KMDA1 About the Math, Learning Targets, and Opportunities for Enrichment

Full Standard

Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

 

Measurement Topic

This standard is reported on the report card in these quarters as follows:

Kindergarten Students Learning Kindergarten Standards

Quarter 1	Quarter 2	Quarter 3	Quarter 4
	Report Card Measurement Topic: Demonstrates understanding of measurement concepts.

 

About the Math

Skills and concepts below are learning goals for this standard.

It is critical for students to be able to identify and describe measurable attributes of objects.

• Describe measurable attributes of objects.
• Describe length and/or height.
• Describe weight and capacity.
• Describe the measurable attributes of a given object.

An object has different attributes that can be measured, like the height and weight of a can of food. When students compare shapes directly, the attribute becomes the focus. For example, when comparing the volume of two different boxes, ask students to discuss and justify their answers to these questions: which box will hold the most? Which box will hold least? Will they hold the same amount? Students can decide to fill one box with dried beans then pour the beans into the other box to determine the answers to these questions. Students can also use unifix cubes or linker cubes to fill the boxes to compare which one holds more.

Students are not working with standard measurement at this point. Even so, they can use paper clips, linker cubes, and/or other objects to measure length. Balance scales and similar tools are good for determining or comparing the weight of reasonable objects. 

 

Common Misconceptions

Students may tend to use "bigger" and "smaller" to compare objects. Encourage the appropriate use of the attributes. For length they should say "shorter" and "longer" and for weight "lighter" and "heavier'.

 

Progression of Standard within Kindergarten

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Progression Throughout Year

Quarter 1	Quarter 2	Quarter 3	Quarter 4
	Describe measurable attributes of objects. Describe length and/or height. Describe weight and capacity.  Describe the measurable attributes of a given object

 

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map Links to an external site.. Information is not the complete standard.

Progression Across Grades

Grade 1
Order  and compare three objects by length (1.MD.1)

 

 

 

 

 

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TASKS

These tasks can be used with small group or whole group instruction. 

• Set up a variety of different objects and containers. Create sentence frames with comparison statements. Ex. ___ is longer than ___, ___ is lighter than ___, ___ holds more water than ___. Ask students to choose two objects to complete the chosen statement. Students can also draw pictures to complete individual sentence frames. If students make generalizations about objects, “the pencil is smaller than the book,” encourage them to be specific about how it is smaller. Is it shorter than the book? 
• Introduce students to a pan balance scale. Ask students to find a small object from around the room that they could weigh. Select different students to place their object on one side of the balance. Encourage students to make predictions before they compare the weight of different objects. Can a smaller object weigh more than a bigger object? What would weigh more an empty box or a book? A crayon or a pencil? 

• Have students choose 5 different objects to measure their desk or table. Have them record which objects they used and how many it took to measure the desk/table.  
• Brad has a soccer ball, shin guards, and a mouth guard he uses for soccer.   How could he measure and compare each of these objects? 
• Have students take off their shoe and find 3 objects in the classroom that are longer, 3 objects that are shorter, and 3 objects that are the same size as their shoe.  Have them record their findings.

 

SLIDE-BASED TASKS 

  These links are HCPSS created instructional tasks. These tasks are provided in Google slides. These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first (often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.

 

 

Additional Tasks 

  These links provide instructional ideas connected to this standard. 

 

 

Tasks From Print Resources

  These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them. 

Print Resources

Book Thumbnail	Title	Reference
	Hands-On Standards published by: Learning Resources	Lesson 2, Sorting by Height, p. 114 Lesson 3, Sorting by Length, p. 116
	Teaching Student-Centered Mathematics by: John A. Van de Walle and Lou Ann H. Lovin	Activity 8.1 - Longer, Shorter, Same, p. 228 Activity 8.2, p. 229 Activity 8.3 p. 229 For further reading, see Chapter 8: Developing Measurement Concepts.

 

 

Tasks Connected to Literature 

  Suggested titles to support the standard can be found in the table below. Check your school library or Howard County Library System for availability, or purchase using Materials of Instruction (MOI) funds. When available, select links to view activities aligned to each title.

 

 

 

 

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Centers

  These print resources can be used during independent or center time. These resources could also be used as lesson seeds.

• Measure Height, Weight, Capacity Sort Links to an external site.
• Measurement Sentences Download Measurement Sentences
   (HCPSS-adapted resource)
• Not As Heavy Download Not As Heavy
   (HCPSS-adapted resource)

 

PRACTICE/ASSESSMENT

  These materials can be used for independent practice and/or for assessment purposes. These tasks align with the learning goals for the standard. 

Assessment and Instructional Tasks

• K.MD.A.1 Hot or Cold Links to an external site.
• K.MD.A.1 Capacity Links to an external site.
• Task 1A: K.MD.A.1 and K.MD.A.2 Links to an external site.
• Task 1B: K.MD.A.1 Links to an external site.

 

Assessments

• K.MD.A.1 Assessment Links to an external site.
• K.MD.A.1 Assessment 2 Links to an external site.
• K.MD.A.1 Assessment Recording Sheet Links to an external site.

 

 

 

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Full Standard

Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

 

Measurement Topic

The standard is reported on the report card through these measurement topics. Expand the measurement topic for a description of what students who meet expectation are able to do.

 

Kindergarten Students Learning Kindergarten Standards by Measurement Topic

 

KMD1 Anecdotal Data Collection Tool Links to an external site.

Visit the SBIR (Standards Based Instruction and Reporting) page in Course Essentials for more information and clarification. 

 

Rubric (for thinking and reasoning evidence)

Use this rubric for observation and constructed responses (tasks that require explanation, justification, and/or representation).

Rubric for Tasks (pdf) Links to an external site.

 

Exemplars for this standard (if available)

These samples are examples of what it might look like for a student who MEETS EXPECTATIONS, is MAKING PROGRESS, and/or is MAKING LIMITED/NO PROGRESS.

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