## Ms. Raejean

### Target 1​

###### Lesson Type:

Continuation

Measurment

:

Comparison

Measure and compare length in nonstandard units.

###### 1:

Measure and compare length in nonstandard units.

###### 2:

Understand that different measurements will be obtained for the same object with non-standard units, based on the unit selected.

###### 3:

Explain how two people can measure the same object and get different lengths.

###### 4:

Understand that a non-standard unit must be placed end-to-end (with no gaps or overlap).

2nd

###### Vocabulary:

Measure, Lengths, Non-Standard Units

Activities:

We continued to measure the lengths of different objects using non-standard units. Students used cubes and paper clips. We reviewed how non-standard units had to be placed one after the other (no gaps or overlaps). We also discussed the different measurements that students found for the same objects. It could be due to how students placed the paper clips, but some students used a combination of big and small paper clips.    ### Home Exploration

###### Guiding Questions: ## Absent Students:

### Target 2

:

###### 2:

Set the foundation for later exploration of multiplication (i.e. 2+2+2+2 =? How many 2s did you add? When you add 4 number 2s together, what do you get?)

###### 3:

Use addition to find the total number of objects in an array.

2nd

###### Vocabulary:

Activities:

Students continued to count objects using repeated addition. We discussed how many times a number was added. Students wrote an addition equation, and we connected it to a multiplication equation. Ex. How many times did you add the number 5? 5 times: 5 + 5 + 5 + 5 + 5 = 5 x 5. This week, we used a hundreds chart to find out how many groups are in a number. Ex. How many groups of 3 are in 12? Students counted by 3s until they landed on 12. 3 + 3 + 3 + 3 = 12. 3 was added 4 times, so 3 x 4 = 12.    ### Home Exploration

###### Guiding Questions: ### Target 3

:

###### 1:

Relate a reflection to a fold line, where an image will leave its impression on the other side, and that impression will be backwards (the fold line will create an image that has matching parts).

###### 2:

Identify the reflection of a given image.

2nd

###### Vocabulary:

Symmetry, Reflection, Mirror Image

Activities:

We did a quick review of symmetry using pattern blocks. Symmetry is when you make the mirror image of an object. Students created a symmetrical turkey by repeating the pattern block on the opposite side. Whatever pattern block was used on the left, must also be used on the right.    ### Home Exploration 