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Clarifications
Clarification 1: Instruction focuses on matching, counting and the connection to addition and subtraction.Clarification 2: Within this benchmark, the expectation is not to use the relational symbols =,> or <.
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Formative Assessments
Lesson Plans
STEM Lessons - Model Eliciting Activity
This MEA is designed at a Kindergarten grade level. Students will work in teams to determine the best apple treat to showcase in a display at a farm stand. Students will use criteria such as smell, taste, and profit to make their determinations.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
In this open-ended question, students, in teams will make decisions about how to rank shoes based on various shoe characteristics (e.g., color, comfort, shoelaces, lights, and customer ratings).
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
This MEA is designed on a Kindergarten grade level. Students will work in teams to determine the best piece of playground equipment to add to the city playground. Students will use criteria such as safety, cost, degree of fun, and time to build to make their determinations.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
Students will work in teams to help choose the best Popsicle to sell. They will develop a procedure based on the following criteria: taste, color, cost, and melting speed. They will reassess the Popsicles during the twist incorporating flavors and a fourth Popsicle choice. Students may arrange the criteria based on their team's interpretation of most important to least important. Students may have to make trade offs based on these interpretations.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
In this MEA, students will help pick a flower that will be the focus of the Spring Festival. They will practice counting pictures and representing the number of pictures with a written numeral.
In teams, students will make decisions about how to select the best bakery based on various cupcake characteristics (e.g., taste, smell).
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
In this open-ended question, students, in teams will make decisions about how to rank new ice cream flavors for Frosty's based on various ice cream characteristics (e.g., taste, smell, color and fun factor). Students will practice analyzing data sets and their writing skills to record their process and thinking.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
MFAS Formative Assessments
Students are shown two cards with pictures of animals and asked to compare the number of animals on the two cards.
Students are asked to compare two numbers between 1 and 10 using playing cards.
Students work in pairs to compare 10 frame cards that contain both a numeral and a corresponding number of dots.
Students take handfuls of counters, count them, and use the terms greater than, less than, or equal to to compare the sets.
Students are asked to compare two numbers between 1 and 10 during a game of "Which is Greater?".
Students compare groups of objects to determine whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group.
