view_context: Dynamic page
Measurement
Students develop the foundational skills of measuring length by comparing and ordering objects by length and by iterating length units. They solve story problems about measurement.
Math
Unit 3
1st Grade
Unit Summary
In Unit 3, students build on their understanding of length and measurement by learning about indirect comparison, iterating length units, and solving story problems about measurement. Students attend to precision when reasoning about how to measure and making comparative measurement determinations MP.6 Attend to precision. . Throughout the unit, students analyze and justify their positions and critique the reasoning of their peers MP.3 Construct viable arguments and critique the reasoning of others. .
In Kindergarten, students described measurable attributes of objects, such as length or weight. They directly compared two objects with a measurable attribute in common, to see which object had “more of”/“less of” the attribute, and described the difference.
In Unit 3 Topic A, students are introduced to comparing the lengths of two objects indirectly by using a third object. In Topic B, they learn to express the lengths of objects as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end. Students build an understanding that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. In Topic C, students expand their understanding of compare story problem types by learning two new subtypes: compare with bigger, and with smaller, unknown. In each subtype, the language of the problem suggests the operation. Compare story problems with bigger/smaller unknown where the language suggests the opposite operation will be introduced in a later unit, but students are not expected to reach proficiency until Grade 2.
The work that students engage with in this unit continues to build the strong foundation, started in kindergarten, for understanding length and measurement. Students begin to build awareness that the number associated with the length of an object depends on the size of the unit being used to measure it (approaching 2.MD.A.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. ). In Grade 2 and beyond, students continue to develop their understanding by learning about standard units of measurement and the tools used to measure objects. They connect the idea of units of measurement to a number line (Grade 2) and to fractions (Grade 3).
Fishtank Plus for Math
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Assessment
The following assessments accompany Unit 3.
Student Observational Spreadsheet
Print the Student Observational Spreadsheet to use as a formative tool to monitor the progress of students throughout the unit.
Post-Unit
Use the resources below to assess student understanding of the unit content and action plan for future units.
Unit Prep
Intellectual Prep
Intellectual Prep for All Units
- Read and annotate the "Unit Summary" and "Essential Understandings" portions of the unit plan.
- Do all the Target Tasks and annotate them with the "Unit Summary" and "Essential Understandings" in mind.
- Take the Post-Unit Assessment.
Unit-Specific Intellectual Prep
- Read pp. 86-95 on Geometric Measurement in the Progressions.
Essential Understandings
- The lengths of two objects can be compared indirectly by using a third object as a reference, reinforcing that comparative measurement does not always require direct comparison.
- Recognize that measuring length involves laying the same-size unit end to end with no gaps or overlaps, and that the number of units used represents the length of the object.
- Begin to develop the understanding that the measurement of an object depends on the size of the unit used, laying the groundwork for understanding standard measurement systems, number lines, and fractions in later grades.
- Develop the ability to reason about and solve compare story problems involving bigger or smaller unknowns using appropriate strategies.
Materials
Linking cubes (20 per student maximum)
Classroom objects of various lengths (1 bag/bin per group of 4 students) –Suggested items could include: scissors, erasers, pencils, pens, markers, index cards, crayons, paper clips, etc.
Chart Paper (1 piece for class chart)
Sticky notes (1 pad per group of 3 students maximum) –3x3 size
Longer, Shorter, Same Sort (1 per student)
Class chart from Lesson 1, Anchor Task 2
Blank Paper (1 per student maximum)
Painter's tape –pre-cut, alternatively use masking tape
String (1 per student maximum) –pre-cut
Optional: Markers (for students who choose to mark the string) –3 different colors per group who requests to use them
Scoop, Stack, Sort Game Board A (1 per pair of students)
Scoop, Stack, Sort Recording Sheet A (1 per student)
Plastic cup (1 per pair)
Sentence strips (6 per class labeled A-F, pre-cut/taped) –Suggested lengths: A 20”, B 16”, C 32”, D 28”, E 40”, F 14”
Paper clips (20 per pair of students) –2 inch size
Optional: Printed Shoe Outlines (1 per student) –See Lesson 7 Tips for Teachers for more information.
Optional: Tape (5-6 per class to provide variety and space for students to work) –tapes of various lengths on the floor or a wall to represent the heights of storybook characters for students to measure and compare
Vocabulary and Models
Unit Vocabulary
endpoint
length
To see all the vocabulary for Unit 3, view our 1st Grade Vocabulary Glossary.
Unit Practice
Lesson Map
Topic A: Comparison in Measurement
Topic B: Iterating Length Units
Topic C: Amazing Animals: Measurement Story Problems
Common Core Standards
Key
Major Cluster
Supporting Cluster
Additional Cluster
Core Standards
Measurement and Data
-
1.MD.A.1 — Order three objects by length; compare the lengths of two objects indirectly by using a third object.
-
1.MD.A.2 — Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.
Operations and Algebraic Thinking
-
1.OA.A.1 — Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Foundational Standards
Measurement and Data
-
K.MD.A.1
-
K.MD.A.2
Operations and Algebraic Thinking
-
K.OA.A.2
Future Standards
Measurement and Data
-
2.MD.A.1
-
2.MD.A.2
-
2.MD.A.4
Operations and Algebraic Thinking
-
2.OA.A.1
Standards for Mathematical Practice
-
CCSS.MATH.PRACTICE.MP1 — Make sense of problems and persevere in solving them.
-
CCSS.MATH.PRACTICE.MP2 — Reason abstractly and quantitatively.
-
CCSS.MATH.PRACTICE.MP3 — Construct viable arguments and critique the reasoning of others.
-
CCSS.MATH.PRACTICE.MP4 — Model with mathematics.
-
CCSS.MATH.PRACTICE.MP5 — Use appropriate tools strategically.
-
CCSS.MATH.PRACTICE.MP6 — Attend to precision.
-
CCSS.MATH.PRACTICE.MP7 — Look for and make use of structure.
-
CCSS.MATH.PRACTICE.MP8 — Look for and express regularity in repeated reasoning.
Read Next
Request a Demo
See all of the features of Fishtank in action and begin the conversation about adoption.
