Kindergarten- Measurable Attributes
Kindergarten- Measurable AttributesK(7)(A) Geometry and Measurement. The student applies mathematical process standards to directlycompare measureable attributes. The student is expected to give an example of a measurable attribute ofa given object, including length, capacity, and weight.K(7)(B) Geometry and Measurement. The student applies mathematical process standards to directlycompare measureable attributes. The student is expected to compare two objects with a commonmeasureable attribute to see which object has more of/less of the attribute and describe the difference.Materials: Measurable Attribute Cards Set 1 Measurable Attribute Cards Set 2 Classroom objects 10 linking cubes (train) Primary balance Linking CubesTeacher Directions:Part I:1. Arrange the students in a group circle.2. Prompt the students to go and search for an object they would like to measure.3. Prompt the students to bring the item back to the circle.4. Prompt the students to turn to their elbow partner and discuss whether they can measure thelength, capacity, and weight of the object.5. Display Measurable Attributes Cards Set 1 on the floor.6. Prompt the students to place their object under one of the measurable attributes of the object.7. Debrief each attribute.Lengtha. After the objects are sorted, prompt the students to examine the objects in the lengthgroup.b. Prompt the students to directly compare the length of the objects to a train of 10 linkingcubes.c. Prompt the students to use comparative language (shorter than, longer than). Forexample: “The crayon is shorter than the train of linking cubes.”d. Tell the students that they can measure the length of the objects to determine how longor wide an object is.Weighta. Prompt the students to examine the objects in the weight group.b. Prompt the students to compare the weight of two of the objects using a primary balance. Ask, “How do you know which object is heavier? Lighter?”c. Prompt the students to use comparative language such as, “The block is heavier than therubber band.”d. Tell the students that they can measure the weight of objects to determine how heavy anobject is.Capacitya. Prompt the students to examine the objects in the capacity group.b. Prompt the students to compare the capacity of two of the objects by filling one object tothe top with linking cubes and then pouring it into the other object. Ask, “How do you know which object holds more? Holds less?” 2013 Texas Education Agency. All Rights Reserved 2013Introduction to the Revised Mathematics TEKS: Gap Analysis
c.Prompt the students to compare the number of linking cubes each object will hold. Usethe following description as an example: “The bag holds more than the paper cup.”d. Tell the students that you can measure the capacity of objects to determine how much anobject will hold.Part II:1. Ask, “Are there objects in the weight or capacity group in which you could also measure thelength?”2. Prompt the students to measure the object using the linking cubes to determine if the objects are,in fact, also able to be measured using the length of the linking cubes.3. Ask, “Is it possible for an object to be in more than one place?”4. Display Measurable Attributes Cards Set 2 on the floor.5. Prompt the students to rearrange the objects under the new labels. Use the balance, linking cubetrain, and linking cubes to verify the measurable attributes of each object. 2013 Texas Education Agency. All Rights Reserved 2013Introduction to the Revised Mathematics TEKS: Gap Analysis
Measureable Attribute Cards Set 1Cut along the dotted line.LengthCapacityWeight 2013 Texas Education Agency. All Rights Reserved 2013Introduction to the Revised Mathematics TEKS: Gap Analysis
Measureable Attribute Cards Set 2Cut along the dotted line.Length and WeightLength andCapacityLength, Capacity,and Weight 2013 Texas Education Agency. All Rights Reserved 2013Introduction to the Revised Mathematics TEKS: Gap Analysis
Part I Answer Key: Answers may vary.LengthWeightCapacityPart II Answer Key: Answers may vary.Length and Capacity 2013 Texas Education Agency. All Rights Reserved 2013Length and WeightLength, Weight, andCapacityIntroduction to the Revised Mathematics TEKS: Gap Analysis
Grade 1- Measuring Length (Non-standard)1(7)(A) Geometry and Measurement. The student applies mathematical process standards to select anduse units to describe length and time. The student is expected to use measuring tools to measure thelength of objects to reinforce the continuous nature of linear measurement.1(7)(B) Geometry and Measurement. The student applies mathematical process standards to select anduse units to describe length and time. The student is expected to illustrate that the length of an object isthe number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach fromone end of the object to the other.1(7)(C) Geometry and Measurement. The student applies mathematical process standards to selectand use units to describe length and time. The student is expected to measure the same object/distancewith units of two different lengths and describe how and why the measurements differ.Materials: Measuring Length Classroom objects Number cubes – 2 per group Linking cubes – approximately 24 per group Paperclips – approximately 24 per group String or ribbon on spool – several spools Scissors 2013 Texas Education Agency. All Rights Reserved 2013Introduction to the Revised Mathematics TEKS: Gap Analysis
Grade 1-MeasuringLength (Non-Standard)Teacher Directions:Part I:1. Place the students in groups of two.2. Distribute Measuring Lengths to each student and linking cubes and number cubes to eachgroup of students.3. Prompt the students to roll two number cubes and record the numbers on Measuring Lengths.4. Prompt the students to find the sum of the two numbers and record the sum on MeasuringLengths.5. Prompt the students to create a linking cube train with the total number rolled.For Example: A group of students roll a 4 and a 6. The students would createa linking cube train of 10 linking cubes.6. Prompt each student to find an object in the classroom that has a length as close to the length oftheir linking cube train as possible. Prompt the students to record a picture of the object onMeasuring Lengths.7. Prompt the pair of students to compare the length of their objects. Ask, “Which object is longer? How do you know?” Ask, “How many linking cubes longer is one object than the other?” Ask, “What do you notice about the size of each linking cube?” Each linking cube is the samesize.8. Ask, “How could we use string to measure the length of the objects?” I could measure the lengthof the object by stretching the string from the beginning to the end of the object.9. Distribute a spool of string to each group of students.10. Prompt the students to cut the string to a length equal to the length of each object. Ask, “Which piece of string is longer? How do you know?”11. Prompt the students to verify that the length of the string is also equal to the length of the linkingcube train.Part II:1. Prompt two groups of students to trade pieces of string.2. Prompt the students to find an object that equals the length of the “new” string and record apicture of the object on Measuring Lengths.3. Prompt the students to use paperclips to measure the length of the new object and record thelength of the object in paperclips on Measuring Lengths.4. Prompt the students to measure the length of the string using the paperclips. Ask, “Was the length of the object and the length of the piece of string the same? Why or whynot?” Ask, “How did you arrange the paperclips to measure the string?” I laid the paperclips end toend without any spaces between the paperclips. 2013 Texas Education Agency. All Rights Reserved 2013Introduction to the Revised Mathematics TEKS: Gap Analysis
Measuring LengthPart I:Number RolledNumber RolledSum(Total Length inLinking Cubes)Picture of Object:Part II:Picture of Object:Length in Paperclips: 2013 Texas Education Agency. All Rights Reserved 2013Introduction to the Revised Mathematics TEKS: Gap Analysis
Grade 2- Measuring Length2(9)(B) Geometry and Measurement. The student applies mathematical process standards to select anduse units to describe length, area, and time. The student is expected to describe the inverse relationshipbetween the size of the unit and the number of units needed to equal the length of an object.2(9)(D) Geometry and Measurement. The student applies mathematical process standards to select anduse units to describe length, area, and time. The student is expected to determine the length of an object tothe nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes.Materials: Objects to Measure – on cardstock Measuring Strips Measuring Objects Glue or tape ScissorsTeacher Directions:1. Prompt the students to cut out the Measuring Strips (inches and centimeters).2. Prompt the students to measure each object on the Objects to Measure card using an inch measuringstrip and again with a centimeter measuring strip.3. Prompt the students to shade the measuring strips to represent the number of units that is closest tothe length of the object.4. Prompt the students to number their measuring strips to correspond to the length of the object.5. Prompt the students to glue or tape their measuring strips in the appropriate place on the MeasuringObjects recording sheet and complete Measuring Objects. 2013 Texas Education Agency. All Rights Reserved 2013Introduction to the Revised Mathematics TEKS: Gap Analysis
Measuring ObjectsInch Measuring StripCentimeter Measuring StripThe length of the leaf is about inches.The length of the leaf is about centimeters.Describe your procedure for measuring the leaf.Inch Measuring StripCentimeter Measuring StripThe wingspan of the butterfly is about inches.The wingspan of the butterfly is about centimeters.Describe your procedure for measuring the butterfly. 2013 Texas Education Agency. All Rights Reserved 2013Introduction to the Revised Mathematics TEKS: Gap Analysis
Measuring Objects (Continued)Inch Measuring StripCentimeter Measuring StripThe height of the flower is about inches.The height of the flower is about centimeters.Describe your procedure for measuring the flower.What do you notice about the number of inches needed to equal the length of the objectand the number of centimeters needed to equal the length of the same object? Explainyour thinking process. 2013 Texas Education Agency. All Rights Reserved 2013Introduction to the Revised Mathematics TEKS: Gap Analysis
Objects to Measure 2013 Texas Education Agency. All Rights Reserved 2013Introduction to the Revised Mathematics TEKS: Gap Analysis
Measuring StripsCut out each measuring strip.InchesCentimeters 2013 Texas Education Agency. All Rights Reserved 2013Introduction to the Revised Mathematics TEKS: Gap Analysis
Answer key:rThe length of the leaf is about 4 inches.The length of the leaf is about 10 centimeters.Describe your procedure for measuring the leaf.I aligned the left end of the measuring strip to the left end of the leaf and shadedand counted the number of units on the measuring strip that was closest to thelength of the leaf.The wingspan of the butterfly is about 3 inches.The wingspan of the butterfly is about 8 centimeters.Describe your procedure for measuring the butterfly.I aligned the left end of the measuring strip to the left wingtip of the butterfly andshaded and counted the number of units on the measuring strip that was closest tothe wingspan of the butterfly. 2013 Texas Education Agency. All Rights Reserved 2013Introduction to the Revised Mathematics TEKS: Gap Analysis
Answer key (continued):The height of the flower is about 5 inches.The height of the flower is about 13 centimeters.Describe your procedure for measuring the flower.I aligned the top end of the measuring strip to the top of the flower and shaded andcounted the number of units on the measuring strip that was closest to the heightof the flower.What do you notice about the number of inches needed to equal the length of the objectand the number of centimeters needed to equal the length of the same object? Explainyour thinking process.The number of inches needed to measure the object is less than the numbercentimeters needed to measure the same object because a centimeter is a smallerunit than an inch. The smaller the unit the larger the quantity. 2013 Texas Education Agency. All Rights Reserved 2013Introduction to the Revised Mathematics TEKS: Gap Analysis
Kindergarten- Measurable Attributes K(7)(A) Geometry and Measurement. The student applies mathematical process standards to directly compare measureable attributes. The student is expected to give an example of a measurable attribute of a given object, including length
measurable vs. non-measurable specifications. For instance, “sufficient space between A and B” is a non- ITcon Vol 13 (2008,) Bosche and Haas, pg. 71 . measurable specification, while “must have a length of 5 meters with plus or minus 10 millimeters” is a measurable specification. Non-measurable quality specifications constitute a major source of misunderstanding, confusion .
benefit from starting a kindergarten program later. Where can I get advice on the best time to start kindergarten? If you are unsure about the best time for your child to start a kindergarten program, ask a kindergarten educator for advice. Find out how the kindergarten program can support your child. Meet with the principal or a teacher at the
An introduction to the stochastic calculus Probability theory review The Brownian motion The Brownian motion and heat equation Conditional expectation A random variable Y is G-measurable if fY cg2Gfor all c2R. Further, Y is G-measurable implies that f(Y) is G-measurable for all bounded measurable functions f.
Theology 2: Doctrine of God John A. Battle, Th.D. Western Reformed Seminary (www.wrs.edu) CHAPTER 4 GOD’S RELATIVE ATTRIBUTES While God’s absolute attributes are those which he holds in himself, without reference to his creation, his relative attributes are those attributes which God exercises as concerns his creation.
Home Attributes of God Attributes of God Attributes of God – The Meaning “What comes into our minds when we think about God is the most important thing about us.” So says A.W. Tozer in his classic book on the attributes of God, The Knowledge of the Holy.
attributes. In traditional business datasets, dimension attributes often describe products or employees, and measure attributes indicate sales totals or salaries. In Internet-of-Things (IoT) and infrastructure monitoring, dimension attributes may describe device properties and measure attributes correspond to perfor-mance statistics.
Kindergarten Handbook for Parents 2 PHILOSOPHY The kindergarten program in the Plano Independent School District has been developed within Texas Education Agency guidelines. The program is uniquely adapted to meet the needs and interests of the kindergarten child. The kindergarten program is designed to promote children's knowledge and skills
Elastomeric bumpers (ASME A17.1 year 2013 & prior) or buffer springs (ASME A17.1 year 2016) Platform Sizes 48"W x 54"D standard 42"W x 60"D optional 42"W x 54"D standard 51"W x 51"D 90 optional Specifications Power supply: 208/230 VAC, 1 ph, 30 amp, 60 hz Capacity: 1400 lb. (635 kg) Speed: 30 fpm (.15 m/s) Travel: up to 25'0" standard Three-year .
