Select appropriate tool and unit of measurement to measure an object (ruler or yard stick, inches or feet).
Identify the shorter or longer unit of measurement (e.g., inches are smaller than feet).
Understand that the appropriate unit of measure is the one that will require fewer units to measure the object (Ex: Select inches to measure the length of a pencil. Select feet to measure the length of the classroom).
Identify which tool is appropriate to measure an object (Ex: a ruler for the length of a pencil, a yardstick for the length of a classroom).
Match the visual representation of the object to the appropriate tool for measuring its length (Ex: match the ruler to the pencil, match the yardstick to the picture of the classroom).
Understand the following concepts and vocabulary of inches, feet, ruler, yardstick, measurement, length, tool, and unit.
Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.
This access point is an alternate version of the following benchmark(s).
Element Cards are available to assist in planning for instruction. They are designed to promote understanding of how students move toward the academic standards. Element Cards contain one or more access points, essential understandings, suggested instructional strategies and suggested supports.
Type: Element Cards
Vetted resources students can use to learn the concepts and skills in this access point.
Vetted resources caregivers can use to help students learn the concepts and skills in this access point.