Eureka Math / Engage NY - Vocabulary Pre-K Bundle Modules 1-5
Windy City Teacher1,678 Followers
Subjects
Grade Levels
Resource Type
Formats Included
Zip (274 MB|121 pages)
Standards
CCSSMP8
CCSSMP7
CCSSMP6
CCSSMP5
CCSSMP4
Windy City Teacher1,678 Followers
Products in this Bundle (5)
Bonus
Blank Vocabulary Background
Also included in
- Save 30% when you purchase the BUNDLE vs individual items!Includes both a PPT and PDF Version in Blue and Black fontsBrighten your classroom and support your implementation of Eureka Math lessons with these vocabulary cards! The vocabulary cards fit perfectly into standard pocket charts for use on$105.00$150.00Save $45.00
- Save 30% when you purchase the MEGA BUNDLE vs individual items!Regular and Ink Saving Focus Wall versions IncludedBrighten your classroom and support your implementation of Eureka Math lessons with this focus wall MEGA BUNDLE! The set includes title cards, module headings, topic headings, objectives$19.25$27.50Save $8.25
- Save 30% when you purchase the MEGA BUNDLERegular and Ink Saving Focus Wall versions IncludedBrighten your classroom and support your implementation of Eureka Math lessons with this focus wall MEGA BUNDLE! The set includes title cards, module headings, topic headings, objectives, vocabulary cards an$19.25$27.50Save $8.25
- Save 25% when you purchase the MEGA BUNDLE vs individual items!Regular and Ink Saving Focus Wall versions IncludedBrighten your classroom and support your implementation of Eureka Math lessons with this focus wall MEGA BUNDLE! The set includes title cards, module headings, topic headings, objectives$19.25$27.50Save $8.25
Description
Includes both a PPT and PDF Version in Blue and Black fonts
Brighten your classroom and support your implementation of Eureka Math lessons with these vocabulary cards! The vocabulary cards fit perfectly into standard pocket charts for use on your Math focus wall or you can incorporate them into your class word wall. Visual supports make these vocabulary cards an engaging tool in your classroom!
Happy Teaching!
You can purchase the Pre-K Math Focus Wall Headings Chalkboard version here
You can purchase the Pre-K Math Focus Wall Headings Grey version here
You can purchase the Pre-K Math Focus Wall Headings Rainbow version here
Look for the green star next to my store name. Click FOLLOW ME to get notifications when I upload new products!
Please FOLLOW ME to receive updates and qualify to win free items.
CUSTOMER TIPS
How to get TPT credit on future purchases:
Please go to your MY PURCHASES page. Under each purchase, you will see a PROVIDE FEEDBACK button. Click on it, leave feedback, and then you will receive credits for your purchase that you can use on future items.
PRINTING DIRECTIONS
The included files may be opened and printed from any PDF Reader.
•Download and save the file
•Unzip the folder
•Right click on the file
•Open the document with the desired program.
For best results, to prevent images from skewing, open and print PDF files not created on your computer with the free program “Adobe Reader”. Please make sure Adobe Reader and all printer drivers are up to date. More detailed printing directions are listed in the file.
Total Pages
121 pages
Answer Key
N/A
Teaching Duration
N/A
Report this Resource to TpT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TpT’s content guidelines.
Standards
to see state-specific standards (only available in the US).
CCSSMP8
Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
CCSSMP7
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
CCSSMP6
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
CCSSMP5
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
CCSSMP4
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Reviews
Questions & Answers
1,678 Followers