TEKS: 1.7 Measurement. The student directly compares the attributes of length, area, weight/mass, capacity and temperature. The student uses comparative language to solve problems and answer questions. The student selects and uses nonstandard units to describe length.

1.7A Estimate and measure length using nonstandard units such as paper clips or sides of colored tiles

1.7C Describe the relationship between the size of a unit and the number of units needed to measure the length of an object

Core Components: 1.7

Directly compares the lengths of two or more objects.

Determines which object is longer (or shorter) and provides explanation justifying response.

Uses comparative language such as longer than, shorter than, longest, shortest, same length.

Selects non-standard units that have the attribute of length to measure objects.

1.7A

Uses visual estimation as well as guess-and-check strategies to determine lengths of objects in non-standard units.

Identifies objects that have equal length.

Begins to measure at the edge of the object being measured.

Lines up non-standard units end-to-end with no gaps or overlaps.

1.7C

Uses a variety of sizes of objects (units) to measure the same object.

Understands that if you measure an object with a small unit (cm cube), it will take more of them to equal the length of an object than if you used a larger unit (color tile) to measure with. Ex: It takes 12 cubes to equal the length of a pencil, but only about 5 color tiles.

Vocabulary: unit, non-standard unit, customary, size, length, yard, foot, inch Whole Group Mini Lesson: Recomended Lessons: Teaching Student-Centered Mathematics Grades K-3 by John A. Van de Walle

Activity 8.4 How Long is the Teacher? Pg 230

Activity 8.5 Guess and Measure Pg 231

Activity 8.6 Changing Units Pg 231

Investigations-Unit 5: Fish Lengths and Animal Jumps Measurement

Session 1.1 “Cube Towers and Measuring collections” pgs. 22-27 – Students measure various objects by using connecting cubes.

Session 1.2 “Measuring with Cubes, Tiles, or Paper Clips” pgs. 28-33 – Students practice measuring objects using cubes, tiles, or paper clips.

Session 2.1 “Measuring with Kid Steps” pgs. 62-65 Activity 1 only – Students discuss how to measure length by using toe-to-heel kid steps. Omit pages 66-67 because they refer to standard units of measurement.

Session 2.2 “Measuring with Different Units” pgs. 68-72 – Students measure lengths in the classroom by using the footprints of a baby, the footprints of a basketball player, and craft sticks as units.

Questioning: Can you describe or demonstrate the attribute of length?
Why do we measure length?
What is the relationship between length and distance?
What data (information) do we get when we measure length and how do we use it?
What nonstandard units with the attribute of length can be used to measure the length of an object?
How does the size of the unit of measurement affect the number of units needed to measure the length of an object? Math Stations/Independent Activities:

Literature Connections:
Foot Book by Dr.Suess
Book Flix-Inch by Inch and How Long Is It?
Measurement Mysteries-Marcia Gresko
How Long or How Wide-Brian Cleary

Technology Integration:

enVisionMATH Topic 18 – Measurement

Lesson 2 – p. 499A

Lesson 3 – p. 503A

Topic 11

Lessons 4, 5, and 6 are possible measurement correlations/extensions.

PretestMeasurement Assessment 1.7 A and C.doc

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TEKS:1.7 Measurement. The student directly compares the attributes of length, area, weight/mass, capacity and temperature. The student uses comparative language to solve problems and answer questions. The student selects and uses nonstandard units to describe length.

Core Components:1.7

- Directly compares the lengths of two or more objects.
- Determines which object is longer (or shorter) and provides explanation justifying response.
- Uses comparative language such as longer than, shorter than, longest, shortest, same length.
- Selects non-standard units that have the attribute of length to measure objects.

1.7A- Uses visual estimation as well as guess-and-check strategies to determine lengths of objects in non-standard units.
- Identifies objects that have equal length.
- Begins to measure at the edge of the object being measured.
- Lines up non-standard units end-to-end with no gaps or overlaps.

1.7CVocabulary:unit, non-standard unit, customary, size, length, yard, foot, inchWhole Group Mini Lesson:Recomended Lessons:by John A. Van de WalleTeaching Student-Centered Mathematics Grades K-3How Long is the Teacher?Pg 230Guess and MeasurePg 231Changing UnitsPg 231Investigations-Unit 5: Fish Lengths and Animal JumpsMeasurementActivity 1 only– Students discuss how to measure length by using toe-to-heel kid steps. Omit pages 66-67 because they refer to standard units of measurement.Questioning:Can you describe or demonstrate the attribute of length?

Why do we measure length?

What is the relationship between length and distance?

What data (information) do we get when we measure length and how do we use it?

What nonstandard units with the attribute of length can be used to measure the length of an object?

How does the size of the unit of measurement affect the number of units needed to measure the length of an object?

Math Stations/Independent Activities:Literature Connections:Foot Book by Dr.Suess

Book Flix-

Inch by InchandHow Long Is It?Measurement Mysteries-Marcia Gresko

How Long or How Wide-Brian Cleary

Technology Integration:enVisionMATHTopic 18 – MeasurementTopic 11Common Assessment:Notes: