KMDA2 About the Math, Learning Targets, and Opportunities for Enrichment

Full Standard

Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and one child as taller/shorter.

Measurement Topic

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

About the Math

Skills and concepts below are learning goals for this standard.

• Determine which object is longer (or shorter or taller) than the other by comparing them side by side.
• Determine which object can hold more (or less) than the other by filling up one of the objects and pouring it into the other one.
• Determine which object is heavier (or lighter) by lifting one in one hand and the other in my hand.

Students need to understand what units of measure are appropriate for a particular attribute. Students need to begin with direct comparison of two or more lengths. Show students an object and have them sort objects into longer, shorter, or about the same as the object. Then give the students a piece of string and have them find objects that are about the same length as the string. Students can move to measuring with nonstandard units of measurement such as paper clips, Cuisenaire rods, and/or paper towel rolls. In this transition to nonstandard, students may need to place the objects such as paper clips and then count the paper clips. Students then can move to iterating a unit of measure.

Common Misconceptions

Discourage the use of the words bigger and smaller and ask the students to use words appropriate to the attributes they are measuring. For length, objects are shorter and longer and for weight heavier and lighter.

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 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.

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TASKS

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

• Give students a collection (3 - 5) of different length straws or AngLegs. Which one is the longest? How do you know? Which one is the shortest? How could you arrange them by length? 
• Have student pick out an AngLeg or straw and place it on a piece of paper. Have students draw how long their item is. Can you draw another AngLeg/straw that would be shorter? Can you draw one that would be longer? How do you know? Compare and discuss different answers. 
• Prep ahead by taping three pieces of yarn the same length (about eight inches long) to a piece of cardstock or a notecard. It may be helpful to use different color yarn. Identify the first (insert color) of yarn on the card as being the longest. How can you make the next piece of yarn shorter? Allow students access to scissors to trim the yarn as they see fit. How can you make the last piece of yarn short than the one you just cut? Have students trim the last piece of yarn. Extend the task by adding giving students a card with more pieces of yarn and ask them to cut the yarn so they are in order (longest to shortest or shortest to longest). 
• Find three things in the room that are shorter and longer than a crayon.  
• Find 3 school supplies. Draw or trace them in order from shortest to longest. Label each school supply.
• Ena and Malik both measured the same marker but got different lengths. How could this have happened? (different unit of measure- one used large paper clips and the other student used small paper clips)
• Have students measure 2 of their friends laying down using an object from around the classroom (i.e.:   marker, school box, folder, etc.) Have them compare who was taller/shorter or longer/shorter and record.

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. 

• Long and Heavier? Shorter and Heavier? Links to an external site. (Illustrative Mathematics)
• Which Weighs More? Which Weighs Less? Links to an external site. (Illustrative Mathematics) Links to an external site.
• Which is Heavier? Links to an external site.  (Illustrative Mathematics)
• ReadWriteThink Going on a Shape Hunt Links to an external site.

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. 

All kindergarten teams have been provided with the resources listed below.

Print Resources

Book Thumbnail	Title	Reference
	Hands-On Standards published by: Learning Resources	Lesson 1, Left and Right, p. 64 Lesson 10, Positions in a Lane, p. 82 Lesson 11, Relative Locations, p. 84 Lesson 12, Inside and Outside, p. 86 Lesson 13, Before and After, p. 89
	Teaching Student-Centered Mathematics by: John A. Van de Walle and Lou Ann H. Lovin	Hidden Positions? - Activity 7.12, p. 213 Activity 7.1, p. 194 Activity 7.6 p. 207

Rich Tasks for Multiple Means of Engagement, Expression, and Representation (UDL)

• Develop spatial sense by connecting geometric shapes to students’ everyday lives. Initiate natural conversations about shapes in the environment. Have students identify and name two- and three-dimensional shapes in and outside of the classroom and describe their relative position
• Ask students to find rectangles in the classroom and describe the relative positions of the rectangles they see, e.g. This rectangle (a poster) is over the sphere (globe). Teachers can use a digital camera to record these relationships. Hide shapes around the room. Have students say where they found the shape using positional words, e.g. I found a triangle UNDER the chair.
• Have students create drawings involving shapes and positional words: Draw a window ON the door or Draw an apple UNDER a tree. Some students may be able to follow two- or three-step instructions to create their drawings.
• Use a shape in different orientations and sizes along with non-examples of the shape so students can learn to focus on defining attributes of the shape.

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.

• Bucket Balance Download Bucket Balance
   (HCPSS-adapted resource)
• Longer Download Longer
   (HCPSS-adapted resource)
• Shorter Download Shorter
   (HCPSS-adapted resource)
• Two Towers Download Two Towers
  (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.2 Comparing Temperature Links to an external site.
• K.MD.A.2 Measuring Capacity Links to an external site.
• Task 1A: K.MD.A.1 and K.MD.A.2 Links to an external site.

Assessments

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

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Full Standard

Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and one child as taller/shorter

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

KMD2 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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