The curriculum framework offers an explanation of the specific STRAND and detailed
expectations of the material that should be covered by the teacher and learned by
the students (according to the Virginia Department of Education Standards of
Learning).
K.7 The student will recognize a penny, nickel, dime, and quarter and will determine the value of a collection of pennies and/or nickels whose total value is 10 cents or less.
UNDERSTANDING THE STANDARD ·
Involvement in varied activities such as physically manipulating coins and making comparisons about their sizes, colors, and values is prerequisite to the skills of coin recognition and valuation.
· Counting money helps students gain an awareness of consumer skills and the use of money in everyday life.
· A variety of classroom experiences in which students manipulate physical models of money and count forward to determine the value of a collection of coins are important activities to ensure competence with using money.
· Students need experiences to develop the concept that a nickel has a value of five cents even though it is one object.
K.8 The student will identify the instruments used to measure length (ruler), weight (scale), time (clock: digital and analog; calendar: day, month, and season), and temperature (thermometer).
UNDERSTANDING THE STANDARD
· Many experiences in measuring physical objects, using nonstandard and standard units of measure, help to develop an intuitive understanding of measurement and will help students connect a tool with its purpose in measuring.
· Selecting from among various measuring instruments and determining which can be used to solve various real-life problems are introduced at this level.
· A precursor to connecting tools to a type of measurement is an introduction to the concepts of length, weight, time, and temperature.
K.9 The student will tell time to the hour, using analog and digital clocks.
UNDERSTANDING THE STANDARD
· Many experiences in relating time on the hour to daily routines and school schedules (e.g., catching the bus, lunch time, recess time, and resource time) help students develop personal referents for time.
· Making sense of telling time to the nearest hour is reinforced when students recognize the positions of the hands on an analog clock and identify the corresponding time to the hour.
K.10 The student will compare two objects or events, using direct comparisons or nonstandard units of measure, according to one or more of the following attributes: length (shorter, longer), height (taller, shorter), weight (heavier, lighter), temperature (hotter, colder). Examples of nonstandard units include foot length, hand span, new pencil, paper clip, and block.
UNDERSTANDING THE STANDARD
· Length is the distance between two points.
· Height is the vertical length of a perpendicular to its base.
· Weight is a measure of the heaviness of an object.
· Temperature is the degree of hotness or coldness of an object (e.g., a body) or environment.
· Students need to identify the attribute that they are measuring (e.g., length, height, weight, temperature) before they begin to measure.
· Multiple hands-on experiences are needed to gain the ability to compare the attributes of objects.
expectations of the material that should be covered by the teacher and learned by
the students (according to the Virginia Department of Education Standards of
Learning).
K.7 The student will recognize a penny, nickel, dime, and quarter and will determine the value of a collection of pennies and/or nickels whose total value is 10 cents or less.
UNDERSTANDING THE STANDARD ·
Involvement in varied activities such as physically manipulating coins and making comparisons about their sizes, colors, and values is prerequisite to the skills of coin recognition and valuation.
· Counting money helps students gain an awareness of consumer skills and the use of money in everyday life.
· A variety of classroom experiences in which students manipulate physical models of money and count forward to determine the value of a collection of coins are important activities to ensure competence with using money.
· Students need experiences to develop the concept that a nickel has a value of five cents even though it is one object.
K.8 The student will identify the instruments used to measure length (ruler), weight (scale), time (clock: digital and analog; calendar: day, month, and season), and temperature (thermometer).
UNDERSTANDING THE STANDARD
· Many experiences in measuring physical objects, using nonstandard and standard units of measure, help to develop an intuitive understanding of measurement and will help students connect a tool with its purpose in measuring.
· Selecting from among various measuring instruments and determining which can be used to solve various real-life problems are introduced at this level.
· A precursor to connecting tools to a type of measurement is an introduction to the concepts of length, weight, time, and temperature.
K.9 The student will tell time to the hour, using analog and digital clocks.
UNDERSTANDING THE STANDARD
· Many experiences in relating time on the hour to daily routines and school schedules (e.g., catching the bus, lunch time, recess time, and resource time) help students develop personal referents for time.
· Making sense of telling time to the nearest hour is reinforced when students recognize the positions of the hands on an analog clock and identify the corresponding time to the hour.
K.10 The student will compare two objects or events, using direct comparisons or nonstandard units of measure, according to one or more of the following attributes: length (shorter, longer), height (taller, shorter), weight (heavier, lighter), temperature (hotter, colder). Examples of nonstandard units include foot length, hand span, new pencil, paper clip, and block.
UNDERSTANDING THE STANDARD
· Length is the distance between two points.
· Height is the vertical length of a perpendicular to its base.
· Weight is a measure of the heaviness of an object.
· Temperature is the degree of hotness or coldness of an object (e.g., a body) or environment.
· Students need to identify the attribute that they are measuring (e.g., length, height, weight, temperature) before they begin to measure.
· Multiple hands-on experiences are needed to gain the ability to compare the attributes of objects.