| Code |
Description |
| MA.K.M.1.1: | Identify the attributes of a single object that can be measured such as length, volume or weight.Clarifications:
Clarification 1: Within this benchmark, measuring is not required. |
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| MA.K.M.1.2: | Directly compare two objects that have an attribute which can be measured in common. Express the comparison using language to describe the difference.Clarifications:
Clarification 1: To directly compare length, objects are placed next to each other with one end of each object lined up to determine which one is longer.
Clarification 2: Language to compare length includes short, shorter, long, longer, tall, taller, high or higher. Language to compare volume includes has more, has less, holds more, holds less, more full, less full, full, empty, takes up more space or takes up less space. Language to compare weight includes heavy, heavier, light, lighter, weighs more or weighs less.
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| MA.K.M.1.3: | Express the length of an object, up to 20 units long, as a whole number of lengths by laying non-standard objects end to end with no gaps or overlaps.Clarifications:
Clarification 1: Non-standard units of measurement are units that are not typically used, such as paper clips or colored tiles. To measure with non-standard units, students lay multiple copies of the same object end to end with no gaps or overlaps. The length is shown by the number of objects needed. |
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This cluster includes the following access points.
Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| Describing the Length of Pencils: | Students describe the measurable attributes of an unsharpened pencil and a sharpened pencil. |
| Taller or Shorter: | Students compare their heights to that of a partner and describe the difference in their heights. |
| Using Tiles to Measure: | Students use color tiles to measure the lengths of two figures shown on the accompanying worksheet. |
| Using Paper Clips to Measure: | Students use paper clips to measure the length of two pictured items. |
| Using Cubes to Measure Height: | Students determine their heights determined by cutting a length of string to show this measurement. Then using snap cubes they measure the length of the string.
Note: The measurement of the string will extend past 20 units, use this task with students who demonstrate a readiness to go beyond the measurement of 20 units. |
| Measuring the Width and Height of a Book: | Students are asked to use cubes to determine the length of different sized edges of a book. |
| Measure With Paper Clips: | Students measure the length of an unsharpened pencil with paper clips. |
| Measure With Color Tiles: | Students use color tiles to measure the length of rectangles. |
| Measurable Attributes of an Elephant: | Students describe an elephant in terms of weight and length. |
| Measurable Attributes of a Paper Clip: | Students describe a paper clip in terms of weight and length. |
| Longer Than: | Students are asked to compare the lengths of their arms to items around the classroom. |
| Compare Two Bags: | Students compare the weights of two sandwich bags, one containing cotton balls and one containing rice. |
| Compare Lengths of Cubes: | Students compare the lengths of two trains of cubes and are assessed in order to determine if they understand conservation of length. |
| Comparing Lengths: | Students are asked to compare the lengths of two pieces of string. |
| Attributes of a Car: | Students are asked to name at least three measurable attributes of a car and what could be measured for each object, length or weight. |
| Name |
Description |
| Tell Me About Your Stuffed Animal (Lesson 2): | In this integrated lesson plan, students will use stuffed animals and objects from lesson 1 to directly compare the measurable attributes of two objects. They will work in groups and practice decision making by comparing various objects. |
| Tell Me About Your Stuffed Animal (Lesson 1): | While working in groups and incorporating the importance of following rules, students will use stuffed animals to describe and compare attributes such as length, volume, or weight in this integrated lesson plan. |
| Short or Tall? Compare Them All!: | In this lesson, students will use the measurement language 'taller' and 'shorter' to compare their height to another classmate and to the heights of items in the classroom. |
| Measuring End to End is a Win-Win!: | Be a winner at measuring length by learning how to measure from end to end! Students will learn where the first end and the last end are on an object. They will learn about lining up multiple copies of a non-standard measurement unit, with no gaps or overlaps, from end to end along the length of the object being measured and expressing the object’s length as the number of non-standard measurement units needed. |
| Spring Festival Flower: | 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. |
| Moving on Up: | This MEA lesson is designed for a Kindergarten grade level. Students will be working in small groups to figure out what moving company is best for a family that is moving to a different state and they will learn about weight by differentiating between heavy items and lighter items. The students will be using criteria such as pricing, moving of vehicles, speed, safety and overall rating. 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. |
| "How Long is Your Train?": | This lesson is intended to allow students to gain insight into the importance of measurement. The focus is on using non-standard units to measure the length of a "train" they create. Students are then required to compare the length of their train with a buddy's train. |
| Tightrope!: | In this lesson, students will practice measuring items within the classroom to explore differences in length. The teacher will give a specific measurement size for the students to match with common classroom objects to explore longer and shorter lengths. |
| Weight a Minute!: | This lesson uses an "I do, We do, You do" approach to comparing and describing objects using weight. The students will use manipulatives to investigate and compare the weight of given objects. This lesson covers only one attribute of the standard. This lesson is a great way to get students involved in their learning and to help foster a love of math. Included in the lesson is a formative and summative assessment to help monitor the students' progress and understanding of the lesson. |
| Balancing Equations: | This is an engaging, hands-on lesson to help the students understand the meaning of the equal sign. The lesson is written using a pan/equal arm balance but may be done with just connecting cubes. |
| Fishy Lengths - Which fish is right for my aquarium?: | Students explore lengths of fish to determine if fish are too long to fit in different sized aquariums. Students will use non-standard units and measuring tools to compare the lengths of fish and boxes without being able to directly hold the fish near the boxes. |
| Every Group Counts!: | The students will be working in whole group, small group and individually to discover measurable attributes of objects and sort the objects into categories. Students will also count and compare the number of objects in each category. |
| How Big is a Dinosaur?: | In this dinosaur-themed lesson, students will use dinosaur manipulatives (and the teacher will demonstrate using a longer dinosaur footprint print-out) as units for nonstandard measurement of length. Students will use length comparison statements. |
| Sports Equipment Store: | Students will help Mr. Bob Fitness choose a piece of sports equipment for his new store. Students will work with three-dimensional shapes and determine a procedure in choosing the equipment.
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. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx |
| The Long and Short of Candy {Exploring Measurement}: | In this lesson, students will describe and compare measurable attributes of candy bars as well as work to find objects that are longer than and shorter than a specified object. |
Vetted resources students can use to learn the concepts and skills in this topic.
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