Kindergarten

Concrete	Bridging	Abstract
K.10A compare and order two or three concrete objects according to length (shorter/longer), capacity (holds more/less), or weight (heavier/lighter)
K.10B find concrete objects that are about the same as, less than, or greater than a given object according to length, capacity, or weight
K.11A compare situations or objects according to temperature such as hotter or colder
K.11B compare events according to duration such as more time than or less time than
K.11C sequence events
K.11D read a calendar using days, weeks, and months

Important to note: No rulers

USE TERMINOLOGY “ PART TO WHOLE”

1^st Grade

Concrete	Bridging	Abstract
1.7A estimate and measure length,, capacity, and weight of objects using nonstandard units	1.8B describe time on a clock using hours and half hours
1.7B describe the relationship between the size of the unit and the number of units needed in a measurement	1.8C order three or more events by how much time they take
1.8A recognize temperatures such as a hot day or a cold day

Important to note: No rulers

USE TERMINOLOGY “ PART TO WHOLE”

Concentrate on Whole and half in working with time

2^nd Grade

Concrete	Bridging	Abstract
2.9A identify concrete models that approximate standard units of length, capacity, and weight	2.10B describe time on a clock using hours and minutes	2.9C describe activities that take approximately one second, one minute, and one hour
2.9B measure length, capacity, and weight using concrete models that approximate standard units
2.10A read a thermometer to gather data

Important to note: (approximate units of measure)

USE TERMINOLOGY “ PART TO WHOLE”

Reasonableness lays a lot of groundwork for fractions

· In time you begin to learn parts such as the hour is the whole the minutes the part, this lays the groundwork for fractions

· In measurement you are concentrating on the wholes
3^rd Grade

Concrete	Bridging	Abstract
3.11B use linear measure to find the perimeter of a shape	3.11A estimate and measure lengths using standard units such as inch, foot, yard, centimeter, decimeter, and meter
3.11C use concrete models of square units to determine the area of shapes	3.13 The student applies measurement concepts. The student is expected to measure to solve problems involving length, area, temperature, and time
3.12A tell and write time shown on traditional and digital clocks
3.12B use a thermometer to measure temperature

Important to Note: Use rulers

Get out the tiles

USE TERMINOLOGY “ PART TO WHOLE”

· In measurement you are learning parts of the whole
4^th Grade

Concrete	Bridging	Abstract
	4.11A estimate and measure weight using standard units including ounces, pounds, grams, and kilograms
	4.11B estimate and measure capacity using standard units including milliliters, liters, cups, pints, quarts, and gallons
	4.12 The student applies measurement concepts. The student is expected to measure to solve problems involving length, including perimeter, time, temperature, and area

Important to note: Focus on weight and capacity

USE TERMINOLOGY “ PART TO WHOLE”

· Big year on capacity and weight

· No millimeters until 5^th

· 5^th Grade

Concrete	Abstract
5.10A measure volume using [concrete] models of cubic units ( needs a lot of bridging)	5.11A measure to solve problems involving length (including perimeter), weight, capacity, time, temperature, and area
5.10B estimate volume in cubic units ( use concrete to bridge )	5.11B describe numerical relationships between units of measure within the same measurement system such as inch is one-twelfth of a foot ( Part to Whole )
5.11A measure to solve problems involving length (including perimeter), weight, capacity, time, temperature, and area ( using any type of unit )
5.11B describe numerical relationships between units of measure within the same measurement system such as an inch is one-twelfth of a foot

Important to note: Model volume

Do you have cubes?

Concept of Volume: going from square units to cubic units

6^th Grade

Concrete	Abstract
6.8A estimate measurements and evaluate reasonableness of results ( need a lot of experiences )	6.8A estimate measurements and evaluate reasonableness of results
6.8B select and use appropriate units, tools, or formulas to measure and solve problems involving length (including perimeter and circumference) area, time, temperature, capacity, and weight	6.8B select and use appropriate units, tools, or formulas to measure and to solve problems involving length, area, time, temperature,, capacity, and weight
6.8C measure angles using a protractor	6.8D convert measures within the same measurement system based on relationships between units

Important to note: Formulas

Circles

Let π be π

Relationship of circumference and diameter

Do you have protractors?

Again use the terminology of “ Parts to Whole “

7^th Grade

Concrete	Abstract
7.9 Student solves application problems involving estimation and measurement (perimeter, area, volume, circumference)

Important to note: Application of formulas

Use still need concrete connection and bridging connections

8^th Grade

Concrete	Abstract
8.8A find surface area of prisms and cylinders using concrete models and nets (2-D models)	8.8A find surface area of prisms and cylinders using concrete models and nets (two-dimensional models)
8.8B connect models to formulas for volume of prisms, cylinders, pyramids, and cones	8.8C estimate answers and use formulas to solve application problems involving surface area and volume
8.8C estimate answers and use formulas to solve application problems involving surface area and volume	8.9A use the Pythagorean Theorem to solve real-life problems
8.9A use Pythagorean Theorem to solve real-life problems	8.9B use proportional relationships in similar shapes to find missing measurements
8.10A describe the resulting effects on perimeter and area when dimensions of a shape are changed proportionally	8.10A describe the resulting effects on perimeter and area when dimensions of a shape are changed proportionally
8.10B describe the resulting effect on volume when dimensions of a solid are changed proportionally	8.10B describe the resulting effect on volume when dimensions of a solid are changed proportionally

Important to note: Connect formulas to models

Pythagorean Theorem

Proportional change

Use nets as source of measure

Use Polydrons to explore nets

8.8 A 7^th grade geometry TEK still manipulate with models

8^th grade measurement TEK putting numbers to it

8.9 A 7^th grade develop concept of similarity in geometry TEKS

8^th grade using in measurement

9^th Grade

Concrete	Bridging	Abstract
8.8A find surface areas of prisms and cylinders using (concrete models and nets (two-dimensional models)	8.8B connect models to formulas for volume of prisms, cylinders, pyramids, and cones	8.8C estimate answers and use formulas to solve application problems involving surface area and volume
		8.9A use the Pythagorean Theorem to solve real-life problems
		8.9B use proportional relationships in similar shapes to find missing measurements
		8.10A describe the resulting effects on perimeter and area when dimensions of a shape are changed proportionally
		8.10B describe the resulting effect on volume wen dimensions of a solid are changed proportionally

Important to note: Applications

Abstract measurement

53% of the TAKS questions are these objectives

10^th Grade

Concrete	Bridging	Abstract
8.8A find surface area of prisms and cylinders using [concrete] models and nets (2-dimensional models)	8.8B connect models to formulas for volume of prisms, cylinders, pyramids, and cones	8.8C estimate answers and use formulas to solve application problems involving surface area and volume
		8.9A use the Pythagorean Theorem to solve real-life problems
		8.9B use proportional relationships in similar shapes to find missing measurements
		8.10A describe the resulting effects on perimeter and area when dimensions of a shape are changed proportionally
		8.10B describe the resulting effect on volume wen dimensions of a solid are changed proportionally

Important to note: Applications

Abstract measurement

55% of the TAKS questions are these objectives

11^th Grade

Concrete	Abstract
	Ge1A The student finds area of polygons and composite figures
	Ge1B the student finds areas of sectors and arc lengths of circles using proportional reasoning
	Ge1C The student [develops, extends, and] uses the Pythagorean Theorem
	Ge1D The student finds surface area and volumes of prisms, pyramids, spheres, cones, and cylinders in problem situations
	Gf1D The student describes the effect of perimeter, area, and volume when length, width, or height of a three dimensional solid is changed and applies this idea in solving problems.

Important to note: Composite figures

Applications