**Note: These suggestions are not my own. They have been taken directly from the material available on the Engage NY website. Please visit them for additional information: https://www.engageny.org/
Consider omitting Lesson 7. In order to do so, offer the same as one more option to describe the comparison in Lessons 4–6. Be sure to include objects for comparison that yield descriptions of shorter than, longer than, and the same length as.
If students progress quickly in comparing weight by estimating, they may be ready to use the balance scale sooner, allowing for the consolidation of Lessons 8 and 9. To bridge their understanding, have students model the movement of the balance scale with their arms and hands.
Students might better grasp the concepts of volume and capacity if they observe first and explore afterwards. Consider consolidating Lessons 13–15 into a series of demonstrations with students engaged chorally, as recorders, and as acute observers (e.g., “Count the scoops as I fill the container”; “Record the number of scoops it took to fill the container”; and “Share with your partner about what happened to the water”). Students might then gain hands-on experience and explore the concept later (e.g., in centers, science). If pacing is a challenge and students study volume as part of science, consider omitting Lessons 14 and 15.
Sprints are introduced in the second half of this module through a gradual progression of preparation exercises. When consolidating or omitting lessons, take care to maintain the intended sequence of the Sprints as listed.
Consider omitting Lesson 16; although engaging and interesting, students may not need the introduction to area through informal comparison.
Topic H serves as a culminating topic where students synthesize their knowledge of the attributes previously studied in this module. Because no new learning is introduced, these lessons might be omitted or moved to another time of day.
Elementary Teacher/ Teacherpreneur
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