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
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.
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.
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