Exploring the
Math Content of the
Iowa Core
Curriculum…
Grade Two Measurement
Probe
• Individually complete the probe. Record
your thinking.
• With a partner, discuss similarities and
differences in your responses.
• As a partnership, be prepared to share a
response to the following: “What concepts
and/or skills does this probe assess? What
can we say about second graders able to
thoughtfully answer this question?”
2
Essential Concepts and Skills related to
measurement; PreK-2, ICC
• Select appropriate measurement tools and
units (both standard and non-standard) to
solve problems.
• Understand the necessity for identical units
(standard and non-standard) to solve
measurement problems.
• Use a variety of non-standard units to
measure length without gaps or overlaps.
• Estimate and measure length using metric and
customary units.
ICC’s Vision for More
Coherence….
• “A coherent curriculum effectively organizes
and integrates important mathematical ideas
so that students can see how the ideas build
on or connect with other ideas, thus
enabling them to develop new
understandings and skills.”
• (NCTM, 2000, page 15, and
referenced in the Iowa Core
Curriculum)
Measurement Essential
Concepts card sorting
activity…
• As a table group, spread out and review the
18 essential concept/skill cards.
• Sort the cards into four piles, depending on
where you would expect to find them in the
ICC:
– PreK-2 (4 cards)
– Grades 3-5 (6 cards)
– Grades 6-8 (6 cards)
– Grades 9-12 (2 cards)
PreK-2 cards:
• Select appropriate measurement tools and
units (both standard and non-standard) to
solve problems.
• Understand the necessity for identical units
(standard and non-standard) to solve
problems.
• Use a variety of non-standard units to
measure length without gaps or overlaps.
• Estimate and measure length using metric and
customary units.
Grades 3-5 cards:
• Develop facility in measuring with fractional
parts of linear units.
• Select appropriate units, strategies and tools
to solve problems that involve estimating and
measuring perimeter, area, and volume.
• Understand that a square one unit on a side is
the standard unit for measuring area.
Grades 3-5 cards (cont.):
• Understand that a cube one unit on an edge is
the standard unit for measuring volume.
• Select and apply appropriate units, strategies
and tools to solve problems that involve
estimating and measuring weight, time, and
temperature.
• Measure and classify angles.
Grades 6-8 cards:
• Convert from one unit to another in the metric
system of measurement by using
understanding of the relationships among the
units and multiplying and dividing decimals.
• Convert from one unit to another in the
customary system of measurement by using
understanding of the relationships among the
units and multiplying and dividing fractions.
• Use physical models, such as geoboards, to
develop and make sense of area formulas.
Grades 6-8 cards (cont.):
• Understand and apply formulas to find areas
of triangles and quadrilaterals.
• Use knowledge of area of simpler shapes to
find the area of more complex shapes (i.e.
decomposing an irregularly-shaped polygon
into triangles).
• Solve a variety of problems involving surface
area, area and circumference of circles, and
volume of prisms and cylinders.
Grades 9-12 cards:
• Properties and relationships of geometric
objects should be examined and justified,
including similarity, congruence, and
measurement.
• Estimation, appropriate units, dimensional
analysis, and judgments about accuracy
should be part of the study of measurement.
Part 3:
Effective Instructional Strategies
Characteristics of Effective
Instruction and Assessment
Student Engagement & Learning
Assessment
Teaching
for
Understanding
for
Learning
Rigor
&
Relevance
StudentCentered
Centered
Classroom
Student
Teaching
for Learner
Differences
13
A Primary Lesson on
Measurement…
• Watch specifically for examples of your
instructional characteristic during the
lesson.
• Take notes on your observation guide.
• When the video is complete, share your
notes so that your small group can compile
its findings.
• Each small group will share out its findings
to the large group.
14