Order three objects by length; compare the lengths of two objects indirectly by using a third object.
Measurement Topic
This standard is reported on the report card in these quarters as follows:
1st Grade Students Learning 1st Grade Standards
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Report Card Measurement Topic:Demonstrates understanding of measurement concepts.
Kindergarten Students Learning 1st Grade 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.
Recognize when an object is longer or shorter than another object.
Organize three objects by length in order from shortest to longest.
Compare the lengths of two objects by using a third object (e.g. the pencil is longer than the eraser because it is longer than the crayon that is also longer than the eraser).
Measurement involves a comparison of an attribute of an item with a unit that has the same attribute. This standard involves the transitivity principle of indirect measurement. Students do not need to know the term, transitivity but they need to apply the principle. The transitivity principle says If A > B and B > C then A > C or If A < B and B < C then A < C. If these statements are true, then you do not need to measure A and C.
Progression of Standard within Grade 1
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
Recognize when an object is longer or shorter than another object.
Organize three objects by length in order from shortest to longest.
Compare the lengths of two objects by using a third object (e.g. the pencil is longer than the eraser because it is longer than the crayon that is also longer than the eraser).
These tasks can be used with small group or whole group instruction.
Have students use a ladle or a big spoon to scoop out connecting cubes 3 times. They should have each scoop in a separate pile. Have them connect each scoop so they have 3 different towers. Tell them to order their towers from shortest to longest. Ask how long is shortest tower? Your tallest? Do then numbers make sense? How many cubes would you need to have an even taller tower? A tower shorter than your shortest tower? Have them see if they can find an object in the room that is longer than their shortest tower but shorter than their tallest tower.
Give a pair of students a set of cuisenaire rods. Have each partner pick out three different colored rods. Have each student order their three rods from shortest to longest. Then have them combine with their partner and order all 6 rods from shortest to longest. What strategies did you use to find the order of your own rods? Did your strategy stay the same when combining to order all six rods? Why or why not?
Give students a stick that is about 4 inches long. Ask students to find an object in the room that is shorter than and longer than the the stick. Ask students to determine which object is longer/shorter and explain their reasoning.
Find three things in the room that are shorter than your pencil.
Find 3 school supplies. Draw or trace them in order from shortest to longest. Label each school supply.
Kara and Emily 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)
How can you figure out the length of different objects when you don’t compare them side by side? Provide an example to support your answer.
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 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.
These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.
Order three objects by length; compare the lengths of two objects indirectly by using a third 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.
First Grade Students Learning First Grade Standards by Measurement Topic