by ones?
• Can the student use the pattern to predict the outcome of the problem?
• Does the student self-monitor and self-correct?

Look for . . .

• What strategy does the student use to solve the problem? Does the student act out, draw pictures, use the T-chart, or use concrete objects to solve the problem?

Future TEKS Connection

• Grade 2 TEKS Connection 2.5A

(1.5.b) Patterns, relationships, and algebraic thinking. The student recognizes patterns in numbers and operations. The student is expected to find patterns in numbers, including odd and even.

Clarifying Activity with Assessment Connections

Students color an AB pattern on a hundreds chart using two colors. Students say the first "A" number in the pattern; these numbers are odd and are colored the first color. Students say the "B" numbers; these numbers are even and are colored the second color. Students choose a number from the hundreds chart and identify the next four numbers of the same color. Students describe the pattern they discover.

Assessment Connections

Questioning . . .

Open with . . .

• Tell me about the pattern you discovered.

Probe further with . . .

• Do you see a number pattern?
• How did you decide what the next four numbers are?
• How did you know what number would come next?
• How did you use the pattern to decide what number would come next?
• Can you make a record of your work in your math journal?

Listen for . . .

• What patterns do the students notice?
• Can the student correctly identify the pattern?
• Can the student correctly extend the pattern?
• How comfortable and accurate was the student when skip counting (counting odds and evens?)
• Does the student self-monitor and self-correct?

Look for . . .

• Does the student use a strategy to discover the pattern?
• Does the student use colors or numbers to make predictions?
• Did the student record the work accurately in the journal?

Future TEKS Connection

• Grade 2 TEKS Connection 2.5A

(1.5.c) Patterns, relationships, and algebraic thinking. The student recognizes patterns in numbers and operations. The student is expected to compare and order whole numbers using place value.

Clarifying Activity with Assessment Connections

Students are given number cards like 25, 35, and 85 or 52, 53, and 58 to put in order. Students model the numbers with place-value materials, locate the numbers on a hundreds chart, and describe how they determined the order. For example, "It takes more tens to make 85, so it is the greatest number," or "When I count, I get to the 20s first, then the 30s, then the 80s."

Assessment Connections

Questioning . . .

Open with . . .

• Tell me about your numbers.

Probe further with . . .

• Which number is the greatest?
• How do you know?
• What number is the least?
• How did you decide which is the least number?
• Order your numbers in your math journal.
• How did you order the numbers? (least to greatest or greatest to least?) Is there another way to order the numbers?

Listen for . . .

• Does the student clearly describe the strategy he or she used to compare and order numbers?
• Does the student indicate an understanding of place value in his or her explanation of how he or she compared the numbers?

Look for . . .

• Can the student accurately compare and order 3 two-digit numbers?
• Can the student locate the numbers easily on the hundreds chart?
• Does the student use place value and patterns in number relationships to compare and order the numbers?
• Are some numbers easier for the student to order than other numbers? Which are more difficult?

Future TEKS Connection

• Grade 2 TEKS Connection 2.5B

(1.5.d) Patterns, relationships, and algebraic thinking. The student recognizes patterns in numbers and operations. The student is expected to use patterns to develop strategies to solve basic addition and basic subtraction problems.

(1.5.e) Patterns, relationships, and algebraic thinking. The student recognizes patterns in numbers and operations. The student is expected to identify patterns in related addition and subtraction sentences (fact families for sums to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 - 2 = 3, and 5 - 3 = 2.

Clarifying Activity with Assessment Connections

Each pair of students are given a set of 5 two-color counters. They record the total number of counters (5) in the "whole" section of a part-part-whole mat. Students then put the counters in a cup, spill the counters, and record the number of red counters in one "part" section of the mat and record the number of yellow counters in the other "part" section of the mat. Students record the two addition and subtraction number sentences represented by the part-part-whole mat. For example:

Record: Whole is 5. Red is 3. Yellow is 2.

3 + 2 = 5
2 + 3 = 5
5 - 2 = 3
5 - 3 = 2

Students repeat the process two more times with five counters in the cup. They compare the three records of fact families to identify the patterns in related addition and subtraction sentences.

Assessment Connections

Questioning . . .

Open with . . .

• Tell me about your number sentences. What have you noticed?

Probe further with . . .

• What are the number sentences that go with the part-part-whole mats you made?
• What do you notice about them? What is the same? What is different? (all of the number sentences in the same fact family have the same 3 numbers in them, they are in a different order, two of them use the + symbol and two of them use the - symbol. All of them use the = symbol.)
• How many number sentences are in each of your fact families? How do you know?
• How did you decide what number sentences to write?
• What do you notice when you compare the fact families? (All of them have two addition and two subtraction number sentences. The addition sentences have the same sum in a fact family. The subtraction sentences begin with the same number.)
• What is the pattern you see when you look at the three fact families?

Listen for . . .

• Is the student identifying patterns among fact families?
• Does the student know the meaning of the -, +, = symbols?
• Is the student using the words addition and subtraction in his or her explanations?
• Can the student describe the relationships among the fact families?

Look for . . .

• Does the student accurately record the number sentences for the fact family from the part-part-whole mat?
• Does the student recognize and describe the inverse relationship between the addition and subtraction sentences in a fact family?
• Is the student beginning to recognize the inverse relationship of addition and subtraction? (For example, if one part is taken away then put back, you have a whole again.)

Future TEKS Connection

• Grade 2 TEKS Connection 2.5D

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(1.6) Geometry and spatial reasoning. The student uses attributes to identify two- and three-dimensional geometric figures. The student compares and contrasts two- and three-dimensional geometric figures or both.

(1.6.a) Geometry and spatial reasoning. The student uses attributes to identify two- and three-dimensional geometric figures. The student compares and contrasts two- and three-dimensional geometric figures or both. The student is expected to describe and identify two-dimensional geometric figures, including circles, triangles, rectangles, and squares (a special type of rectangle).

Clarifying Activity with Assessment Connections

Students go on a "Geometry Hunt" in the classroom or on a school walk. They identify shapes and solids they see in common objects and draw and label pictures to record in their math journals.

Assessment Connections

Questioning . . .

Open with . . .

• Tell me about the shapes (or solids) that you found on our walk.

Probe further with . . .

• What is one of the shapes or solids you found?
• How did you decide the name for this shape or solid?
• Did you see any circles? Triangles? Rectangles? (including squares)? Balls? Boxes? Cans? Cones?
• How do you know these are circles? Triangles? Rectangles? (including squares)? Balls? Boxes? Cans? Cones?
• How are these two shapes (solids) the same? Different?

Listen for . . .

• Can the student identify shapes informally?
• Can the student describe shapes and solids in the real world?
• Is the student using informal and formal geometric vocabulary appropriately?
• Can the student explain reasons for the identification of shapes (solids) in real world objects?

Look for . . .

• Do the pictures in the journal reflect the shape and solid attributes that the student described?
• Does the student self-correct?
• Does the student label the pictures accurately?

Future TEKS Connection

• Grade 2 TEKS Connection 2.7A

Additional Clarifying Activities

• Students brainstorm a list of objects that model each of the shapes. The list can be added to over a period of time as students discover new objects for each shape. Each of the students can contribute a page in a class book for each shape.
• Students close their eyes and feel attribute blocks, shapes cut from cardboard, or geometric solids. Students use the attributes they feel to identify and describe the shapes of these objects.

(1.6.b) Geometry and spatial reasoning. The student uses attributes to identify two- and three-dimensional geometric figures. The student compares and contrasts two- and three-dimensional geometric figures or both. The student is expected to describe and identify three-dimensional geometric figures, including spheres, rectangular prisms (including cubes), cylinders, and cones.

(1.6.c) Geometry and spatial reasoning. The student uses attributes to identify two- and three-dimensional geometric figures. The student compares and contrasts two- and three-dimensional geometric figures or both. The student is expected to describe and identify two- and three-dimensional geometric figures in order to sort them according to a given attribute using informal and formal language.

Clarifying Activity with Assessment Connections

Students sort a group of objects by a given attribute, such as curves or points. With a partner, students describe the objects in their groups. For example, "All of these objects in this group have pointy corners and all of the objects in this group do not."

Assessment Connections

Questioning . . .

Open with . . .

• Tell me about your groups of objects.

Probe further with . . .

• How did you decide what to put in this group? What is your "rule"?
• Where would you put this object? Why?
• How are the objects in this group the same?
• Are the objects in this group different in some way? How?
• Is there another way that you can group these objects?
• Record and explain your collections in your math journal.

Listen for . . .

• Can the student describe his groups?
• Is the student using informal and formal geometric vocabulary appropriately when describing his or her rule?
• Can the student describe his or her "rule" in a way that makes sense?
• Does the student justify and talk about the reasonableness of his or her sorting?

Look for . . .

• Does the student sort the objects according to the rule he or she describes?
• Does the student self-correct?
• Does the student sort objects into more than two groups?
• Can the student re-sort the objects into different groups using a different attribute?
• Can the student record the explanations in the math journal accurately?

Future TEKS Connection

• Grade 2 TEKS Connection 2.7A

(1.6.d) Geometry and spatial reasoning. The student uses attributes to identify two- and three-dimensional geometric figures. The student compares and contrasts two- and three-dimensional geometric figures or both. The student is expected to use concrete models to combine two-dimensional geometric figures to make new geometric figures.

Clarifying Activity with Assessment Connections

Students combine various pattern blocks or Tangram pieces to make new geometric shapes. (example: Two pattern block triangles make a parallelogram. Two pattern block square rectangles make a rectangle. Two trapezoids make a hexagon. Three (two small and one medium) Tangram triangles make a square.) Students draw their original shapes and their new shape. They label their drawings.

Assessment Connections

Questioning . . .

Open with . . .

• Tell me about the new shape you made.

Probe further with . . .

• What shapes did you use to make your new shape?
• How did you decide to make your new shape?
• Did you decide what shape you were going to make and find pieces that would make that shape?
• How did you find pieces that would make that shape?
• Were you successful in making your shape?
• Did you change the shape you decided to make? How and why?
• Did you work with a few pieces and arrange them until you made a new shape? How?
• How are these two shapes the same? Different?

Listen for . . .

• Can the student see shapes within other shapes?
• Can the student describe shapes?
• Can the student describe the process used to create the new shape?
• Is the student using informal and formal geometric vocabulary appropriately?
• Can the student explain reasons (attributes) for the identification of shapes?

Look for . . .

• Does the student's picture accurately represent the original shapes and new shape?
• Does the student self-correct?
• Does the student accurately label the shapes and indicate the shapes within the new shape?

Future TEKS Connection

• Grade 2 TEKS Connection 2.7C

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(1.7) Measurement. The student directly compares the attributes of length, area, weight/mass, capacity, and temperature. The student uses comparative language to solve problems and answer questions. The student selects and uses nonstandard units to describe length.

(1.7.a) Measurement. The student directly compares the attributes of length, area, weight/mass, capacity, and temperature. The student uses comparative language to solve problems and answer questions. The student selects and uses nonstandard units to describe length. The student is expected to estimate and measure length using nonstandard units such as paper clips or sides of color tiles.

Clarifying Activity with Assessment Connections

Students use clay to create a snake and estimate how many paper clips long it is. Using paper clips, they imprint them along the length of the snake. They count the imprints to measure the length of their snake. Students compare their estimate with their actual measurement.

Each student makes a snake of play dough or clay. They record their estimate and final measurement in some way that makes sense to them. (cube tower, talley, numeral, etc.)

Assessment Connections

Questioning . . .

Open with . . .

• How many paper clips long do you think your snake is?

Probe further with . . .

• How could you make sure?
• Can you make another snake the same length? How can you tell they are the same length?
• How "good" was your estimate?
• Was your estimate exact, too much, or not enough?

Listen for . . .

• Was the student's estimate reasonable?
• Is the student's explanation reasonable?
• Does the student accurately count the units of measurement (i.e., paperclips)?
• Does the student give an appropriate explanation of measurement process?

Look for . . .

• Does the student use measuring tool (paperclips) correctly? (Do they place the paperclips end to end?)
• How does the student choose to record?
• Can the student record each length to the nearest whole unit?
• What does the student do when the snake does not end with the end of a paperclip?

Future TEKS Connection

• Grade 2 TEKS Connection 2.9

(1.7.b) Measurement. The student directly compares the attributes of length, area, weight/mass, capacity, and temperature. The student uses comparative language to solve problems and answer questions. The student selects and uses nonstandard units to describe length. The student is expected to compare and order two or more concrete objects according to length (from longest to shortest).

(1.7.c) Measurement. The student directly compares the attributes of length, area, weight/mass, capacity, and temperature. The student uses comparative language to solve problems and answer questions. The student selects and uses nonstandard units to describe length. The student is expected to describe the relationship between the size of the unit and the number of units needed to measure the length of an object.

Clarifying Activity with Assessment Connections

Provide each pair of students with nonstandard measurement tools of various (3) lengths (example: unifix cube, paint stirrer and yard long dowel rod), weights (large paper clip, teddy bear counter, and small can of tuna fish) or capacity (small condiment cup, juice container from school cafeteria and empty vegetable or soup can). (Note: work with only one measurement concept at a time). Identify five objects in the room for each pair of students to estimate, measure and record length (example: length or width of classroom, desktop, book, chalkboard or dry erase board, classroom doorway), weight (example: library book, eraser for chalkboard or dry erase board, pencil, can or soup or vegetables), capacity (example: empty tennis ball can, peanut butter jar, empty prescription bottle, empty gallon milk jug, empty student milk carton).

Assessment Connections

Questioning . . .

Open with . . .

• Tell me about the measurements you recorded.

Probe further with . . .

• How did you decide which size tool to use for each measurement?
• Could you have chosen a different size measurement tool for each object? Why or why not?
• How would that have changed the measurement?
• How did you estimate each measurement?
• Were your estimates close to your actual measurements?
• Were your measurements exact? (ex: "No, the doorway was a little over 4 paint sticks." "Yes, the can of soup weighed exactly 3 tuna fish cans." No, the milk carton held one and a half milk cartons of rice.")

Listen for . . .

• Does the student understand and explain the need for consistent units?
• Is the student's explanation of the measurement process reasonable?
• Can the student accurately describe the measurement process?
• Is the student using informal and formal measurement vocabulary appropriately?
• Does the student accurately count the units of measurement?

Look for . . .

• Does the recorded data match the student's explanation?
• Does the student self-correct?
• Does the student accurately record units?
• Does the student start to measure at the end of the object and do the nonstandard units touch but not overlap?
• Are the units the same size?

Future TEKS Connection

• Grade 2 TEKS Connection 2.9

Additional Clarifying Activity

Students repeat the snake activity from 1.7A. This time the students estimate and measure first using small paper clips and then again using large paper clips. Students discuss the results. For example, "My snake was 10 little paper clips long, but only 7 big paper clips long."

(1.7.d) Measurement. The student directly compares the attributes of length, area, weight/mass, capacity, and temperature. The student uses comparative language to solve problems and answer questions. The student selects and uses nonstandard units to describe length. The student is expected to compare and order the area of two or more two-dimensional surfaces (from covers the most to covers the least).

(1.7.e) Measurement. The student directly compares the attributes of length, area, weight/mass, capacity, and temperature. The student uses comparative language to solve problems and answer questions. The student selects and uses nonstandard units to describe length. The student is expected to compare and order two or more containers according to capacity (from holds the most to holds the least).

(1.7.f) Measurement. The student directly compares the attributes of length, area, weight/mass, capacity, and temperature. The student uses comparative language to solve problems and answer questions. The student selects and uses nonstandard units to describe length. The student is expected to compare and order two or more objects according to weight/mass (from heaviest to lightest).

(1.7.g) Measurement. The student directly compares the attributes of length, area, weight/mass, capacity, and temperature. The student uses comparative language to solve problems and answer questions. The student selects and uses nonstandard units to describe length. The student is expected to compare and order two or more objects according to relative temperature (from hottest to coldest).

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(1.8) Measurement. The student understands that time can be measured. The student uses time to describe and compare situations.

(1.8.a) Measurement. The student understands that time can be measured. The student uses time to describe and compare situations. The student is expected to order three or more events according to duration.

Clarifying Activity with Assessment Connections

Students order common daily events—brushing their teeth, eating lunch, a school day—according to the amount of time each takes.

Assessment Connections

Questioning . . .

Open with . . .

• What are three things that you do each day that take different amounts of time to do?

Probe further with . . .

• Do some things take a lot more time? A lot less time? Why? How do you know this?
• Which of these activities take the most time?
• What takes the least time?
• Order the three activities from the one taking the least amount of time to the greatest amount of time. How did you decide this? Tell me about your thinking.
• Record your ordering using words, pictures, or numbers in your math journal.
• If we all did the same three things, would they all be in the same order? Why or why not?
• Does it take the same amount of time for each of us to get to school each day? Why?

Listen for . . .

• Does the student realize some people do things at different speeds so the order may vary depending how fast people do the task?
• Is the student's explanation reasonable?
• Can the student defend his or her answers?
• Does the student use vocabulary such as minutes, hours, days to describe passage of time?

Look for . . .

• Does the student record his work accurately in the journal?
• Can the student order three or more events by how much time they take?

(1.8.b) Measurement. The student understands that time can be measured. The student uses time to describe and compare situations. The student is expected to read time to the hour and half-hour using analog and digital clocks.

Clarifying Activity with Assessment Connections

Students make a paper clock face on a paper plate. As they listen to a book such as Nine O'clock Lullaby by Marilyn Singer. Students show the in the book (on the hour or half-hour) on their clocks. Students orally describe the time on their clock to a partner. Students draw a picture of the time on their clock and record the time in digital format. (Example: the time in the book is 2:30, the student draws the time displayed on their paper plate clock, then the student records the digital time.

Assessment Connections

Questioning . . .

Open with . . .

• Tell me about the time on your clock?

Probe further with . . .

• How do you use a clock to tell time?
• If your plate clock says eleven thirty, how would this look on your digital clock? If the small hand on your plate clock is on the 2 and the large hand in on the 12, what time is it? How would this look on a digital clock?
• If the large hand on the clock is on the 6 and the small hand is between the 3 and the 4, what time is it?
• Is there another way to describe the time? How? How would this look on a digital clock?
• If the digital clock says 2:30, how would this look on your paper plate clock?
• Why do people say 3:30 is half-past three?

Listen for . . .

• Is the student's explanation of time on a clock reasonable?
• Can the student accurately describe the relationship between the traditional clock and the digital clock?
• Is the student using informal and formal vocabulary to describe time on a clock appropriately?

Look for . . .

• Does the recorded digital time match the student's drawings of their clock?
• Does the student self-correct?
• Does the student accurately place the hands on the traditional clock and accurately record time as displayed on a digital clock?
• Does the student understand that the small hand is between numbers when the large hand displays half-hours?

Future TEKS Connection

• Grade 2 TEKS Connection 2.10B

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(1.9) Probability and statistics. The student displays data in an organized form.

(1.9.a) Probability and statistics. The student displays data in an organized form. The student is expected to collect and sort data.

(1.9.b) Probability and statistics. The student displays data in an organized form. The student is expected to use organized data to construct real-object graphs, picture graphs, and bar-type graphs.

Clarifying Activity with Assessment Connections

With guidance, students make, carry out, and evaluate a plan to inform the librarian of books that first graders like to read. Students survey other first-grade rooms to determine what kinds of books the librarian should order for the library. They use tally marks to record data, then sort the data by types of books. Students then use a real picture or bar-type graph to display the information from the library book survey to share with the librarian.

Assessment Connections

Questioning . . .

Open with . . .

• What are you going to tell the librarian about the kinds of books he/she should order for first graders? Why?

Probe further with . . .

• What does the survey tell you about the kinds of books the librarian should order for our first graders? How do you know?
• How did you determine this?
• How did you collect the data? Who did you ask? What did you ask? Why?
• How did you record the data? Why?
• How did you organize the data?
• What kind of graph did you choose to represent the data? Why?
• How did you make your graph? Why?
• Did you label the graph? Why?
• How did you pick your categories of books to organize?
• What type of book was chosen most often? How do you know?
• How can this information be used?
• How does our information help the librarian order books? What recommendations are you making? Why?
• If you were to do this study again, what might you do differently? Why?

Listen for . . .

• Can the student answer questions from information displayed on a graph?
• Can the student draw conclusions based on the graph? (What does this information tell about us that helps the librarian know what books to order?)
• Can the student justify and explain her thinking?

Look for . . .

• Can the student (with guidance) make, carry out and evaluate a plan to inform the librarian of books that first graders like to read?
• Can the students accurately collect data using tallies?
• Can the student keep track of the tallies?
• Does the student group tally marks into groups of say 5 to help with counting?
• Can the student count accurately?
• How does the student organize the data?
• Can the student compile data into a graph?
• Is the graph accurate?
• Were components of the graph labeled correctly?
• Was the graph accurate?

Future TEKS Connection

• Grade 2 TEKS Connection 2.11A, B

Additional Clarifying Activity

Students use a real picture, or bar-type graph to display the information from the library book survey.

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(1.10) Probability and statistics. The student uses information from organized data.

(1.10.a) Probability and statistics. The student uses information from organized data. The student is expected to draw conclusions and answer questions using information organized in real-object graphs, picture graphs, and bar-type graphs.

Clarifying Activity with Assessment Connections

See the Clarifying Activity with Assessment Connections for 1.9A and B.

Additional Clarifying Activity

Students determine how the information gathered and graphed, such as how many students in the class were born in each month, could be used. For example, they determine how many pencils the teacher needs for presents each month, saying, "The teacher needs to buy 5 pencils in January, but none in March. The teacher will need to buy a total of 12 pencils for the months of September, October, and November."

(1.10.b) Probability and statistics. The student uses information from organized data. The student is expected to identify events as certain or impossible such as drawing a red crayon from a bag of green crayons.

Clarifying Activity with Assessment Connections

Students display cards marked "certain" or "impossible" when presented a series of situations, such as spinning red with a spinner that is all red or spinning red with a spinner that is just green and blue.

Assessment Connections

Questioning . . .

Open with . . .

• Is this "certain" or "impossible"?

Probe further with . . .

• How do you know? Tell me about your thinking.

Listen for . . .

• Can the student justify her reasoning?

Look for . . .

• Can the student correctly identify events as certain or impossible?

Future TEKS Connection

• Grade 2 TEKS Connection 2.11C

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(1.11) Underlying processes and mathematical tools. The student applies Grade 1 mathematics to solve problems connected to everyday experiences and activities in and outside of school.

(1.11.a) Underlying processes and mathematical tools. The student applies Grade 1 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to identify mathematics in everyday situations.

Clarifying Activity with Assessment Connections

See the Clarifying Activity with Assessment Connections for 1.9A.

Additional Clarifying Activities

• Students describe how the teacher determines the lunch count. "We used counting to let the lunchroom know how many lunches to fix for our class."
• Students bring to class for "show-and-tell" examples of uses of measurement such as weights on cereal or other food boxes, lengths and widths on picture frames, capacities on juice boxes.

(1.11.b) Underlying processes and mathematical tools. The student applies Grade 1 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness.

(1.11.c) Underlying processes and mathematical tools. The student applies Grade 1 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to select or develop an appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem.

Clarifying Activity with Assessment Connections

Students work in small groups to solve the problem, "How can we share this bag of M&Ms fairly among the members of our group?" Students state and discuss the problem in order to understand it, brainstorm ways to solve the problem, choose a strategy for solving the problem, carry out the plan to solve the problem, and discuss the result to determine if the candy was indeed shared fairly.

Students try different ways to solve the problem and select an appropriate strategy, such as guessing how many M&Ms each student will get, then sharing their results to check their guesses.

Assessment Connections

Questioning . . .

Open with . . .

• How can we solve the problem of M&Ms fairly among the members of our group?

Probe further with . . .

• How did you solve this problem?
• What did you think about doing to solve the problem? Why?
• What did you actually do to solve the problem?
• What other ways might you have tried to solve this?
• Why did you decide to use your strategy instead of something else?
• Is your solution reasonable? How do you know?
• In your mathematics journal, record how you figured out how to share the M&M's fairly.

Listen for . . .

• Can the student explain his or her strategy and thinking?
• Does the student talk about the reasonableness of her solution?

Look for . . .

• Can the student plan a viable solution to the problem?
• Can the student follow a plan that they develop to solve a problem?
• How reasonable and efficient is the strategy that the student plans to use?
• How does the student solve the problem? Does he or she draw a picture, look for a pattern, systematic guess and check, act it out or use another approach?
• Does the student solve the problem in more than one way?
• How does the student justify the reasonableness of the solution?
• What happens if the student's plan does not lead to the desired results? What does the student do? Does he or she give up? Does he or she have other strategies to fall back on if one plan is not yielding the desired results?

Future TEKS Connection

• Grade 2 TEKS Connection 2.12B, C

Additional Clarifying Activities

During each problem-solving situation, such as the M&M problem in 1.11B, students try different ways to solve the problem and select an appropriate strategy, such as guessing how many M&Ms each student will get, then sharing their results to check their guesses. Teachers focus students' thinking onto the type of strategy used, by asking questions such as, "What did you think about doing to solve the problem? What did you actually do to solve the problem? Why did you decide to do that instead of something else?"

(1.11.d) Underlying processes and mathematical tools. The student applies Grade 1 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to use tools such as real objects, manipulatives, and technology to solve problems.

Clarifying Activity with Assessment Connections

Students use calculators and two-color counters on ten frames to explore combinations of ten as they determine the number of hidden people behind the windows in the book Anno's Counting House, by Mitsumasa Anno.

Assessment Connections

Questioning . . .

Open with . . .

• How many people are hidden behind the window?

Probe further with . . .

• How did you figure this out?
• How many people do you see?
• How can you use two-color counters on ten frames to find out how many are hidden?
• How can you use the calculator to find out how many are hidden?
• Do your results seem reasonable? How do you know?
• Record your thinking about the number of hidden people in your math journal using words, pictures, or numbers.

Listen for . . .

• Does the student relate the solutions and talk about the reasonableness based upon the consistency of the solutions found using different approaches?

Look for . . .

• Does the student record the thinking strategy accurately in the math journal?
• Can the student explain his or her reasoning?
• Can the student use a calculator to find out how many are hidden?
• Can the student use a model such as color counters on ten-frames to find out how many are hidden?
• If the student's solutions are not the same using the counters and calculator, what does he or she do? Does he or she self-monitor and self correct?

Future TEKS Connection

• Grade 2 TEKS Connection 2.12D

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(1.12) Underlying processes and mathematical tools. The student communicates about Grade 1 mathematics using informal language.

(1.12.a) Underlying processes and mathematical tools. The student communicates about Grade 1 mathematics using informal language. The student is expected to explain and record observations using objects, words, pictures, numbers, and technology.

Clarifying Activity with Assessment Connections

Students work in small groups to solve the problem, "How can we share this bag of M&Ms fairly among the members of our group?" Students state and discuss the problem in order to understand it, brainstorm ways to solve the problem, choose a strategy for solving the problem, carry out the plan to solve the problem, and discuss the result to determine if the candy was indeed shared fairly.

Students try different ways to solve the problem and select an appropriate strategy, such as guessing how many M&Ms each student will get, then sharing their results to check their guesses.

Assessment Connections

Questioning . . .

Open with . . .

• How can we solve the problem of M&Ms fairly among the members of our group?

Probe further with . . .

• How did you solve this problem?
• What did you think about doing to solve the problem? Why?
• What did you actually do to solve the problem?
• What other ways might you have tried to solve this?
• Why did you decide to use your strategy instead of something else?
• Is your solution reasonable? How do you know?
• In your mathematics journal, record how you figured out how to share the M&M's fairly.

Listen for . . .

• Can the student explain his or her strategy and thinking?
• Does the student talk about the reasonableness of her solution?

Look for . . .

• Can the student plan a viable solution to the problem?
• Can the student follow a plan that they develop to solve a problem?
• How reasonable and efficient is the strategy that the student plans to use?
• How does the student solve the problem? Does he or she draw a picture, look for a pattern, systematic guess and check, act it out or use another approach?
• Does the student solve the problem in more than one way?
• How does the student justify the reasonableness of the solution?
• What happens if the student's plan does not lead to the desired results? What does the student do? Does he or she give up? Does he or she have other strategies to fall back on if one plan is not yielding the desired results?
• Can the student explain and record observations using objects, words, pictures, numbers, and technology?

Future TEKS Connection

• Grade 2 TEKS Connection 2.13A

(1.12.b) Underlying processes and mathematical tools. The student communicates about Grade 1 mathematics using informal language. The student is expected to relate informal language to mathematical language and symbols.

Clarifying Activity with Assessment Connections

Students use words and symbols to write about daily mathematics lessons in "math journals." For example from TEKS 1.3A, Students use concrete objects with story mats to act out and solve oral addition and subtraction story problems created by the teacher or by the students. Students then use number and symbol cards to form addition or subtraction sentences, or write their own number sentences, to represent the stories that they have acted out on the story mats. Provide each student with a blue construction paper story mat, a small container of goldfish crackers, number cards, and symbol cards (+, -, =). Students solve the following problem: There were 6 fish in the ocean. A whale ate 3 of the fish.

Assessment Connections

Questioning . . .

Open with . . .

• How many fish are in the ocean now? Show me what happened using your goldfish crackers, number cards and symbol cards. Tell me what you did.

Probe further with . . .

• How many fish did you start with?
• What did you do next?
• How many fish were swimming at the end of the story?
• Record your story in your math journal using words, pictures, or numbers.
• Write a number sentence in your journal that describes the action in the story.
• Does your number sentence match what happened in the story?

Listen for . . .

• Does the student use of appropriate language to describe the story in order to model the action of addition or subtraction?

Look for . . .

• How does the student record the problem and solution in the journal?
• Does the student use appropriate representation of each quantity in story (both concrete objects and number sentence... 6 - 3 = 3)?
• Does the student demonstrate conservation of quantity (do they have to count 1, 2, 3 or do they know it is 3?

Future TEKS Connection

• Grade 2 TEKS Connection 2.13B

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(1.13) Underlying processes and mathematical tools. The student uses logical reasoning.

(1.13) Underlying processes and mathematical tools. The student uses logical reasoning. The student is expected to justify his or her thinking using objects, words, pictures, numbers, and technology.

Clarifying Activity with Assessment Connections

Students work in small groups to solve the problem, "How can we share this bag of M&Ms fairly among the members of our group?" Students state and discuss the problem in order to understand it, brainstorm ways to solve the problem, choose a strategy for solving the problem, carry out the plan to solve the problem, and discuss the result to determine if the candy was indeed shared fairly.

Students try different ways to solve the problem and select an appropriate strategy, such as guessing how many M&Ms each student will get, then sharing their results to check their guesses.

Assessment Connections

Questioning . . .

Open with . . .

• How can we solve the problem sharing M&Ms fairly among the members of our group?

Probe further with . . .

• How did you solve this problem?
• What did you think about doing to solve the problem? Why?
• What did you actually do to solve the problem?
• What other ways might you have tried to solve this?
• How much did you get?
• Why did you decide to use your strategy instead of something else?
• Is your solution reasonable? Are the M&M's shared fairly? How do you know?

Listen for . . .

• Can the student explain his or her strategy and thinking?
• Does the student talk about the reasonableness of his or her solution?
• Can the student reason and support her thinking using objects, words, pictures, number, or technology?

Look for . . .

• Can the student plan a viable solution to the problem?
• Can the student follow a plan that they develop to solve a problem?
• How reasonable and efficient is the strategy that the student plans to use?
• How does the student solve the problem? Does he or she draw a picture, look for a pattern, systematic guess and check, act it out or use another approach?
• Does the student solve the problem in more than one way?
• How does the student justify the reasonableness of the solution?
• What happens if the student's plan does not lead to the desired results? What does the student do? Does he or she give up? Does he or she have other strategies to fall back on if one plan is not yielding the desired results?

Future TEKS Connection

• Grade 2 TEKS Connection 2.14

Additional Clarifying Activity

Students use objects, numbers, and appropriate measurement processes to support their answers to questions such as "Could you drink a gallon of milk for lunch? Why or why not?" or "Do you have more or less clay than your partner? How do you know?"

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