Relation to Standards
In designing this unit, we have considered the NCTM math standards [http://www.enc.org/online/NCTM/280dtoc1.html] at the the Eisenhower National Clearinghouse for Mathematics and Science Education Website. These standards are taken from the Curriculum and Evaluation Standards for School Mathematics, National Council of Teachers of Mathematics, 1989.
In line with these standards, the Fat Counting unit follows basic assumptions governing the selection and shaping of the mathematics K-4 standards:
The Fat Counting unit also satisfies specific aspects of the K-4 mathematical content standards, including:
- The K-4 curriculum should emphasize the application of mathematics. (#4)
- The K-4 curriculum should make appropriate and ongoing use of calculators and computers. (#6)
- mathematics as problem solving (Standard 1)
- mathematics as communication (Standard 2)
- estimation (Standard 5)
- measurement (Standard 10)
- statistics and probability (Standard 10)
- fractions and decimals (Standard 10)
We have drawn on the National Science Education Standards (NSES) developed by the National Academy of Sciences [http://www.nap.edu/nap/online/nses/html/overview.html].
The Fat Counting Unit addresses the following NSES items:
- Science as inquiry;
- Science in personal and social perspective, content standard F: Personal health
The National Science Education Standards are complemented by the Project 2061 Benchmarks for Science Literacy, which are a product of the American Association for the Advancement of Science (AAAS) [http://www.aaas.org/Project2061/2061main.htm]. The Benchmarks are available in printed and computer-readable formats, and detail the specific science content knowledge and abilities AAAS believes students should obtain by particular grade levels.
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