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

Work with time and money.

Measure lengths indirectly and by iterating length units.

Represent and interpret data.

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

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

Describe and compare measurable attributes.

Relate addition and subtraction to length.

Geometric measurement: understand concepts of angle and measure angles.

Measure and estimate lengths in standard units.

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

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

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Tell and write time.

Convert like measurement units within a given measurement system.
problem_activity: Narrative
The purpose of this warm-up is to elicit the idea that number lines and tape diagrams can be used to represent the same relationships between numbers, which will be useful when students use tape diagrams and number lines in a later activity to interpret and solve story problems. While students may notice and wonder many things about these representations, the important discussion points are the way both representations show quantities and how they could be used to represent addition.
Launch
Groups of 2
Display the image.
“What do you notice? What do you wonder?”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
1 minute: partner discussion
Share and record responses.
Student Facing
What do you notice? What do you wonder?
[IMG]
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
“What equation do you think best matches these diagrams?” (
\(5+4=9\)
)
“Where do we see the 5 in both diagrams?” (the 5 on the number line is the distance from 0 to the point at 5)
“Where do you see the 4 in both diagrams?” (the 4 on the number line is the 4 spaces that were moved to the right)


correct_option_index: 7