options: Tell and write time.

Relate addition and subtraction to length.

Convert like measurement units within a given measurement system.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Geometric measurement: understand concepts of angle and measure angles.

Measure lengths indirectly and by iterating length units.

Describe and compare measurable attributes.

Work with time and money.

Measure and estimate lengths in standard units.

Classify objects and count the number of objects in each category.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Represent and interpret data.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
problem_activity: Narrative
The purpose of this activity is for students to use their own language and the language generated by the class in the last activity to describe how objects were sorted and tell how many objects are in each category. Students walk around the room and look at how other students sorted their objects. Consider using a signal to let students know when it is time to rotate.
Action and Expression: Internalize Executive Functions
. Check for understanding by inviting students to rephrase directions in their own words. Keep a display of directions visible throughout the activity.
Supports accessibility for: Memory, Attention
Required Materials
Materials to Gather
Materials from a previous activity
Required Preparation
The math tool sorts from the previous activity are needed for this gallery walk.
Launch
Groups of 2
“Now you’re going to walk around to other tables to look at how other students sorted their tools. For each group’s work, talk to your partner about how they sorted the math tools and how many objects are in each category.”
Students move so they are looking at another group’s work.
“Look at the objects on your own. How did they sort the math tools? How many objects are in each category? When you are ready to share your thinking with your partner, put your thumb up.”
30 seconds: quiet think time
“Take turns sharing your thinking with your partner.”
1 minute: partner discussion
Activity
“Move to the next group’s work. Talk to your partner about how they sorted and how many tools are in each category.”
Repeat as time allows.
8 minutes: partner discussion time
Student Response
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Activity Synthesis
“What are some different ways you saw the math tools sorted?”


correct_option_index: 13