This unit focuses on several different skills and concepts including measurement, data representation and patterns. Although the skills and concepts have a different focus, all can be used in conjunction with one another. This idea encourages deeper understanding of how concepts work together.
Prior to this unit, students counted objects, used words to rote count and recognized order. They also used models to represent subtraction. Using language, students continued to describe the passing of time. They also sorted objects based on similarities and differences.
During this unit, students focus on identifying measurable attributes of objects, including length, capacity, and weight. In addition, students explore two-dimensional figures, including circles, triangles, rectangles, and squares. They also extend their knowledge about counting and comparing numbers using graphing situations where numbers represent categorical data, meaning data that represents the attributes of a group of people, events, or objects. Students also recognize and create patterns using a variety of materials
After this unit, students use numeracy to begin adding, subtracting, and creating patterns.
According to Copley (2010), “To lay the foundation for measurement, teachers involve young children in a lot of comparing. In fact, comparison is the core activity and concept that starts children on the path to fully developed understanding and use of measurement” (p. 125). The National Council of Teachers of Mathematics (2003) states, “Recognizing which attributes of physical objects are measurable is the starting point for studying measurement, and very young children begin their exploration of measurable attributes by looking at, touching, and comparing physical things directly” (p. 2).
Copley, J. (2010). The young child and mathematics. Washington, DC: National Association for the Education of Young Children
National Council of Teachers of Mathematics. (2003). Navigating through measurement in pre-kindergarten – grade 2. Reston, VA: National Council of Teachers of Mathematics, Inc.